The Many Faces of Human-Machine Interaction     

Philip Barker 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(1):74-80

Interactive processes are fundamental to all forms of training and learning activity. Within educational technology increasing use is being made of both simple and sophisticated machines as instructional aids. Because of their growing applicability in all areas of educational practice it is important to understand the basic nature of the interactive processes involved in using such machines. This paper provides an overview of the techniques and mechanisms of human-machine interaction and outlines the status of some ongoing research trends in this area.  相似文献   

Working and Playing Together: Prediction of Preschool Social-Emotional Competence from Mother-Child Interaction   总被引：2，自引：0，他引：2  

Susanne A. Denham  Susan M. Renwick  Robert W. Holt 《Child development》1991,62(2):242-249

The impact of mother-child interaction on preschoolers' social-emotional competence was evaluated. Twenty-five girls and 23 boys (mean age = 44 mos) and their mothers were videotaped performing four play/teaching tasks. Preschool teachers completed the Baumrind Preschool Behavior Q-Sort and the Behar Problem Behavior Questionnaire. Mother-child interaction aggregates represented task orientation, positive emotion, and allowance of autonomy/reliance on mother. Results indicated that specific maternal interaction aggregates coherently predicted the children's Positive Social Behavior, Assertiveness, and Sadness in the preschool setting. Child aggregates were less effective predictors of teachers' ratings. Several gender differences in the prediction of social-emotional competence were found (e.g., maternal allowance of autonomy predicted girls' sadness, but boys' sadness was predicted by their own negative emotion). These findings' contributions to the parent-child literature are discussed.  相似文献   

Toddlers' Attachment Security to Child-Care Providers: The Safe and Secure Scale     

Cathryn L. Booth  Jean F. Kelly  Susan J. Spieker  Tracy G. Zuckerman 《Early education and development》2003,14(1):83-100

Attachment relationships of toddlers (N = 45) to their child-care providers were investigated. Children's behaviors with their mothers were observed at home at 24 months and with their child-care providers at 26 months. Attachment Q-Sort procedures were used at home (90 items) and in child care (78 items); the latter yielded a 15-item Safe and Secure Scale describing the safe haven and secure base functions of attachment relationships in child care—being able to (a) seek and receive positive attention, (b) feel safe and protected, (c) receive support for exploration, (d) receive consolation when distressed, and (e) seek and accept assistance. Independent observational measures of child-care quality also were obtained at 24 months. As hypothesized, the Safe and Secure Scale was related to proximal rather than distal indicators of child-care quality, and it was a stronger measure than the child-caregiver Q-security score that was based on all 78 items. Child-mother and child-caregiver security were significantly related.  相似文献   

Emotion Regulation Strategies and Parenting Practices among Parents of Children With Clinic-Referred Conduct Problems     

Jane Kohlhoff  David J. Hawes  Melanie Mence  Alex M. T. Russell  Lucinda Wedgwood  Susan Morgan 《Parenting, science and practice》2016,16(4):302-319

Objective. This study examined the cognitive-affective strategies used by parents of young children with conduct problems to regulate emotions. Key questions concerned the extent to which these emotion regulation strategies are associated with positive and negative parenting practices and predict quality of parenting through interplay with parental depression. Design. Participants were families of toddlers (n = 84) referred to a tertiary-level health service for the treatment of disruptive behavior problems. Parenting practices were indexed through observational coding of parent–child interactions and self-report data on multiple dimensions of positive and negative parenting. Parents self-reported their use of cognitive reappraisal and expressive suppression—the two emotion regulation strategies that are most robustly associated with psychosocial functioning in adults. Results. Associations between emotion regulation strategy and quality of parenting were moderated by parental depressive symptom severity, with distinct effects seen for positive and negative parenting practices. In terms of positive parenting, more frequent use of cognitive reappraisal was associated with increased use of labeled praise among parents with lower levels of depressive symptoms, whereas parents who had higher levels of depressive symptoms engaged in less such praise regardless of how frequently they used reappraisal. In terms of negative parenting, frequent use of cognitive reappraisal and expression suppression were associated with reduced levels of negative parenting, but only among parents with high levels of depression. Conclusions. These findings add to growing support for the integration of emotion regulation strategies into family process models of early-onset conduct problems and related clinical interventions.  相似文献   

A Methylome‐Wide Association Study of Trajectories of Oppositional Defiant Behaviors and Biological Overlap With Attention Deficit Hyperactivity Disorder          下载免费PDF全文

Edward D. Barker  Esther Walton  Charlotte A.M. Cecil  Richard Rowe  Sara R. Jaffee  Barbara Maughan  Thomas G. O'Connor  Argyris Stringaris  Alan J. Meehan  Wendy McArdle  Caroline L. Relton  Tom R. Gaunt 《Child development》2018,89(5):1839-1855

In 671 mother–child (49% male) pairs from an epidemiological birth cohort, we investigated (a) prospective associations between DNA methylation (at birth) and trajectories (ages 7–13) of oppositional defiant disorder (ODD), and the ODD subdimensions of irritable and headstrong; (b) common biological pathways, indexed by DNA methylation, between ODD trajectories and attention deficit hyperactivity disorder (ADHD); (c) genetic influence on DNA methylation; and (d) prenatal risk exposure associations. Methylome‐wide significant associations were identified for the ODD and headstrong, but not for irritable. Overlap analysis indicated biological correlates between ODD, headstrong, and ADHD. DNA methylation in ODD and headstrong was (to a degree) genetically influenced. DNA methylation associated with prenatal risk exposures of maternal anxiety (headstrong) and cigarette smoking (ODD and headstrong).  相似文献   

Child abuse potential inventory and parenting behavior: Relationships with high-risk correlates     

Mary E. Haskett  Susan Smith Scott  Kellie D. Fann 《Child abuse & neglect》1995,19(12)

The primary purpose of this research was to examine the construct validity of the Child Abuse Potential Inventory by comparing maltreating and high-risk parents' CAP Inventory abuse scores to their behavior during interactions with their children. A second purpose was to determine the degree to which CAP Inventory scores and parenting behavior were related to several known correlates of abuse, as measured by parent and teacher reports. Participants (n = 41) included abusive and high-risk parents and their children referred to a treatment group. Correlational analyses revealed that CAP Inventory scores and observed parenting style yielded highly related findings, supporting construct validity of the CAP Inventory. However, the CAP Inventory and observed behavior index showed a different pattern of relationships to the risk correlates. Implications for assessment of risk status are discussed and recommendations are provided for continued research.  相似文献   

Preservice Teacher Attitudes and Emotions: Individual Spaces, Community Conversations and Transformations     

Michalinos Zembylas  Heidi Bulmahn Barker 《Research in Science Education》2002,32(3):329-351

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Focus-on-form instructional methods promote deaf college students' improvement in English grammar     

Berent GP  Kelly RR  Aldersley S  Schmitz KL  Khalsa BK  Panara J  Keenan S 《Journal of deaf studies and deaf education》2007,12(1):8-24

Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English. Two of 3 groups of deaf students received focus-on-form instruction during a 10-week remedial grammar course; a third control group received grammatical instruction that did not involve focus-on-form methods. The 2 experimental groups exhibited significantly greater improvement in English grammatical knowledge relative to the control group. These results validate the efficacy of visually based focus-on-form English instruction for deaf students of English and set the stage for the continual search for innovative and effective English teaching methodologies.  相似文献   

Commentary: the coalition for improving maternity services:     

Hodges S  Stewart SB  Hotelling B  Romano A 《The Journal of perinatal education》2007,16(Z1):93S-96S

A consumer advocate, two childbirth educators, and a certified nurse-midwife each provide commentary on the effectiveness of and potential uses for the Evidence Basis for the Ten Steps of Mother-Friendly Care.  相似文献   

Improbable or impossible? How children reason about the possibility of extraordinary events   总被引：1，自引：1，他引：0  

Shtulman A  Carey S 《Child development》2007,78(3):1015-1032

The present study investigated the development of possibility-judgment strategies between the ages of 4 and 8. In Experiment 1, 48 children and 16 adults were asked whether a variety of extraordinary events could or could not occur in real life. Although children of all ages denied the possibility of events that adults also judged impossible, children frequently denied the possibility of events that adults judged improbable but not impossible. Three additional experiments varied the manner in which possibility judgments were elicited and confirmed the robustness of preschoolers' tendency to judge improbable events impossible. Overall, it is argued that children initially mistake their inability to imagine circumstances that would allow an event to occur for evidence that no such circumstances exist.  相似文献