The Effects of Morning Naps, Car Trips, and Maternal Separation on Adrenocortical Activity in Human Infants   总被引：3，自引：0，他引：3  

Mary C. Larson  Megan R. Gunnar  Louise Hertsgaard 《Child development》1991,62(2):362-372

3 studies of adrenocortical activity in healthy 9-month-old infants were conducted to examine unanticipated results obtained in previous research. In the first study, morning naps were examined and found to be associated with significant decreases in salivary cortisol. These decreases were followed by a significant return to prenap cortisol concentrations. In the second study, riding for 40 min in the car was also shown to significantly lower salivary cortisol concentrations. This effect was obtained both for infants who did and who did not sleep during the car trip. In the third study, the effect of 30 min of maternal separation in the laboratory on salivary cortisol was compared to the effect of 30 min of play with mother present. Separation resulted in significantly higher salivary cortisol concentrations as compared to play with mother present. In general, correlations between cortisol and behavior were found to be nonsignificant under conditions that did not produce stress elevations in cortisol, while less positive, more distressed behaviour was significantly correlated with cortisol under separation or stress conditions.  相似文献   

Beyond Stimulus Deprivation: Iron Deficiency and Cognitive Deficits in Postinstitutionalized Children     

Jenalee R. Doom  Megan R. Gunnar  Michael K. Georgieff  Maria G. Kroupina  Kristin Frenn  Anita J. Fuglestad  Stephanie M. Carlson 《Child development》2014,85(5):1805-1812

Children adopted from institutions have been studied as models of the impact of stimulus deprivation on cognitive development (Nelson, Bos, Gunnar, & Sonuga‐Barke, 2011), but these children may also suffer from micronutrient deficiencies (Fuglestad et al., 2008). The contributions of iron deficiency (ID) and duration of deprivation on cognitive functioning in children adopted from institutions between 17 and 36 months of age were examined. ID was assessed in 55 children soon after adoption, and cognitive functioning was evaluated 11–14.6 months postadoption when the children averaged 37.4 months old (SD = 4.9). ID at adoption and longer duration of institutional care independently predicted lower IQ scores and executive function (EF) performance. IQ did not mediate the association between ID and EF.  相似文献   

Adult attachment, parent emotion, and observed parenting behavior: mediator and moderator models   总被引：1，自引：0，他引：1  

Adam EK  Gunnar MR  Tanaka A 《Child development》2004,75(1):110-122

In a middle-class sample of mothers of 2-year-olds, adult attachment classifications measured in the Adult Attachment Interview (AAI) were related to maternal self-reported emotional well-being and observed parenting behavior, and the potential mediating and moderating roles of maternal emotion were tested. Mothers classified as dismissing on the AAI reported significantly lower levels of positive affectivity. Mothers classified as preoccupied reported significantly higher levels of negative affectivity and anxiety. Preoccupied mothers were observed to be significantly higher on angry/intrusive parenting, but this association was not mediated by attachment-related differences in maternal emotion. Maternal emotional well-being did, however, moderate the associations between adult attachment and parenting behavior: Dismissing attachment was significantly associated with lower warmth/responsiveness only among mothers with higher levels of depressive symptoms.  相似文献   

Event-related Potentials in Year-Old Infants: Relations with Emotionality and Cortisol   总被引：2，自引：0，他引：2  

Megan R. Gunnar  Charles A. Nelson 《Child development》1994,65(1):80-94

Event-related po-potentials (ERPs) were recorded from year-old infants presented with sets of familiar faces presented frequently and infrequently, and a set of novel faces presented infrequently. The normative response of infants in this sample was a late positive slow wave to the Infrequent Familiar faces, and a return to baseline to the Frequent Familiar and Infrequent Novel faces (although there was a tendency for some infants to show a positive slow wave to the latter events). A factor score based on data from frontal and central leads that reflected this normative pattern was significantly associated with infant emotional behavior and cortisol. Infants scoring higher on the normative ERP factor were more distressed during separation, were reported by their parents to smile and laugh more, and had lower cortisol concentrations during ERP testing. These data were interpreted as reflecting the coordination of adaptive responding among different physiological and behavioral systems.  相似文献   

The Stressfulness of Separation among Nine-Month-Old Infants: Effects of Social Context Variables and Infant Temperament     

Megan R. Gunnar  Mary C. Larson  Louise Hertsgaard  Michael L. Harris  Laurie Brodersen 《Child development》1992,63(2):290-303

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Toddlers' and Preschoolers' Experience in Family Day Care: Age Differences and Behavioral Correlates     

Kryzer EM  Kovan N  Phillips DA  Domagall LA  Gunnar MR 《Early childhood research quarterly》2007,22(4):451-466

One hundred and twelve children, 56 toddlers and 56 preschoolers, were observed in their family child care settings to determine whether toddlers cared for in settings that also included preschoolers were, relative to the preschoolers, receiving more or less high-quality care and/or whether their functioning at child care appeared to be more or less dependent on aspects of the care providers’ interactions with the children. Quality of care was analyzed along two dimensions: sensitive/supportive care and structured care. Four indices of child functioning at child care were examined: integration in social activities, attention, positive mood, and angry/aggressive behavior. Results indicate that toddlers received less sensitive, supportive care than preschoolers in these mixed-age settings and toddlers were less socially integrated and less engaged in activities in the child care setting. Preschoolers displayed increased levels of angry/aggressive behavior relative to toddlers. In addition, associations of care provider behaviors and child functioning were larger for toddlers than preschoolers, suggesting that toddlers were more dependent on caregiver support for more successful functioning in these family child care settings. For both toddlers and preschoolers, care provider behavior and child functioning was generally poorer in settings with more children.  相似文献   

Adrenocortical Responses to the Strange Situation in Infants with Disorganized/Disoriented Attachment Relationships   总被引：2，自引：0，他引：2  

Louise Hertsgaard  Megan Gunnar  Martha Farrell Erickson  Melissa Nachmias 《Child development》1995,66(4):1100-1106

Salivary cortisol levels were assessed in 19-month-old infants following the Ainsworth Strange Situation procedure. 38 infants participating in Project Steep at the University of Minnesota served as subjects. Project Steep is a longitudinal intervention program designed to promote healthy parent-child relationships and to prevent emotional problems among children born to mothers who are at high risk for parenting problems. Following the Strange Situation, saliva samples were collected and assayed for cortisol, a steroid hormone frequently examined in studies of stress. Behavior during the Strange Situation was coded by trained coders, and attachment classifications were determined for each infant. Cortisol concentrations did not differ between the 6 Avoidant/Resistant (A/C) and 17 Securely Attached (B) toddlers. Toddlers ( n = 11) who were classified as having Disorganized/Disoriented (Type D) attachments exhibited higher cortisol concentrations than toddlers in the traditional (ABC) classifications. Results of this study were consistent with a model of stress reactivity that conceptualizes the organization of coping behaviors as a factor that mediates physiological stress responses.  相似文献   

Supervisory Behaviour as Perceived by Secondary School Teachers in Nigeria     

Gunnar Berg  Magnus Söderström 《School Leadership & Management》2013,33(2):237-252

This article focuses on the concept of work‐organization in general and the adaptation of this concept to the (Swedish) school‐system in particular. One major point stressed by the authors is that the work‐organization of the school is not purely a question of technical forms of administration. When establishing work‐organization it is of crucial importance to take the functions of the school into consideration. This means that the first step is to focus the content of the organizational activities and then build up administrative forms which facilitate a goal‐oriented work.  相似文献   

ICT in preschool: friend or foe? The significance of norms in a changing practice     

Mats Gunnar Lindahl  Anne-Mari Folkesson 《International Journal of Early Years Education》2012,20(4):422-436

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Research into the School as an Organization. II: The School as a Complex Organization     

Gunnar Berg  Erik Wallin 《Scandinavian Journal of Educational Research》2013,57(4):161-181

Berg, G. & Wallin, E. 1982. Research into the School as an Organization. II: The School as a Complex Organization. Scandinavian Journal of Educational Research 26, 161‐181. This article starts by examining the development of general organization theory, then proposes an overall organization model for analysing the school. A distinction is made between the school as an institution and the school as an organization, the latter defined as a function of the control emanating from the societal and the ‘actor’ level. A set of conceptual tools believed to describe and analyse the school as an organization is outlined. In the latter part of the article an illustration of how the theoretical discussion can be applied to practical situations is given, firstly by an analysis of a case study and secondly by giving examples of factors worth taking into account in concrete analyses of the organizational structures of schools.  相似文献