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1.
In two experiments, participants inspected and drank a series of drinks, half of which contained sugar and half unpalatable
Tween20 (tween). Each sugar and tween drink had a particular flavor and color. Following this training, the flavors of the
sugar drinks were assigned higher hedonic evaluations than were those of the tween drinks, even though the participants did
not reliably report which flavors had been present in the sugar and tween drinks during training. Moreover, the evaluative
conditioning of the flavors was unaffected by whether or not the colors alone had been pretrained to predict the presence
of sugar or tween in the drinks. In accord with Baeyens, Eelen, van den Bergh, and Crombez (1990), we conclude that flavor-evaluative
conditioning is not mediated by contingency learning. 相似文献
2.
Kyla Haimovitz 《教育心理学》2011,31(5):595-609
This study examined the effects of person praise and process praise on college students’ motivation and how these effects change as students progress through their undergraduate years. Hundred and eleven college students worked on three puzzle tasks and received either person praise, process praise, or no praise. Following subsequent failure, students reported on their intrinsic motivation, perceived competence, performance attributions and contingent self-worth. Results indicated that process praise enhances intrinsic motivation and perceived competence more than person praise, and that these effects vary as students advance toward their degree. While person praise decreased motivation for sophomores and juniors, process praise increased motivation for seniors; freshmen reported no significant differences in their motivation. Implications for classroom practice and the need for research that considers developmental differences within college samples are discussed. 相似文献
3.
Gary E. Bingham Margaret F. Quinn Kyla McRoy Xiao Zhang Hope K. Gerde 《Early Childhood Education Journal》2018,46(6):601-611
Despite the importance of early writing development to children’s school success, research documents that early childhood teachers spend little time actively supporting children’s writing development in preschool classrooms. This article provides a framework for integrating writing experiences across the early childhood curriculum. Practical examples are given regarding how writing opportunities can be incorporated into existing activities and play settings. The metaphor of backgrounding and foregrounding writing experiences is used to illustrate ways that teachers can set writing rich environments and activities in a manner that makes it easier for teachers to bring these experiences into everyday learning opportunities. Attention is given to how teachers can bring writing to the foreground of the curriculum by drawing attention to writing materials, making natural connections with children’s interest and play, and scaffolding children’s early writing attempts and experiences. 相似文献
4.
Elizabeth W. Holt Ariane L. Rung Kyla A. Leon Catherine Firestein Marie Krousel-Wood 《Educational gerontology》2013,39(3):198-211
To effectively address medication adherence and improve cardiovascular health among older adults, a deeper understanding is needed of the barriers that this age group faces and of approaches that would be most effective and feasible for improving adherence. We conducted a focus group study (n = 25) in a diverse population of older adults with hypertension recruited from the Cohort Study of Medication Adherence in Older Adults (CoSMO). A structured guide was used to collect feedback on barriers to adherence and acceptability and the feasibility of intervention strategies. The final coding framework outlines factors at the individual, relationship, health care system, and environmental or policy level that affect adherence in older adults. These include memory, knowledge, attitudes and beliefs, side effects, social support, interaction with healthcare providers, and cost and convenience of medication filling. Patient responses highlighted the varied nature of barriers and the need for interventions that are both multifaceted and tailored. 相似文献
5.
The Caregiving Environment and Developmental Outcomes of Preterm Infants: Diathesis Stress or Differential Susceptibility Effects? 
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下载免费PDF全文 The interactions between premature birth and the caregiving environment on infants' cognitive and social functioning were examined. Participants were 150 infants (83 preterm, 67 full‐term) and their parents. When infants were 6 months old, parents reported on their levels of emotional distress, and triadic family interactions were filmed and coded. At 12 months of age, the infants' cognitive and social functioning was assessed. Prematurity moderated the effects of maternal (but not paternal) emotional distress and triadic interactions on infants' cognitive and social outcomes. Whereas for cognitive functioning the interactions were consistent with a diathesis–stress approach, for social functioning the interactions were consistent with a differential susceptibility approach. The differential effects of the caregiving environment between groups and outcomes are discussed. 相似文献
6.
This study investigated predictors of early infant social development and the role of social support as a resilience factor among Arab-Bedouin families. We propose a mediation model in which social support will be related to maternal postpartum emotional distress (PPED), which in turn will be related to infant social responsiveness. One hundred five Arab-Bedouin mothers (age range = 17–44 years) and their preterm (n = 48) and full-term (n = 57) infants were recruited shortly after birth and were followed up at age 12 months. Findings demonstrate that, among the preterm group, higher levels of social support predicted lower levels of maternal PPED, and this, in turn, predicted higher levels of infant social responsiveness. 相似文献
7.
Kyla Haimovitz Stephanie V. Wormington Jennifer Henderlong Corpus 《Learning and individual differences》2011,21(6):747-752
The present study examined how beliefs about intelligence, as mediated by ability-validation goals, predicted whether students lost or maintained levels of intrinsic motivation over the course of a single academic year. 978 third- through eighth-grade students were surveyed in the fall about their theories concerning the malleability of intelligence, need to validate their academic ability through schoolwork, and intrinsic motivation. At the end of the school year, they were surveyed again about their intrinsic motivation and subsequently characterized as either decliners (those who lost intrinsic motivation over the year) or maintainers (those who maintained or gained intrinsic motivation over the year). As predicted, decliners were more likely to endorse an entity theory of intelligence than maintainers and this relationship was fully mediated by the adoption of ability-validation goals. Implications for intervention efforts and future research are discussed. 相似文献
8.
The TRIO Project (Teacher Training & Research for Individuals & Organisations) began with the notion that cross-cultural reflection could be an effective tool by which teachers could examine their personal belief systems about learning, teaching and pupil guidance. University-based teacher educators from four countries, the Netherlands, Russia, the United States and the United Kingdom, worked collaboratively to create this 3-year project. They first had teachers systematically examine their own teaching practices at the local level using action research strategies and then brought them together in an annual international workshop, where the teachers from all four countries were able to reflect upon their work and their pedagogical belief systems using a cross-cultural lens. This article describes the process used to facilitate that exchange, and what was learned by both teachers and teacher-educators about the value of cross-cultural reflective practice leading to personal and professional growth. 相似文献
9.
Karen Seashore Louis Beverly Dretzke Kyla Wahlstrom 《School Effectiveness & School Improvement》2013,24(3):315-336
Using survey responses from a national sample of US teachers, this paper provides insight into 2 questions: (1) Do 3 specific attributes of leadership behavior – the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement – affect teachers' work with each other and their classroom practices? and (2) Do the behaviors of school leaders contribute to student achievement? We tie this investigation of school leader behaviors to 2 additional factors that have also received increasing attention in research because they have been shown to be related to student achievement: professional community and the quality of classroom instruction. Our analysis provides an empirical test of the notion that leadership variables are positively related to student learning. It also suggests that both shared and instructionally focused leadership are complementary approaches for improving schools. 相似文献
10.