Child abuse screening: Implications of the limited predictive power of abuse discriminants from a controlled family study of pediatric social illness     

Jessica H. Daniel Ph.D. 《Child abuse & neglect》1978,2(4):247-259

The predictive value of a child abuse screening instrument on unselected populations is illustrated for varying hypothesized levels of child abuse prevalence in order to demonstrate outcome of a hypothetical national screening program. At any level of application, the prediction of false positives and false negatives suggests a low practical utility for an unacceptably high social cost.  相似文献   

What does it look like and what can it do? Category structure influences how infants categorize     

Horst JS  Oakes LM  Madole KL 《Child development》2005,76(3):614-631

Despite a large body of research demonstrating the kinds of categories to which infants respond, few studies have directly assessed how infants' categorization unfolds over time. Four experiments used a visual familiarization task to evaluate 10-month-old infants' (N = 98) learning of exemplars characterized by commonalities in appearance or function. When learning exemplars with a common function, infants initially responded to the common feature, apparently forming a category, and only learned the individual features with more extensive familiarization. When learning exemplars with a common appearance, infants initially learned the individual features and apparently only formed a category with more extensive familiarization. The results are discussed in terms of models of category learning.  相似文献   

Preschool children's reasoning about ability   总被引：3，自引：0，他引：3  

Heyman GD  Gee CL  Giles JW 《Child development》2003,74(2):516-534

Young children's reasoning about ability was investigated among 155 preschoolers (M = 4 years, 10 months) across 3 studies. Results suggest that preschoolers are sensitive to mental state information when making judgments about another child's ability: They judged a child who finds a task easy to be smarter than one who finds the same task hard. Systematic patterns of errors on recall tasks suggest that preschoolers perceive positive correlations between (a) exerting effort and experiencing academic success, and (b) being nice and having high academic ability. Results from a comparison group of forty 9- to 10-year-olds (M = 9 years, 10 months) suggest that the preschool findings generally reflect emerging patterns of reasoning about ability that persist into later childhood, but that the perceived correlations between high effort and academic outcomes and between social and academic traits diminish with age.  相似文献   

Genotype-environment correlations for language-related abilities: implications for typical and atypical learners     

Gilger JW  Ho HZ  Whipple AD  Spitz R 《Journal of learning disabilities》2001,34(6):492-502

Recent behavioral genetic research has shown that genetic propensities are associated with individual differences in experiences, and thus, what may appear to be environmental effects can reflect genetic influence. This study examines passive genotype-environment correlations (GECs) for language-related abilities by comparing environment-child language associations in adoptive and nonadoptive families. The results provide evidence for the genetic mediation of the association between home environmental variables, such as the provision of toys and games, maternal involvement, and degree of intellectual/cultural orientation with children's language-related abilities. Developmental changes in passive GECs are considered, and the implications for typical and atypical learners are discussed.  相似文献   

Whose STEM? Disrupting the Gender Crisis Within STEM     

Jessica Heybach 《Educational Studies A Journal of the American Educational Studies Association》2017,53(6):614-627

This article challenges implicit understandings of scientific inquiry and gender within contemporary responses to the underrepresentation of women in science, technology, engineering, and mathematics (STEM). Failing to recognize the gendered history of science, and thus STEM disciplines, we argue that much research and curricular interventions are overly invested in simply providing women institutional access to or creating feminized environments within STEM. Such shortsighted analyses lead to processes we term gender washing and painting pink, both of which diminish the possibilities for meaningful engagement with gendered ontologies within scientific inquiry. Working from important and diverse strands of feminist theory, we suggest that serious considerations of women and STEM must include a framework that critically engages the entanglement of gender and science. We conclude that a focused and intentional analysis of gender and scientific inquiry, that opposes constructions of STEM as fixed entities to simply be imparted or made accessible to women, has important implications for understanding science as a (post) human endeavor.  相似文献   

The protective role of teacher–student relationships against peer victimization and psychosocial distress          下载免费PDF全文

Michael L. Sulkowski  Jessica Simmons 《Psychology in the schools》2018,55(2):137-150

This study examined whether teacher–student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school‐aged adolescents (N = 539; 51% female) in the U.S. Southwest. Study results indicate that teacher–student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher–student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher–student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher–student relationships might be an effective way to reduce peer victimization as well as its negative effects.  相似文献   

Translating dyslexia across species     

Lisa A. Gabel  Monica Manglani  Nicholas Escalona  Jessica Cysner  Rachel Hamilton  Jeffrey Pfaffmann  Evelyn Johnson 《Annals of dyslexia》2016,66(3):319-336

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Electronic commerce and free speech     

Jessica Litman 《Ethics and Information Technology》1999,1(3):213-225

For commercial purveyors of digital speech, information and entertainment, the biggest threat posed by the Internet isn't the threat of piracy, but the threat posed by free speech -- speech that doesn't cost any money. Free speech has the potential to squeeze out expensive speech. A glut of high quality free stuff has the potential to run companies in the business of selling speech out of business. We haven't had to worry about this before, because speaking in a meaningful way to a large audience was expensive, and people couldn't afford to do serious mass speaking for free for very long. The Internet has made it much cheaper. It doesn't take much to give out information to the whole world, every day, for free, for years. And people do. If we are trying to increase the abundant dissemination of information, free speech is good. If we are trying to increase commerce in information, free speech is arguably bad, in that it competes with pay speech. Information merchants would obviously prefer that the only speech in the marketplace be pay speech. In the past two years, commercial content owners have scored significant progress in herding free speakers off the Net. There's an important synergy between persuading the government to give your industry some friendly new laws or regulations, and using new and old legal tools to make life more difficult or expensive for inconvenient competitors who aren't necessarily doing anything illegal. Recently, businesses have been able to combine the two strategies to make the Internet a much safer place to sell speech, by making the Internet a less friendly, more dangerous place to give away speech for free.  相似文献   

Interactivity: Moving Beyond Terminology     

Marianna Adams  Jessica Luke  Theano Moussouri 《Curator: The Museum Journal》2004,47(2):155-170

Abstract Museum professionals strive to provide meaningful experiences for visitors. Meaningful experiences are those that provide choice and control in the exploration of ideas, concepts, and objects. In many cases, these experiences occur through an interactive component. Although a number of studies have focused on interactives in museums, the field would benefit from an intensive look at how visitors perceive of and learn from these experiences. Discussion about this topic has been sidetracked by conversations about the terminology that describes this type of experience. Drawing upon studies conducted in this area, this paper looks at the role of interactives in museums by exploring three broad themes: clarity of purpose and underlying assumptions; design factors; and social engagement and learning. In conclusion, suggestions are offered for ways that these studies might inform the development of interactive experiences.  相似文献   

Discontinuity of Reference Hinders Children's Learning of New Words     

Jessica F. Schwab  Casey Lew-Williams 《Child development》2020,91(1):e29-e41

When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided informative discourse (e.g., This is small and green), neutral discourse (e.g., This is really great), or no verbal discourse. Switching verbal references from one object to another interfered with learning relative to providing clustered references to a particular object, revealing that discontinuity in discourse hinders children's encoding of new words.  相似文献