Memory and Executive Functioning in 12‐Year‐Old Children With a History of Institutional Rearing          下载免费PDF全文

Johanna Bick  Charles H. Zeanah  Nathan A. Fox  Charles A. Nelson 《Child development》2018,89(2):495-508

We examined visual recognition memory and executive functioning (spatial working memory [SWM], spatial planning, rule learning, and attention shifting) in 12‐year‐olds (n = 150) who participated in the Bucharest Early Intervention Project, a randomized controlled trial of foster care for institutionally reared children. Similar to prior reports at 8 years of age, institutionally reared children showed significant deficits in visual recognition memory and SWM. Deficits in attention shifting and rule learning were also apparent at this time point. These data suggest that early experiences continue to shape the development of memory, learning, and executive functioning processes in preadolescence, which may explain broader cognitive and learning difficulties commonly associated with severe early life neglect.  相似文献   

Why aren’t we talking? Third-party providers and mobility programs     

Rachael Hains-Wesson 《高等教育研究与发展》2017,36(4):866-869

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Development of a path-analysis model relating elementary teacher variables and science-teaching practices     

Bess J. Nelson  Arthur L. White 《科学教学研究杂志》1975,12(4):379-384

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Two studies of low income parents' involvement in schooling     

Bonnie Klimes-Dougan  Jose A. Lopez  Perry Nelson  Howard S. Adelman 《The Urban Review》1992,24(3):185-202

An interview and an intervention study are reported. Interview findings extend research on the positive relationship of parent involvement to school success. That is, although most of the low income families reported low-moderate participation, a postive relationship was found between parent involvement and school adjustment as early as kindergarten. With respect to negative valuing and barrier interpretations of low participation, the data support the latter; all but a few parents reported positive attitudes toward school involvement, while the majority indicated significant barriers. In comparing Latino and non-Latino groups, the former reported more barriers. Within the Latino group, parents whose children had made a good school adjustment indicated the most participation. Non-English proficient parents reported more barriers than those proficient in English but comparable degrees of involvement. In the intervention study, a simple strategy resulted in more treatment than control parents attending a school event. Differences in attendance were related to ethnicity and language.This work was carried out in conjunction with a dropout prevention demonstration project conducted as a collaborative effort of the School Mental Health unit (Janelle Munn, Director) and Dropout Prevention unit (Pete Martinez, Director) of the Los Angeles Unified School District and the School Mental Health Project at UCLA (Howard Adelman and Linda Taylor, Co-directors). Partial support for the project came from the U.S. Department of Education. The authors, of course, assume full responsibility for the contents, but we want to take this opportunity to acknowledge the contributions of participating schools and project staff (especially Mary Beth DiCecco and Alison McAlpine). And although she declined author credit, this work could not have been accomplished with the many contributions of Linda Taylor, the project director. We would also like to thank Regina DeWitter, Teresa Gonzales, Kathy Eides and the many other UCLA students who assisted in various phases of the research.  相似文献   

U.S. and Israeli young women’s future perceptions     

Rinat Michael  TaeSun Kim  Ashley Hutchison  Rachel Gali Cinamon  Lawrence H. Gerstein  Juno Park  Yuri Choi  Yamini Bellare  Rachael Collins 《International Journal for Educational and Vocational Guidance》2017,17(2):121-141

The current study investigated the content of future perceptions among 47 U.S. women and 48 Israeli women. Thematic analysis was used to explore participants’ qualitative responses. Women’s responses covered a wide range of topics, and were categorized into ten key themes: (a) work, (b) family/relationships, (c) property, (d) residence, (e) education, (f) general quality of life, (g) leisure, (h) pro-social activities, (i) multiple role management, and (j) religion. Results demonstrated the role of nationality in the process of exploration and future perceptions. Implications for research and practice are discussed.  相似文献   

Silent Partners: Developing a Critical Understanding of Community Partners in Technical Communication Service-Learning Pedagogies     

Amy C. Kimme Hea  Rachael Wendler Shah 《Technical Communication Quarterly》2016,25(1):48-66

Although many technical communication teachers and programs integrate some form of service-learning pedagogy, there is a dearth of technical communication research on the silent partners of these projects: the community partners. Drawing upon research data from 14 former community partners of professional writing service-learning courses, the authors suggest that understanding community partners’ own self-defined stakes in service-learning projects can challenge hyperpragmatist representations of community partners and aid us in the continued creation, management, and critical evaluation of service-learning pedagogies and curricula.  相似文献   

Rules versus analogies in children's spelling: Evidence for task dependence     

Rachael P. Deavers  Gordon D.A. Brown 《Reading and writing》1997,9(5-6):339-361

Two experiments were conducted to investigate developmental changes in children's use of rime-level units of sound-to-spelling correspondence when spelling nonwords under varying task demands. In Experiment 1, nonwords were presented in isolation. Older children spelled more of the nonwords by analogy than younger children. Experiment 2 adopted versions of the clue word technique employed by Goswami (1988a) and found that significantly more analogous, rime-based responses were given to the same stimuli in both younger and older children. However, fewer analogous responses were given when the salience of the clue word was reduced by presentation of multiple target nonwords. The results suggest that while children in the early stages of development possess the ability to use rime-based units in spelling, they do not always make spontaneous use of this analogy strategy. However, when the potential to use rime-based units is highlighted by task demands, as is the case in Experiment 2 when a clue word is provided, even young children make considerable use of analogy in spelling.  相似文献   

Reflections of an Online Social Work Professor: Illuminating an Alternative Pedagogy     

Rachael A. Richter 《Journal of Teaching in Social Work》2019,39(4-5):344-360

ABSTRACT

Research in distance education has investigated student satisfaction and learning outcomes, comparing face-to-face with online delivery formats, and tested various technological tools, but has yet to consider alternative pedagogies. Liberatory pedagogy facilitates critical thinking, awareness, reflection and social action around constructs such as race, gender, and class. This paper uses Scholarly Personal Narrative to explore opportunities and challenges of implementing liberatory pedagogy within a virtual classroom. Themes include identity, body, mind, spirit, voice, authenticity, and self-actualization. Liberatory pedagogy emphasizes critical consciousness of oppression, aligns with professional values and ethics, encourages societal well-being, and would appear to enhance online social work education.  相似文献   

Radicals reflect: The first twenty years of the caucus for a new political science     

B. Nelson Ong 《Academic Questions》1988,1(3):55-59

B. Nelson Ong is Assistant Professor Political Science at the College of New Rochelle, New Rochelle, NY 10805. He is also the Secretary of the National Association of Scholars.  相似文献   

Teacher education: Are we blind to urban problems?     

Thomas E. Linton  Jack L. Nelson 《The Urban Review》1979,11(2):55-62

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