Does God Make It Real? Children’s Belief in Religious Stories From the Judeo‐Christian Tradition     

Vaden VC  Woolley JD 《Child development》2011,82(4):1120-1135

Four- to 6-year-old children (N = 131) heard religious or nonreligious stories and were questioned about their belief in the reality of the story characters and events. Children had low to moderate levels of belief in the characters and events. Children in the religious story condition had higher levels of belief in the reality of the characters and events than did children in the nonreligious condition; this relation strengthened with age. Children who used God as an explanation for the events showed higher levels of belief in the factuality of those events. Story familiarity and family religiosity also affected children's responses. The authors conclude that God's involvement in a story influences children's belief in the reality of the characters and events in that story.  相似文献   

Overcoming the Barrier to Implementing Authentic Research Experiences through Faculty Mentorship     

Christine M. Goedhart  Jacqueline S. McLaughlin 《CBE life sciences education》2015,14(2)

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Early Childhood Inservice and Preservice Teachers’ Perceived Levels of Preparedness to Handle Stress in their Students     

Jacqueline Onchwari 《Early Childhood Education Journal》2010,37(5):391-400

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Parental interactions with Latino infants: variation by country of origin and English proficiency   总被引：2，自引：0，他引：2  

Cabrera NJ  Shannon JD  West J  Brooks-Gunn J 《Child development》2006,77(5):1190-1207

This study examined variation in mother-infant interactions, father engagement, and infant cognition as a function of country of origin, socioeconomic status, and English language proficiency in a national sample of Latino infants (age 9 months) born in the United States and living with both biological parents (N=1,099). Differences between Mexican-American infants, who had lower mother-infant interaction scores and less father physical play than did the other Latino infants, were associated with differences in acculturation (both parents' English proficiency). Indicators of acculturation and paternal reports of happiness with partner were associated with paternal engagement. Indicators of acculturation were also related to mother-infant interactions. Infant cognitive scores were associated with maternal interaction but not father engagement, and maternal but not paternal mental health.  相似文献   

Verbal-behavioral dissociations in development     

Woolley JD 《Child development》2006,77(6):1539-1553

Verbal and behavioral measures of children's knowledge are frequently dissociated. These situations represent a largely untapped but important resource for furthering an understanding of human cognition. In this paper, verbal-behavioral dissociations in children are discussed and analyzed, drawing from a wide range of domains. The article explores what might lead to different responses in different modalities, and it is proposed that children's goals may be an important factor. It is concluded that a variety of factors are involved in producing these dissociations, and that a richer picture of development will result from attention to these factors.  相似文献   

Classwide consultation in preschools: A case study of comprehensive supports     

Jacqueline Gajus  David Barnett 《Psychology in the schools》2010,47(9):871-886

Classwide supports were used to increase children's early literacy skills for Head Start morning and afternoon classrooms within a preschool Response to Intervention (RtI) model. Support included interventions to improve child outcomes for letter naming fluency (LNF) and teachers' instructional and managerial variables. Targeted activities included circle (a group instructional activity) and center times (also instructional time with children's choices about activities). Support for teachers included adding a “letter of the week” activity with active responding and other literacy activities and providing direct feedback to teachers about classroom managerial interactions. Results show positive classwide improvements for LNF, an increase in the prevalence of instruction, and improvements in positive and instructional managerial methods. Social validity appraisal indicated that the support methods were highly acceptable. © 2010 Wiley Periodicals, Inc.  相似文献   

Desegregation: Advantages to whites     

Jacqueline Scherer  Edward Slawski 《The Urban Review》1981,13(4):217-225

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An Educational Imperative: The Role of Ethical Codes and Normative Prohibitions in CBW-applicable Research     

Simon J  Hersh M 《Minerva》2002,40(1):37-55

This paper examines the role of ethics in research with potentialapplicability to chemical and biological warfare. It focuses uponbiological warfare research, and examines the ethical dilemmas faced bythose working with dual-use potential technologies. It discusses thenormative, legal and ethical prohibitions against participation inchemical and biological warfare programmes from a Western perspective.It examines the motivations of individuals participating in CBW researchand concludes with recommendations for increasing awareness aboutethical and normative prohibitions. An appendix lists the results of asurvey of ethical codes in relevant scientific disciplines conducted viathe Internet.  相似文献   

Correction to: Explicit Vocabulary Instruction in Kindergarten: Case Studies of Students With and Without Language Disorders     

Jacqueline M. Myers  Julie W. Ankrum 《Early Childhood Education Journal》2018,46(6):693-693

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Targeting associated mechanisms of anterior cruciate ligament injury in female community-level athletes     

Jonathan M. D. Staynor  Joanna C. Nicholas  Gillian Weir  Jacqueline A. Alderson 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(4):501-513

This study aims to determine if biomechanically informed injury prevention training can reduce associated factors of anterior cruciate ligament injury risk among a general female athletic population. Female community-level team sport athletes, split into intervention (n = 8) and comparison groups (n = 10), completed a sidestepping movement assessment prior to and following a 9-week training period, in which kinetic, kinematic and neuromuscular data were collected. The intervention group completed a biomechanically informed training protocol, consisting of plyometric, resistance and balance exercises, adjunct to normal training, for 15–20 min twice a week. Following the 9-week intervention, total activation of the muscles crossing the knee (n = 7) decreased for both the training (? ?15.02%, d = 0.45) and comparison (? ?9.68%, d = 0.47) groups. This decrease was accompanied by elevated peak knee valgus (? +27.78%, d = ?0.36) and internal rotation moments (? +37.50%, d = ?0.56) in the comparison group, suggesting that female community athletes are at an increased risk of injury after a season of play. Peak knee valgus and internal rotation knee moments among athletes who participated in training intervention did not change over the intervention period. Results suggest participation in a biomechanically informed training intervention may mitigate the apparent deleterious effects of community-level sport participation.  相似文献