Depression and Anxiety in the Postnatal Period: An Examination of Infants’ Home Language Environment,Vocalizations, and Expressive Language Abilities     

Ruth Brookman  Marina Kalashnikova  Janet Conti  Nan Xu Rattanasone  Kerry-Ann Grant  Katherine Demuth  Denis Burnham 《Child development》2020,91(6):e1211-e1230

This longitudinal study investigated the effects of maternal emotional health concerns, on infants’ home language environment, vocalization quantity, and expressive language skills. Mothers and their infants (at 6 and 12 months; 21 mothers with depression and or anxiety and 21 controls) provided day-long home-language recordings. Compared with controls, risk group recordings contained fewer mother–infant conversational turns and infant vocalizations, but daily number of adult word counts showed no group difference. Furthermore, conversational turns and infant vocalizations were stronger predictors of infants’ 18-month vocabulary size than depression and anxiety measures. However, anxiety levels moderated the effect of conversational turns on vocabulary size. These results suggest that variability in mothers’ emotional health influences infants’ language environment and later language ability.  相似文献   

A Longitudinal Study on Stability and Transitions Among Bullying Roles     

Izabela Zych  Maria M. Ttofi  Vicente J. Llorent  David P. Farrington  Denis Ribeaud  Manuel P. Eisner 《Child development》2020,91(2):527-545

Trajectories of stability and change in bullying roles were examined through a longitudinal prospective study of 916 school students followed up biannually from age 11 to 17. Perpetrators and victims had relatively stable trajectories with most of the children remaining in the same role over time or becoming uninvolved. Bully/victim was the most unstable role with frequent transitions to perpetrators or victims. Developmental change in bullying roles was found with a decrease in physical forms over time in bullies and victims but with persistently high perpetration and victimization in bully/victims. These findings open new horizons in research and practice related to bullying and can be useful for its early detection or design of targeted interventions.  相似文献   

Evolutionary Essentialism     

Walsh  Denis 《The British journal for the philosophy of science》2006,57(2):425-448

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Cultural strangers and educational change: The OECD Report Investment in Education and Irish Educational Policy     

Denis O'Sullivan 《教育政策杂志》2013,28(5):445-469

This paper treats the OECD report on Irish education Investment in Education published in 1965 as a ‘cultural stranger’ and assesses its contribution to Irish educational policy up to the present. Widely regarded as a major modernizing force in Irish society, this report is perceived to have confronted, penetrated, and changed the insular paradigms governing Irish educational policy, in particular replacing the personal development with the human capital paradigm as the institutional rationale for education. The influence of Investment in Education is situated within the economic reconstruction that commenced in the late 1950s, and the lack of contestation and the role of interest groups within the state apparatus and beyond are analysed. The expansion of the human capital paradigm to incorporate commercial, vocational, and market interpretations of schooling and the impact of these on the structuration of consciousness within the educational policy‐making community are described. The conclusion locates these developments in Irish education within their comparative context.  相似文献   

Some reflections on the western bias of media theory     

Denis McQuail 《亚洲交流杂志》2013,23(2):1-13

This paper sketches a personal perspective of this phenomenon, as seen through Western eyes, and looks at some of its origins, manifestations and possible effects. The roots lie deeply embeded in Western social science where they are mixed with ideas about the superiority of Western (and Protestant) society. In relation to media theory, the bias partly comes from the extent to which media theory is dependent on and reflective of the meda themsleves, which according to some hypotheses are also very ‘Western’ if not ‘American’. The question arises how to combat, avoid or counter the bias in seeking a more universal form of media theory.  相似文献   

The contribution of epistemology to curriculum construction in the sciences     

Denis?C.?PhillipsEmail author 《Zeitschrift für Erziehungswissenschaft》2003,6(3):421-431

Summary The paper focuses upon curriculum planning in the scientific disciplines at university level, although it is claimed the argument may be of wider applicability. Drawing upon the writings of philosophers of education from several decades ago (notably Schwab and Scheffler) whose work is too often overlooked in contemporary debates about the curriculum, and using illustrative examples from the author’s own experience, it is argued that too often the focus of science curriculum planning is the “rhetoric of conclusions” or the “substantive structure” — the current state of knowledge at the forefront of the respective disciplines — to the neglect of what Schwab called the “syntactical structure” of the sciences (which roughly approximates their epistemology). This aspect of these disciplines is essential for the general student trying to become familiar with the nature of science as a broad field of knowledge, for prospective teachers, and — contra Scheffler’s view — for students who aim at careers as researchers.

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Zusammenfassung Der Beitrag der Epistemologie zur Curriuculumkonstruktion in den Naturwissenschaften Der Aufsatz fokussiert auf die Curriculumplanung für den naturwissenschaftlichen Unterricht in der universit?ren Lehrerausbildung, wenngleich behauptet wird, dass dieses Argument weitreichendere Anwendbarkeit besitzt. Der Text knüpft an erziehungswissenschaftlichen Schriften (insbesondere von Schwab und Scheffler) an, deren Ver?ffentlichung zwar einige Dekaden zurückliegt, deren Beitrag in den aktuellen Debatten aber oft übersehen wird. Darüber hinaus werden einige illustrative Beispiele aus dem Erfahrungsschatz des Autors genutzt, um zu zeigen, dass der Fokus der Curriculumplanung für die Naturwissenschaften — dem augenblicklichen Wissensstand der zu berücksichtigenden Disziplinen zufolge — zu oft in einer „Rhetorik der Schlussfolgerung“ oder „substantivischen Struktur“ besteht, was dazu führt, dass das, was Schwab die „syntaktische Struktur“ der Naturwissenschaften nennt (und ihrer Epistemologie ziemlich nahe kommt), vernachl?ssigt wird. Dieser Aspekt jener Disziplinen ist besonders wichtig für Studierende, die allgemeinbildend vertraut werden m?chten mit den Naturwissenschaften, für angehende Lehrer und — entgegen Schefflers Ansicht — für Studenten, die eine Karriere als Forscher anstreben.

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“When walking in quicksand country, carry a stout pole — it will help you get out should you need to. As soon as you start to sink, lay the pole on the surface of the quicksand. Flop onto your back on top of the pole. Work the pole to a new position: under your hips and at right angles to your spine. Take the shortest route to firmer ground, moving slowly.” Piven/Borgenicht 1999, p. 18

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This paper was presented at the conference Silence Between the Disciplines, Berlin-Brandenburg Academy of Sciences, Berlin, October 2002.  相似文献   

Scientific Collaboration with Educators: Practical Insights from an in‐Class Noise‐Reduction Intervention     

Jessica Massonni  Philippe Frasseto  Denis Mareschal  Natasha Z. Kirkham 《Mind, Brain, and Education》2020,14(3):303-316

Moving the field of Mind, Brain, and Education forward requires researchers and educators to reframe the boundaries of their own discipline in order to create knowledge that is both scientifically based, and of practical relevance for education. We believe that this could be done by co‐constructing research projects from the start. We present a case study of a noise‐reduction intervention in elementary classrooms, in which teachers and researchers worked together from the onset of study design. We examine the processes behind: (1) selecting research questions and measures, (2) planning interventions, (3) receiving ethical approval and funding, (4) recruiting schools, and (5) collecting data. At each step, our study provides suggestions for future collaborative efforts, keeping in mind broader theoretical and methodological implications. We believe that our concrete examples and suggestions will be useful for beginning and confirmed researchers, as well as teachers aiming to know more about research projects.  相似文献   

The semantic effects of consulting a textual database on rewriting     

Jacques Crinon  Denis Legros   《Learning and Instruction》2002,12(6)

Children 8-10-years old were asked to write a story and then to improve it using resource texts. A first group accessed the resource texts through a computer database, a second group read the texts on paper and no texts were given to a third group. Regardless of their reading abilities, the children using computers produced more propositions during rewriting and, in particular, more macrostructural propositions. Inventions inspired by the resource texts outnumbered borrowings, particularly in the computer-assisted group. Our interpretation stresses the effect of the database learning environment on the reprocessing of mental models involved in generating first drafts.  相似文献   

Diurnal patterning of eight activities in 14 species of muroid rodents     

Denis J. Baumgardner  Susan E. Ward  Donald A. Dewsbury 《Learning & behavior》1980,8(2):322-330

The diurnal patterning of locomotion, stereotypy, grooming, eating, drinking, sleeping, postural readjustment, and inactivity was studied in 14 species of muroid rodents in the laboratory using a visual observation technique.Microtus canicaudus, M. montanus, M. ochrogaster, andM. pennsylvanicus exhibited acyclic activity patterns, whilePeromyscus eremicus,P. gossypinus, P. leucopus, P. maniculatus bairdi, P. polionotus, Calomys callosus, Mus musculus, andOnychomys leucogaster displayed nocturnality in their behavioral patterning.Rhabdomys pumilio exhibited crepuscular activities andNeofiber alleni displayed a complex pattern of nocturnality. Species differed in total amount of time spent per day for all activities but eating. The acyclicity ofMicrotus species appears to be related to high metabolic rates and a semifossorial life-style.  相似文献   

Parameters in television captioning for deaf and hard-of-hearing adults: effects of caption rate versus text reduction on comprehension     

Burnham D  Leigh G  Noble W  Jones C  Tyler M  Grebennikov L  Varley A 《Journal of deaf studies and deaf education》2008,13(3):391-404

Caption rate and text reduction are factors that appear to affect the comprehension of captions by people who are deaf or hard of hearing. These 2 factors are confounded in everyday captioning; rate (in words per minute) is slowed by text reduction. In this study, caption rate and text reduction were manipulated independently in 2 experiments to assess any differential effects and possible benefits for comprehension by deaf and hard-of-hearing adults. Volunteers for the study included adults with a range of reading levels, self-reported hearing status, and different communication and language preferences. Results indicate that caption rate (at 130, 180, 230 words per minute) and text reduction (at 84%, 92%, and 100% original text) have different effects for different adult users, depending on hearing status, age, and reading level. In particular, reading level emerges as a dominant factor: more proficient readers show better comprehension than poor readers and are better able to benefit from caption rate and, to some extent, text reduction modifications.  相似文献