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101.
This study evaluated the interpersonal sensitivity of third culture individuals, defined as people who lived in a country other than that of their nationality during their developmental years, by comparing them to mono-cultured individuals. While the notion that third culture individuals develop enhanced perceptual skills as a result of intercultural adaptation is widely accepted in popular and professional literature, this assertion has not been empirically tested. Previous research on intercultural communication competence and adaptation has almost exclusively focused on intercultural exposure among adults. This study collected data from 142 individuals using web-based surveys. The instruments measured two aspects of participants’ interpersonal sensitivity: social and emotional sensitivity. Results showed that third culture individuals have significantly higher social sensitivity than mono-cultured individuals, while mono-cultured individuals reported higher emotional sensitivity. Additionally, no significant correlation was found between greater intercultural experience and increased interpersonal sensitivity. 相似文献
102.
Robin L. Hojnoski Helen Lynn Columba Joy Polignano 《Early education and development》2014,25(4):469-492
Research Findings: Shared book reading provides a meaningful context for rich conversations to occur between a child and an adult and offers opportunities for children to be exposed to a range of vocabulary and concepts that often extend beyond their everyday experiences. Few studies have examined parent–child shared book reading as a context for embedding mathematical discussion. The purpose of this study was to examine systematically the effect of training parents to focus on mathematical concepts and vocabulary during shared book reading. Specific research questions were as follows: (a) Did parents increase their use of math talk during shared storybook reading following training? (b) Did parents generalize intervention strategies? And (c) did children increase their use of math talk during shared storybook reading? Results from a yoked multiple-baseline design with 6 dyads indicated variability across the dyads with 2 general patterns. Math talk increased following training for 3 of the dyads, whereas verbal mathematical behavior did not show consistent change for the other 3 dyads. Practice or Policy: Results are discussed in the context of home support for early mathematical development. 相似文献
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Dancers are exposed to the effects of repetitive jumping and leaping as are other athletes that tend to develop patellar tendinopathy. Greater vertical ground reaction forces occur during landing from a dance leap than during takeoff and during other common athletic activities. The purposes of this study were: (1) to compare the landing ground reaction force profiles of participants with and without clinically diagnosed patellar tendinopathy, and (2) to determine the strength of the relationship between landing angle, and braking impulse. Eighteen elite pre-professional dancers (12 healthy, 6 with patellar tendinopathy; both groups 50% male) performed sauts de chat for kinetic and kinematic analysis. Dancers with patellar tendinopathy demonstrated greater peak vertical ground reaction force and impulse (36% and 15% greater, respectively). Dancers with patellar tendinopathy demonstrated greater peak braking ground reaction force and impulse (82% and 126% greater, respectively). Landing angle explained 67% of the braking impulse. Dancers with patellar tendinopathy exhibited greater vertical and braking impulses than healthy dancers. Braking impulse was strongly correlated with landing angle. While there was no difference between groups in landing angle, dancers with patellar tendinopathy exhibited greater braking impulse than their non-tendinopathic counterparts, even at similar landing angles. 相似文献
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