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1.
Yllza Xerxa Leslie A. Rescorla Jan van der Ende Manon H.J. Hillegers Frank C. Verhulst Henning Tiemeier 《Child development》2021,92(1):291-307
Parental psychopathology can affect child functioning, and vice versa. We examined bidirectional associations between parent and offspring psychopathology in 5,536 children and their parents. We asked three questions: (a) are parent-to-child associations stronger than child-to-parent associations? (b) are mother-to-child associations stronger than father-to-child associations? and (c) do within- and between-person effects contribute to bidirectional associations between parent and offspring psychopathology? Our findings suggest that only within-rater bidirectional associations of parent and offspring psychopathology can be consistently detected, with no difference between mothers and fathers. Child psychopathology was hardly associated with parental psychopathology. No evidence for cross-rater child-to-parent associations was found suggesting that the within-rater child-to-parent associations reflect shared method variance. Moreover, within-person change accounted for a part of the variance observed. 相似文献
2.
The controversy over what is an appropriate early childhood curriculum has created a need for research instruments designed to measure classroom practices. This article reports on the development of a new observational measure based on the Guidelines for Developmentally Appropriate Practices of the National Association for the Education of Young Children (NAEYC). The Classroom Practices Inventory (CPI) is a 26-item rating scale tapping the curricular emphasis and emotional climate of programs for 4- and 5-year-old children. The scale demonstrated a high degree of internal consistency. Over half the measure's variance was accounted for by a factor tapping encouragement of curiosity, creativity, and provision of concrete materials. In a study of 10 preschool programs, CPI scores correlated significantly with teachers' and parents' educational attitudes. Modest relationships were found between the CPI scores of children's preschools and measures of academic skills, creativity, and anxiety. The CPI appears to be a promising measure for critically examining the concept of developmentally appropriate practices in early childhood education. 相似文献
3.
Robert A. Rescorla 《Learning & behavior》1990,18(2):206-211
In three experiments, thirsty rats were trained to make several instrumental responses whose outcomes differed in which of two relatively inconsequential flavor features they contained. In Experiment 1, one of the features was subsequently devalued by pairing it with lithium chloride; in Experiment 2, it was enhanced in value by pairing it with sucrose. In both experiments, differences in the value of the features resulted in parallel differences in the likelihood of the responses during a subsequent extinction test. In Experiment 3, the animals chose between these responses in the presence of discriminative stimuli that had signaled the occurrence of these different features following another response. The stimuli selectively augmented the likelihood of the response with which they shared training by the same-flavored consequence. These results indicate that rats can separately encode features that differ along one dimension, both in the association between an instrumental response and its outcome, and in the association between a discriminative stimulus and that outcome. 相似文献
4.
Leslie Rescorla Marion C. Hyson Kathy Hirsh-Pasek Jessica Cone 《Early education and development》1990,1(3):165-184
This study reports psychometric data on the Educational Attitude Scale, a new instrument designed to tap parental opinions about early academic, artistic, athletic, and social experiences. Mothers of 371 middle class prekindergarten children in 22 different schools completed the 32-item Likert-style survey. Mothers were highly similar in their views about the importance of social experiences, but differed widely in their opinions about early academic instruction for preschoolers. The scale proved to have excellent split-half and test-retest reliability. Correlational analysis and factor analysis supported the general domain structure along which the instrument was designed. Scores on the Educational Attitude Scale were significantly correlated with scores on a Developmental Expectations Card Sort. Highly significant differences were found in parent attitudes on the scale when schools were grouped into those High versus Low in academic emphasis by community reputation and observed classroom practices. Parents had significantly higher academic expectations than their children's teachers, particularly in schools with “Low Academic” emphasis. 相似文献
5.
Three experiments investigated the reinstatement of fear to a previously conditioned and extinguished CS as a result of separate presentation of the original US. That reinstatement was found to be sharply attenuated by nonreinforcement of a second fear elicitor between presentations of the US and testing of the CS. This “erasure” of reinstatement depended upon the fear-eliciting power of the intervening stimulus and, under some circumstances, was essentially complete. Moreover, erasure reduced not only the response to the CS but also the extinction it underwent as a result of subsequent nonreinforcement. It is argued that neither the conditioning of background stimuli nor stimulus generalization among explicit CSs provides an adequate account of these reinstatement and erasure results. Rather, they are interpreted in terms of the construction and destruction of a nonassociative representation of the US during conditioning, extinction, reinstatement, and erasure. In that context, some inferences can be made about the rules governing these nonassociative changes and the ways in which they interact with modifications in associations. 相似文献
6.
Robert A. Rescorla 《Learning & behavior》1993,21(4):327-336
The associative changes that occur in extinction were investigated in four instrumental learning experiments. Experiment 1 used transfer based on a shared outcome to detect the continued presence of response-outcome (R-O) and stimulus-outcome (S-O) associations after a response had been nonreinforced in the presence of its controlling stimulus. Experiments 2–4 found that extinction resulted in the learning not to make a particular response in the presence of a particular stimulus, despite those continued R-0 and S-0 associations. These results suggest that extinction may superimpose upon those original outcome associations an inhibitory S-R association. 相似文献
7.
This study examined the feeling state content of 3- and 4-year-olds' narratives. Four times throughout the school year, each child was paired with a familiar adult and provided an opportunity to talk with the adult about his/her day. Children's narratives were then coded for their feeling state content. Results revealed that children talk a great deal about affiliation, that sex differences emerge only in the context of interactive talk between adults and children, and that older children talk more about emotions than younger children when speaking spontaneously, but that these differences disappear when adults are able to provide “scaffolding” to the younger, less experienced, children. 相似文献
8.
武当山近50年考古新发现(续) 总被引：2，自引：0，他引：2
近50年的考古调查发掘表明,武当山不仅是我国著名的风景和道教圣地,而且也是我国罕见的一个历史悠久、蕴藏丰富的"文博之乡".从史前的动植物化石、新石器时代的遗址,到有史以来的历代古迹、墓葬和遗存,几乎可以勾画出自生命的起源、人类的诞生以及进入文明时代的一个清晰线索和图景. 相似文献
9.
Little responding develops to a conditioned stimulus (CS) that is placed in a random relation to an unconditioned stimulus (US). However, if the USs not preceded by that CS are themselves signaled by another stimulus, then the CS does come to elicit responding. This result has been attributed (e.g., by Durlach, 1983) to the signal’s blocking of conditioning to background cues that otherwise would prevent conditioning of the CS. However, Goddard and Jenkins (1987) have suggested the alternative that signaling the USs promotes responding due to the adventitious creation of periods of signaled nonreinforcement. Two experiments were conducted to assess this alternative, involving an autoshaping preparation in pigeons. In Experiment 1, little responding to a keylight CS presented in a random relation to a food US occurred, despite the explicit presentation of a discrete noise signaling periods of no food in the intertrial interval (ITI). Experiment 2 was designed to replicate the procedure of Goddard and Jenkins, in which an auditory stimulus extended throughout the ITI of a random schedule, terminating only prior to extra USs and during the CS. Contrary to their findings, little responding developed to the target CS. However, responding did develop when the sound-free period occurred only prior to the extra USs. These results offer little support for the hypothesis that signaled periods of nonreinforcement promote responding on random schedules. However, they are consistent with the view that signaling of ITI USs acts by preventing conditioning of potentially competitive background cues. 相似文献
10.
Robert A. Rescorla 《Learning & behavior》1993,21(3):179-186
The effects of concurrent facilitation (A?, AX+) and inhibition (B+, BY?) training were studied in four autoshaping experiments with pigeons. The development and transfer of each type of modulation was slowed by concurrent training in the alternative paradigm. The interfering effect of facilitation on the development of inhibition contrasts with the positive effect of excitatory training. Implications for accounts of modulation are discussed. 相似文献