Attachment to Mother/Attachment to Father: A Meta-Analysis   总被引：3，自引：0，他引：3  

Nathan A. Fox  Nancy L. Kimmerly  William D. Schafer 《Child development》1991,62(1):210-225

An important tenet of attachment theory is that classification of security or insecurity as derived from the Strange Situation reflects the quality of an infant's relationship with its caregiver. One piece of evidence supporting this claim is the lack of concordance of classification between an infant and its mother and father. We performed a meta-analysis of the 11 studies that have examined the concordance of mother/father attachment to an infant. We found that security of attachment to one parent was dependent upon security to the other parent, that type of insecurity (avoidant/resistant) to one parent was dependent upon type of insecurity to the other, and that subcategory classification within the secure category (B1B2/B3B4) to one parent was dependent upon subcategory classification to the other. These data raise important questions regarding the meaning of infant attachment classification as derived from the Strange Situation. Among the possible explanations for the pattern of data are existence of concordant parenting styles and/or influence of infant temperament (possibly the tendency to cry upon separation) on classification of security/insecurity in the Strange Situation.  相似文献   

The relations of parental warmth and positive expressiveness to children's empathy-related responding and social functioning: a longitudinal study   总被引：3，自引：0，他引：3  

Zhou Q  Eisenberg N  Losoya SH  Fabes RA  Reiser M  Guthrie IK  Murphy BC  Cumberland AJ  Shepard SA 《Child development》2002,73(3):893-915

This study examined the concurrent and cross-time relations of parental observed warmth and positive expressivity to children's situational facial and self-reported empathic responding, social competence, and externalizing problems in a sample of 180 elementary school children. Data was collected when the children were in second to fifth grades (age: M = 112.8 months), and again 2 years later. Cross-sectional and longitudinal structural equation models supported the hypothesis that parents' (mostly mothers') positive expressivity mediated the relation between parental warmth and children's empathy, and children's empathy mediated the relation between parental positive expressivity and children's social functioning. These relations persisted after controlling for prior levels of parenting and child characteristics. Moreover, concurrent and cross-time consistencies were found on measures of parenting, children's situational empathic responding, and social functioning.  相似文献   

A functional analysis of collateral behavior under differential-reinforcement-of-low-rate schedules     

Nancy S. Hemmes  David A. Eckerman  Hillel J. Rubinsky 《Learning & behavior》1979,7(3):328-332

The collateral behavior of pigeons under differential-reinforcement-of-low-rate (DRL) schedules was evaluated for its role in controlling DRL performance. Two of three pigeons engaged in high rates of collateral keypecking under schedules up to DRL 28 sec. Rate of collateral pecking was positively correlated with DRL efficiency. Topographical features of the collateral behavior were inconsistent with the notion that collateral behavior mediates DRL performance through response-produced stimuli. Rather, the collateral behavior appeared to interfere with the operant response, delaying it long enough to meet the DRL requirement.  相似文献   

Detecting Gender Bias in Peer Marking of Students’ Group Process Work     

Nancy Falchikov  Douglas Magin 《Assessment & Evaluation in Higher Education》1997,22(4):385-396

Concerns relating to the reliability of teacher and student peer assessments are discussed, and some correlational analyses comparing student and teacher marks described. The benefits of the use of multiple ratings are elaborated. The distinction between gender differences and gender bias is drawn, and some studies which have reported gender bias are reviewed. The issue of ‘blind marking’ is addressed. A technique for detecting gender bias in cases where student raters have awarded marks to same and opposite sex peers is described, and illustrated by data from two case studies. Effect sizes were found to be very small, indicating an absence of gender bias in these two cases. Results are discussed in relation to task and other contextual variables. The authors conclude that the technique described can contribute to the good practice necessary to ensure the success of peer assessment in terms of pedagogical benefits and reliable and fair marking outcomes.  相似文献   

Relations of parenting and temperament to Chinese children's experience of negative life events, coping efficacy, and externalizing problems   总被引：1，自引：0，他引：1  

Zhou Q  Wang Y  Deng X  Eisenberg N  Wolchik SA  Tein JY 《Child development》2008,79(3):493-513

The relations of parenting and temperament (effortful control and anger/frustration) to children's externalizing problems were examined in a 3.8-year longitudinal study of 425 native Chinese children (6–9 years) from Beijing. Children's experience of negative life events and coping efficacy were examined as mediators in the parenting- and temperament-externalizing relations. Parents reported on their own parenting. Parents and teachers rated temperament. Children reported on negative life events and coping efficacy. Parents, teachers, children, or peers rated children's externalizing problems. Authoritative and authoritarian parenting and anger/frustration uniquely predicted externalizing problems. The relation between authoritarian parenting and externalizing was mediated by children's coping efficacy and negative school events. The results suggest there is some cross-cultural universality in the developmental pathways for externalizing problems.  相似文献   

Decreasing course content improves student comprehension of science and attitudes towards science in freshman biology     

Marshall D. Sundberg  Michael L. Dini  Elizabeth Li 《科学教学研究杂志》1994,31(6):679-693

This study demonstrates a small, but significant, difference in prior understanding of basic biological concepts between students enrolled in majors' versus nonmajors' introductory biology courses. By the end of their respective courses, nonmajors demonstrated greater improvement in posttest scores than did majors. Furthermore, although initially students in the major course had a significantly more positive attitude towards science, especially in terms of personal comfort with science, by the end of the course this difference disappears. Following a semester of instruction, the attitudes of nonmajors generally improved, but student attitudes in the majors' classes declined in nearly all categories. We demonstrate a significant instructor effect in these results.  相似文献   

国内外学习科学、设计、技术研究前沿与趋势——2019“学习设计、技术与学习科学”国际研讨会述评     

冯晓英  王瑞雪  曹洁婷  罗陆慧英  陈丽 《开放教育研究》2020,(1):21-27

随着学习科学、学习分析等领域的发展,学习设计也进入了崭新的发展阶段,正在成为国际教育技术领域的新研究热点,需要从更多更新的视角看待和研究。本文以“2019学习设计、技术与学习科学国际研讨会”为抓手,采用文献分析法和内容分析法,对研讨会内容及国内外代表性学者和文献进行了分析,总结提炼了当前国内外学习设计、技术与学习科学领域的研究热点。本文还提出要从新的理论、新的技术、新的证据、新的方法等视角看待学习设计的未来发展方向与趋势。  相似文献   

Child and Parenting Outcomes After 1 Year of Educare          下载免费PDF全文

Noreen Yazejian  Donna M. Bryant  Sydney Hans  Diane Horm  Lisa St. Clair  Nancy File  Margaret Burchinal 《Child development》2017,88(5):1671-1688

Educare is a birth to age 5 early education program designed to reduce the achievement gap between children from low‐income families and their more economically advantaged peers through high‐quality center‐based programming and strong school–family partnerships. This study randomly assigned 239 children (< 19 months) from low‐income families to Educare or a business‐as‐usual control group. Assessments tracked children 1 year after randomization. Results revealed significant differences favoring treatment group children on auditory and expressive language skills, parent‐reported problem behaviors, and positive parent–child interactions. Effect sizes were in the modest to medium range. No effects were evident for observer‐rated child behaviors or parent‐rated social competence. The overall results add to the evidence that intervening early can set low‐income children on more positive developmental courses.  相似文献   

Education and Social Control   总被引：1，自引：0，他引：1  

Nancy R. King 《Educational theory》1977,27(3):245-250

  相似文献   

地方高校英语专业口语课现状及对策     

祁文慧  Jody Marshall 《宜春学院学报》2006,28(1):141-145

文章分析了地方高校英语专业学生的特点以及英语口语课的现状，介绍了学习类型相关理论，并就如何结合学生的学习类型组织教学活动提出了建议。  相似文献