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Breastfeeding provides valuable immunologic, nutritional, and psychological advantages to infants and is the most desirably complete diet for the infant during the first 6 months of life. The purpose of this exploratory study was to determine the prevalence of breastfeeding in a group of Alaskan Inupiat Eskimos, who live in northern Alaska. A convenience sample of 36 women making up three age cohorts was utilized (women ages 18 to 25, N=11; ages 26 to 40, N=14; ages 41 to 60, N=11). Data collected from these women on their choice of infant-feeding method contributed to measuring the prevalence of breastfeeding. Prevalence was also measured by categorizing the children of these women into three age groups and further classifying them as to how they were fed when they were infants. Statistical analysis was performed utilizing 95% confidence intervals. Results revealed that, in this sample and over the past 20 years, a substantial decline has occurred in the percentage of Inupiat infants exclusively breastfeeding for 6 months or longer. Data also indicated a downward trend in the percentage of mothers between the ages of 26 and 39 who initiate breastfeeding; however, among the mothers aged 18 to 25, data reflected a rising trend. 相似文献
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Even though researchers have established that rapid serial naming (RSN), or the ability to name within a restricted category of visual stimuli quickly, is a significant predictor of word reading, the predictive nature of RSN is not well understood. To investigate the relationship of RSN and other variables thought to contribute to beginning word reading (phonological awareness, orthographic knowledge, memory span, processing speed, and articulation), a preliminary/exploratory model of word reading was developed and then tested by path analysis. Results indicated that no variable in the model could fully `explain' RSN; processing speed, but not articulation, contributed to RSN performance. RSN and orthographic knowledge were significantly related, but this relationship was due to the effects of processing speed. In terms of their unique contributions to the variance in word reading, RSN, phonological awareness, and orthographic knowledge were independent of each other. While these results pertain only to normal readers and are preliminary in nature, they may provide a basis for a clear interpretation of similar studies conducted with both normal and dyslexic readers. 相似文献
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Nicole Harlaar Laurie Cutting Kirby Deater-Deckard Laura S. DeThorne Laura M. Justice Chris Schatschneider Lee A. Thompson Stephen A. Petrill 《Annals of dyslexia》2010,60(2):265-288
We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding
and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension
were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word
recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared
environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading
comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening
comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading
comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence
for a genetic basis to the “Simple View” of reading. 相似文献
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Amanda C. Miller Sun‐Joo Cho Jessica R. Toste James Street Laurie E. Cutting 《Learning disabilities research & practice》2014,29(1):25-35
Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random‐effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and student characteristics influenced students’ (n = 94; mean age = 11.97 years) performance on two indicators of reading comprehension: different types of comprehension questions and passage fluency. We found that variables related to word recognition, language, and executive function were influential across various types of passages and comprehension questions and also predicted a reader's passage fluency. Further, an exploratory analysis of two‐way interaction effects was conducted. Results suggest that understanding the relative influence of passage, question, and student variables has implications for identifying struggling readers and designing interventions to address their individual needs. 相似文献
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F. Sayako Earle Stephanie N. Del Tufo Tanya M. Evans Jarrad A. G. Lum Laurie E. Cutting Michael T. Ullman 《Mind, Brain, and Education》2020,14(2):176-186
Prior research has demonstrated that linguistic skills and knowledge contribute to successful reading acquisition. In contrast, little is known about the influence of domain‐general learning abilities on reading. To investigate associations between general memory functions and reading during the early stages of learning to read, performance measures of word‐level reading and of declarative and procedural learning were obtained in a cohort of 140 children, annually during their first 4 years of school. We hypothesized that differences in learning task performance would relate to reading ability in the early years, when children are first learning to read. We employed a series of linear mixed effects models to test the relationships between learning abilities and reading across time. Declarative learning performance predicted reading ability in first grade, while procedural learning performance predicted reading ability in second grade. Our findings suggest that reading acquisition may depend in part on general capacities for learning. 相似文献
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Roger Cutting 《Environmental Education Research》2009,15(2):177-187
The breadth and depth of the environmental crisis and the consequently wide and inclusive interpretations of ‘sustainable development’ has promoted a disparate range of academic responses encouraging a loose interpretation of environmental education and Education for Sustainable Development. This in turn reduces the capacity for the development of a clearly defined discourse and for a sufficiently robust debate conducive of effective change. This paper attempts to assess the current situation within environmental education in this respect, by means of an analysis of papers presented at the recent World Environmental Education Congress in Durban, South Africa (July 2007). By quantifying the use of specific terms and words used in presentations, the authors reveal evidence to suggest that there is not the degree of self critical analysis and academic rigour that the urgency of the environmental crisis might reasonably demand. On this basis a recommendation is made which should lead to greater precision in the identification of relevant themes and research. 相似文献
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Theory of Mind, Emotion Understanding, Language, and Family Background: Individual Differences and Interrelations 总被引：16，自引：0，他引：16
Individual differences in young children's social cognition were examined in 128 urban preschoolers from a wide range of backgrounds. comprehensive assessments were made of children's false-belief understanding, emotion understanding, language abilities, and family background information was collected via parent interview. Individual differences in children's understanding of false-belief and emotion were associated with differences in language ability and with certain aspects of family background, in particular, parental occupational class and mothers' education. The number of siblings that children had did not relate to their social cognition. Individual differences in false-belief and emotion understanding were correlated, but these domains did not contribute to each other independently of age, language ability, and family background. In fact, variance in family background only contributed uniquely to false-belief understanding. The results suggest that family background has a significant impact on the development of theory of mind. The findings also suggest that understanding of false-belief and understanding of emotion may be distinct aspects of social cognition in young children. 相似文献