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In their everyday communication, parents do not only speak but also sing with their infants. However, it remains unclear whether infants' can discriminate speech from song or prefer one over the other. The present study examined the ability of 6‐ to 10‐month‐old infants (N = 66) from English‐speaking households in London, Ontario, Canada to discriminate between auditory stimuli of native Russian‐speaking and native English‐speaking mothers speaking or singing to their infants. Infants listened significantly longer to the sung stimuli compared to the spoken stimuli. This is the first study to demonstrate that, even in the absence of other multimodal cues, infant listeners are able to discriminate between sung and spoken stimuli, and furthermore, prefer to listen to sung stimuli over spoken stimuli. 相似文献
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Lotte L. Lintmeijer Gert S. Faber Hessel R. Kruk A. J. “Knoek” van Soest Mathijs J. Hofmijster 《European Journal of Sport Science》2018,18(7):940-946
For a valid determination of a rower’s mechanical power output, the anterior–posterior (AP) acceleration of a rower’s centre of mass (CoM) is required. The current study was designed to evaluate the accuracy of the determination of this acceleration using a full-body inertial measurement units (IMUs) suit in combination with a mass distribution model. Three methods were evaluated. In the first two methods, IMU data were combined with either a subject-specific mass distribution or a standard mass distribution model for athletes. In the third method, a rower’s AP CoM acceleration was estimated using a single IMU placed at the pelvis.Experienced rowers rowed on an ergometer that was placed on two force plates, while wearing a full-body IMUs suit. Correspondence values between AP CoM acceleration based on IMU data (the three methods) and AP CoM acceleration obtained from force plate data (reference) were calculated. Good correspondence was found between the reference AP CoM acceleration and the AP CoM accelerations determined using IMU data in combination with the subject-specific mass model and the standard mass model (intraclass correlation coefficients [ICC] >?0.988 and normalized root mean square errors [nRMSE]?3.81%). Correspondence was lower for the AP CoM accelerations determined using a single pelvis IMU (0.877?Based on these results, we recommend determining a rower’s AP CoM acceleration using IMUs in combination with the standard mass model. Finally, we conclude that accurate determination of a rower’s AP CoM acceleration is not possible on the basis of the pelvis acceleration only. 相似文献
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Studies show that adolescents who follow a higher educational track have more positive experiences than those of lower levels with aspects of democracy, such as decision-making or discussions. This study focuses on how adolescents from different educational tracks evaluate the various possibilities to experience democracy in daily life, and whether school is compensating for any difference therein. Data were gathered by interviewing 40 adolescents at two points in time (eighth and tenth grade). The results suggest that, especially in the later phase of secondary education, according to the experiences of adolescents it is apparent that school exacerbates instead of decreases social differences in society. Those in the higher educational track more often than those in the lower track experience having discussions and being encouraged to be socially and politically engaged. Opportunities for teachers and for citizenship education to strengthen democratic socialisation on both educational tracks are discussed. 相似文献
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Many higher education students combine their study with a job on the side instead of taking up a loan. This paper examines the factors underlying this apparently myopic behaviour. We find that standard economic factors explain observed borrowing decisions to some extent. Students with easier access to financial resources borrow less often. Students with good earnings prospects and/or a high discount rate borrow more often, as do students who are prepared to take risks. An important non-standard factor affecting borrowing choices is debt aversion. We also find that a reduction in working hours will only have a limited positive impact on the time spend on studying. 相似文献
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We use a novel quasi-experimental strategy to estimate the effect of expanding early schooling enrollment possibilities on early achievement. It exploits two features of the school system in The Netherlands. The first is rolling admissions; children are allowed to start school immediately after their 4th birthday instead of at the beginning of the school year. The second is that children having their birthday before, during and after the summer holiday are placed in the same class. These features generate sufficient exogenous variation in children’s enrollment opportunities to identify its effects on test scores. Making available one additional month of time in school increases language scores of disadvantaged pupils by 6 percent of a standard deviation and their math scores by 5 percent of a standard deviation. For non-disadvantaged pupils we find no effect. 相似文献
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Barbara A. Oudekerk Joseph P. Allen Elenda T. Hessel Lauren E. Molloy 《Child development》2015,86(2):472-485
A developmental cascade model of autonomy and relatedness in the progression from parent to friend to romantic relationships across ages 13, 18, and 21 was examined among 184 adolescents (53% female, 58% Caucasian, 29% African American) recruited from a public middle school in Virginia. Parental psychological control at age 13 undermined the development of autonomy and relatedness, predicting relative decreases in autonomy and relatedness with friends between ages 13 and 18 and lower levels of autonomy and relatedness with partners at age 18. These cascade effects extended into adult friendships and romantic relationships, with autonomy and relatedness with romantic partners at age 18 being a strong predictor of autonomy and relatedness with both friends and partners at age 21. 相似文献
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We study student loan behavior in the Netherlands where (i) higher education students know little about the conditions of the government's financial aid program and (ii) take-up rates are low. In a field experiment we manipulated the amount of information students have about these conditions. The treatment has no impact on loan take-up, which is not due to students already having decided to take a loan or students not absorbing the information. We conclude that a lack of knowledge about specific policy parameters does not necessarily imply a binding information constraint. 相似文献
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