Developmental Relations Among Motor and Cognitive Processes and Mathematics Skills          下载免费PDF全文

Helyn Kim  Chelsea A. K. Duran  Claire E. Cameron  David Grissmer 《Child development》2018,89(2):476-494

This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty‐five 5‐year‐olds (kindergarteners) and one hundred nineteen 6‐year‐olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed.  相似文献   

艾德·希兰:邻家男孩的成功之路     

Harriet Gibsone  Arony 《英语辅导》2015,(4):4-8

艾德·希兰(Ed Sheeran),1991年2月17日出生于英国英格兰西约克郡,是一位创作歌手。2011年6月,他的首支单曲《The A Team》空降英国单曲榜第三名,并于第55届格莱美颁奖典礼中被提名为年度最佳歌曲。第二张专辑《X》在英国销售达170万张,成为年度销量冠军;在美国,他与Taylor Swift合作演绎单曲,还在其演唱会中担任嘉宾。除了为自己创作,他还为其他歌手写下不少大热单曲。但娱乐圈从来不缺年轻.有才、会唱歌的艺人,而这个相对普通的大男孩到底凭什么在短时间内在英姜两国迅速走红呢?  相似文献   

TRANSITION TO SCHOOL: THE EXPERIENCES OF CANADIAN AND IMMIGRANT FAMILIES OF CHILDREN WITH AUTISM SPECTRUM DISORDERS     

Laura Fontil  Hariclia Harriet Petrakos 《Psychology in the schools》2015,52(8):773-788

Transition to school for children with autism spectrum disorders (ASDs) places demands on children, parents, and school settings. The unique experiences of parents from diverse backgrounds have not been studied extensively. This qualitative study explored the experiences of 5 Canadian and 5 immigrant families during the transition to school for their children with ASDs. Parent perceptions of support systems during this transition and their experiences with preschool and elementary school staff were analyzed to understand their experiences. Thematic analyses of parent interviews revealed that parents perceived the quality of care during preschool as more supportive than the care received in elementary school. A variety of resources, such as familial, educational, and community support, seemed to help some Canadian and immigrant families in different ways. The transition to school experiences of parents of children with ASDs has important implications for school psychologists who facilitate and mediate parent–school partnerships and interagency collaboration.  相似文献   

Psychological first aid for people with intellectual disabilities who have experienced sexual abuse: a step-by-step programme     

Sean Cameron 《Educational Psychology in Practice》2017,33(1):106-107

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DEVELOPING MEDIA LITERACY SKILLS TO CHALLENGE TELEVISION'S PORTRAYAL OF OLDER WOMEN     

Harriet L. Cohen 《Educational gerontology》2013,39(7):599-620

To be old in our society is to be devalued. To be old and female is to experience double oppression. This article reports on a study that examined how television both reinforces and resists the prevailing images of older women in Western society. Two randomly selected television rerun episodes of The Golden Girls were selected to use as a trigger event with members of a graduate course in Social Work with older adults at a major southeastern university. The study found that television reflects societal discourse about aging by providing unchallenged images of older women and their lives. Given the power of television, educators and gerontologists must teach students to develop critical thinking and media literacy skills that challenge and deconstruct television's images about older women and to advocate for new programming that reflects more accurate and diverse portrayals of older women.  相似文献   

USING FOCUS GROUPS AS AN EDUCATIONAL METHODOLOGY: DECONSTRUCTING STEREOTYPES AND SOCIAL WORK PRACTICE MISCONCEPTIONS CONCERNING AGING AND OLDER ADULTS     

Harriet L. Cohen  Mark H. Sandel  Cecilia L. Thomas  Thomas R. Barton 《Educational gerontology》2013,39(4):329-346

During the coming years the number of older adults will increase dramatically, which will require a corresponding increase in the number of social workers who have accurate knowledge of this population. This article reports the impact focus groups with older adults and with service providers who work with older adults and their families have on baccalaureate social work (BSW) students. We find that BSW students exposed to focus groups have their negative attitudes about older adults and service providers deconstructed and replaced with more positive and accurate information about older adults. When students' misconceptions about older adults are confronted, they become more interested in choosing geriatric social work as a career option.  相似文献   

INTRODUCTION     

Cameron J. Camp 《Educational gerontology》2013,39(6):3-5

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An investigation into the prevalence and impact of breast pain,bra issues and breast size on female horse riders     

Jenny Burbage  Lorna Cameron 《Journal of sports sciences》2017,35(11):1091-1097

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美国高等教育著作的变化   总被引：3，自引：0，他引：3  

卡梅伦·芬彻  赵炬明 《复旦教育论坛》2003,1(6):65-68

本文是C·芬彻为《美国高等教育经典著作百种》一书写的介绍文章。文中介绍了选书的目的、原则、方法 ,以及这 1 0 0本著作的主题、领域和作者的情况。目的是帮助读者更好地了解这 1 0 0本美国高等教育名著。  相似文献   

The development of subjective group dynamics: children's judgments of normative and deviant in-group and out-group individuals     

Abrams D  Rutland A  Cameron L 《Child development》2003,74(6):1840-1856

A developmental model of subjective group dynamics suggests that social identity is sustained first by intergroup biases and later by intragroup biases. In this study 476 English children 5 to 11 years old evaluated the English and German soccer teams, and judged in-group or out-group members whose attitudes toward the teams was normative versus antinormative. Children of all ages expressed intergroup bias. Differential evaluation against in-group deviants and in favor of out-group deviants strengthened with age. Understanding of targets' relative acceptability (differential inclusion) among in-group and out-group members mediated the effects of age and intergroup bias on intragroup bias. Identification with the in-group moderated the effects only among older children.  相似文献