Chapter II. Neurological Aspects of the Disorganized/disoriented Attachment Classification System: Differentiating Quality of the Attachment Relationship from Neurological Impairment     

Sandra Pipp-Siegel  Clifford H. Siegel  & Janet Dean 《Monographs of the Society for Research in Child Development》1999,64(3):25-44

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Ranking the Presidents: Scholars versus The People     

Clifford F. Thies 《Academic Questions》2014,27(1):79-93

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Social science policy in a new state     

Clifford Geertz 《Minerva》1974,12(3):365-381

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The American Secondary School in Action by Phillip W. Perdew. Boston: Allyn and Bacon,Inc., 1959. 351 pp. $5.50     

Clifford L. Bishop 《The Educational forum》2013,77(2)

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Through the Dąbrowski Lens: Philosophy,Faith, and the Personality Ideal     

Amanda J. Harper  Christine Clifford 《Roeper Review》2017,39(4):262-268

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Designing an internationationalised curriculum for higher education: embracing the local and the global citizen     

Valerie Clifford  Catherine Montgomery 《高等教育研究与发展》2017,36(6):1138-1151

In this article, differing interpretations of the internationalisation of higher education curriculum are explored analysing the structural and cultural aspects of the curriculum. Voices of tertiary staff from around the world taking part in a four-week, fully online course, entitled ‘Internationalising the curriculum for all students’ contributed to stimulating discussions that raised many questions about whose perspectives were being privileged in defining an internationalised curriculum and what constituted a transformed curriculum. In this analysis, the framework illuminates the varied theoretical and practical stances towards an internationalised curriculum. It highlights that indigenous knowledges and the positionings of marginal and diaspora peoples have been widely overlooked in internationalisation of curriculum practices, and these perspectives need to become integral to discussions of future tertiary education policies and curricula.  相似文献   

Determinants of range effects in face recognition     

Verbeek EL  Spetch ML  Cheng K  Clifford CW 《Learning & behavior》2006,34(3):229-240

The effects of test stimulus range on generalization gradients in humans were assessed for discriminations between faces that varied in brightness, faces that varied in orientation in the picture plane, and morphed faces. In Experiment 1, significant range effects, predicted by adaptation level theory, occurred when faces varied along the brightness or orientation dimension, but not for morphed faces. Changing the difficulty of discrimination of both training and test stimuli for Experiment 2 produced range effects in morphed faces. Experiment 3 explored training and testing stimulus factors as determinants of range effects in morphed faces. The results suggest that sufficiently biased testing ranges create shifts in response distributions (generalization gradients), and this may be amplified by using relatively difficult discriminations between training stimuli.  相似文献   

The Neuroscience Peer Review Consortium     

Clifford B. SAPER  John H. R. MAUNSELL 《Learned Publishing》2010,23(1):15-16

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Interpreting the Dispositional Flow Scale-2 scores: a pilot study of latent class factor analysis     

Kawabata M  Mallett CJ 《Journal of sports sciences》2012,30(11):1183-1188

The present study examined the extent to which scores on the Dispositional Flow Scale-2 (DFS-2) could differentiate individuals who frequently experience flow characteristics in physical activity from those who do not. A total of 993 participants completed the Japanese version of the DFS-2. Latent class factor analysis (LCFA), which combines the strengths of both latent class analysis and factor analysis, was conducted on the DFS-2 responses. Six classes were identified through a series of LCFAs and the patterns of the item-average scores for the nine flow attributes were found to be parallel among these classes. The top two and bottom two classes (19.3% and 13.4% of the whole sample) were considered the groups who experience flow characteristics frequently and seldom, respectively. These results indicated that individuals who often experience flow attributes in physical activity could be differentiated from those who do not based on their DFS-2 scores.  相似文献   

How do pre-kindergarteners spend their time? Gender,ethnicity, and income as predictors of experiences in pre-kindergarten classrooms   总被引：2，自引：0，他引：2  

Diane M. Early  Iheoma U. Iruka  Sharon Ritchie  Oscar A. Barbarin  Donna-Marie C. Winn  Gisele M. Crawford  Pamela M. Frome  Richard M. Clifford  Margaret Burchinal  Carollee Howes  Donna M. Bryant  Robert C. Pianta 《Early childhood research quarterly》2010

The current paper considers how children spend their time in state-funded pre-kindergarten programs and how time use relates to ethnicity, gender, and family income, based on the assumption that how time is spent in pre-kindergarten is relevant for the programs’ success in narrowing achievement gaps. Classroom observations of 2061 children in 652 pre-k programs in 11 states were analyzed. Findings indicated that the pre-kindergarten day was roughly equally divided among free choice, teacher-assigned activities, and meals/routines. Children spent much of their time in language/literacy, social studies, and art, and less time in math and gross motor activities. Much of the pre-k day was spent in ‘no coded learning activity.’ Children in classes with lower proportions of Latino and African American children and higher average income-to-need ratios were generally engaged in richer and more stimulating experiences. The child-level variables of ethnicity and income were generally unrelated to how children spent their time, above and beyond the effects of classroom-level ethnicity and income. There were generally small, but significant gender differences – always in the gender-stereotyped direction – in how time was spent, especially during free choice time.  相似文献