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1.
Affectionate communication is central to the maintenance of relational closeness, but it is also subject to relational, contextual, and cultural factors. This study was designed to examine the cultural effects on affectionate communication in parent-child relationships in the United States and China. Results indicated that Chinese fathers and mothers expressed less verbal, nonverbal, and supportive affection to their children than American parents. Both Chinese and American parents expressed affection to their children more through supportive behaviors than through verbal and nonverbal behaviors. In both cultures, mothers engaged in more verbal, nonverbal, and supportive affection with their children than fathers. 相似文献
2.
Georgia D. Wills Frank R. Moore Andrea L. Wesley Barry Friedman 《Learning & behavior》1984,12(1):106-108
The present experiment investigated the effects of kinship and familiarity upon food sharing in pairs of albino rat pups. Five pairs of rats from each of the following groups were tested: (1) familiar siblings, (2) nonfamiliar siblings, (3) familiar nonsiblings, and (4) nonfamiliar non-siblings. A small food portion was used, necessitating not only close physical contact, but also cooperation in the sense that both pups were required to remain relatively immobile in order for both to feed simultaneously. Results indicated more frequent sharing among unfamiliar pups, whether related or not. Results also indicated that food sharing increased in frequency among all four groups over the 5-day testing period, suggesting that cooperation in the form of food sharing can develop, or increase in frequency, over time in albino rat pups. 相似文献
3.
Robin Wills Sue Kilpatrick Biddy Hutton 《British Journal of Sociology of Education》2006,27(3):277-291
This research investigated social and academic outcomes from single‐sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff identified increased confidence and higher self‐esteem among girls, whereas boys developed increased motivation and more commitment to schoolwork. Teachers and parents noted that boys’ accountability and self‐discipline improved. Teachers adopted different strategies from those used with mixed‐gender classes and gained higher levels of satisfaction from teaching, attributable to increased children’s time ‘on task’. Paradoxically, standardised school testing indicated no increase in academic achievements. However, there may be an extended lag between establishing changed social relationships and measurable academic outcomes, suggesting that if the new class structure is to achieve its full potential, it should be established early in primary school and continue to adolescence. 相似文献
4.
Brody GH Murry VM Gerrard M Gibbons FX Molgaard V McNair L Brown AC Wills TA Spoth RL Luo Z Chen YF Neubaum-Carlan E 《Child development》2004,75(3):900-917
A randomized prevention trial contrasted families who took part in the Strong African American Families Program (SAAF), a preventive intervention for rural African American mothers and their 11-year-olds, with control families. SAAF is based on a contextual model positing that regulated, communicative parenting causes changes in factors protecting youths from early alcohol use and sexual activity. Parenting variables included involvement-vigilance, racial socialization, communication about sex, and clear expectations for alcohol use. Youth protective factors included negative attitudes about early alcohol use and sexual activity, negative images of drinking youths, resistance efficacy, a goal-directed future orientation, and acceptance of parental influence. Intervention-induced changes in parenting mediated the effect of intervention group influences on changes in protective factors over a 7-month period. 相似文献
5.
Craig E. Wills Dorothy Deremer Renee A. McCauley Linda Null 《Computer Science Education》2013,23(2):71-88
This paper reports the results of studying the use of peer learning in the introductory computer science curriculum. The project involves educators from a variety of institutions who participated in two summer workshops and either introduced or continued their use of peer learning at their institutions as part of this project. The results of the collective work include much experience with different types of peer learning in different settings. Overall, the results indicate that peer learning is a valuable technique that should be used as one pedagogical approach in teaching the introductory computer science curriculum. 相似文献
6.
The Cloud Computing Business Framework (CCBF) is proposed to help organisations achieve good Cloud design, deployment, migration and services. There are four key areas to be addressed: (i) Classification; (ii) Organisational Sustainability Modelling (OSM); (iii) Service Portability and (iv) Linkage. Each area's focus is described, and we explain how each fits into the CCBF and work altogether. The process that leads the CCBF is supported by literature, case studies, where examples in each CCBF key area are used to illustrate its effectiveness and contributions to organisations adopting it. CCBF has been used in several organisations offering added values and positive impacts. 相似文献
7.
Jennifer G. Cromley Tony Perez Theodore W. Wills Jacqueline C. Tanaka Erin McNamara Horvat Emily Tancredi-Brice Agbenyega 《Contemporary educational psychology》2013
In laboratory studies, induced stereotype threat shows negative effects on academic performance and learning. Is the relation between stereotype threat and grades robust in naturalistic settings, specifically in introductory STEM courses? We gathered data on two new measures we term race and sex stereotype bias, which were administered four times over the course of introductory chemistry and biology courses for STEM majors (N = 1358). Patterns of growth for all stereotype bias measures showed a discontinuous pattern, with increases during each semester (fall and spring) and decreases between semesters. For all stereotype bias measures, sophomores scored significantly higher than freshmen, and juniors scored in between. For the sex stereotype bias measure, females scored significantly higher than males. There were no race or sex differences on slopes of growth; though groups began at different levels, all grew at the same rate. There was little relation between grades and stereotype bias when analyzed by race; Asian students showed the largest number of significant – albeit small – correlations (3) and Black students the fewest (none). Correlations between grades and sex stereotype bias were significant and negative – but small – only for males. Results support a point made by Steele in 1997 but neglected since then; stereotype threat may affect only a small sub-portion within stereotyped groups. We argue that variables other than stereotype threat might be better targets for research attempting to explain gaps in STEM achievement and retention. 相似文献
8.
Tom Cherrett Gary Wills Joe Price Sarah Maynard Itiel E. Dror 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(6):1124-1134
The cost of health and safety (H&S) failures to the UK industry is currently estimated at up to £6.5 billion per annum, with the construction sector suffering unacceptably high levels of work-related incidents. Better H&S education across all skill levels in the industry is seen as an integral part of any solution. Traditional lecture-based courses often fail to recreate the dynamic realities of managing H&S on site and therefore do not sufficiently create deeper cognitive learning (which results in remembering and using what was learned). The use of videos is a move forward, but passively observing a video is not cognitively engaging and challenging, and therefore learning is not as effective as it can be. This paper describes the development of an interactive video in which learners take an active role. While observing the video, they are required to engage, participate, respond and be actively involved. The potential for this approach to be used in conjunction with more traditional approaches to H&S was explored using a group of 2nd-year undergraduate civil engineering students. The formative results suggested that the learning experience could be enhanced using interactive videos. Nevertheless, most of the learners believed that a blended approach would be most effective. 相似文献
9.
Rod Wills Lesley Chenoweth Kathleen Ellem 《International Journal of Inclusive Education》2016,20(5):552-567
In this paper we explore the experiences of mothers of young adults with Down syndrome as their daughters and sons transition from schooling to adult life. These transitions occurred in a society shaped by neo-liberal political reform that commenced in the mid-1980s. The hallmarks of education are now expressed in terms of national achievement standards, aligned with the goals of economic gain, and efficiency in government services. In this climate being called disabled is a bad thing. For the mothers participating in this research, the roles and tasks associated with disability created a map of expectation for themselves and their children. Speaking with authority and reclaiming control so as to undertake their role in the longer term was to be as much a part of the transition from school as were the changes experienced by their daughters and sons. The shortcomings identified through the mothers' narratives signal a need for clarity and cohesion in professional and support processes for their disabled family members. The position is offered that the potential of the secondary school as a place for school-linked service integration and support warrants consideration. Understanding the value and impact of outcomes this model brings for a wide range of vulnerable school leavers would enhance the efforts around individuals such as those whose transition is discussed in this article. 相似文献
10.
Thumbsucking and two related behaviours (head rubbing and object mouthing) were observed in two 7‐year‐old girls in classroom settings. Using a mixed multiple baseline across subjects and ABAB design, a response cost procedure was applied by the classroom teachers to the thumbsucking behaviour. The procedure reduced thumbsucking, and as long as it continued to be applied with one of the children her thumbsucking behaviour remained at low levels. Data obtained on the other two behaviours were consistent with but did not provide definitive support for spill‐over effects for head rubbing and behavioural contrast effects for object mouthing. In addition to demonstrating the effects of the treatment procedure, these results emphasise the importance of using multiple measures in applied studies of punishment and self‐stimulatory behaviours.