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1.
Cathryn L. Booth Jean F. Kelly Susan J. Spieker Tracy G. Zuckerman 《Early education and development》2003,14(1):83-100
Attachment relationships of toddlers (N = 45) to their child-care providers were investigated. Children's behaviors with their mothers were observed at home at 24 months and with their child-care providers at 26 months. Attachment Q-Sort procedures were used at home (90 items) and in child care (78 items); the latter yielded a 15-item Safe and Secure Scale describing the safe haven and secure base functions of attachment relationships in child care—being able to (a) seek and receive positive attention, (b) feel safe and protected, (c) receive support for exploration, (d) receive consolation when distressed, and (e) seek and accept assistance. Independent observational measures of child-care quality also were obtained at 24 months. As hypothesized, the Safe and Secure Scale was related to proximal rather than distal indicators of child-care quality, and it was a stronger measure than the child-caregiver Q-security score that was based on all 78 items. Child-mother and child-caregiver security were significantly related. 相似文献
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Journal of Science Teacher Education - 相似文献
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Women in American science 总被引：3，自引：0，他引：3
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Richard Famularo Terence Fenton Marilyn Augustyn Barry Zuckerman 《Child abuse & neglect》1996,20(12):1245-1248
One-hundred and fifty-six children were randomly evaluated at an inner-city juvenile/family court. These children were removed from their parent's custody subsequent to a finding of severe child maltreatment. From our original sample of 156 children, 62 met strict criteria for Post Traumatic Stress Disorder (PTSD). Fifty-two of these 62 were successfully recruited and participated in the 2 year re-examination. Each PTSD diagnosis was conferred by the Diagnostic Interview for Children and Adolescents (DICA). From our sample of 52 PTSD children re-examined after 2 years, 17 (32.7%) retained the full PTSD diagnosis, while 67.3% did not meet criteria. 相似文献
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What kind of developmental potential is present in elementary schoolchildren but hindered by the traditional type of education? Half a century ago Daniel El’konin and Vasili Davydov, the leaders of Russian Vygotskian educational psychology started answering this question. They suggested thatreflection is a basic human ability and it can be developed in younger students. Reflection includes thinking about one’s own actions and thoughts, taking other people’s point of view, and understanding oneself. In this paper I present results of the design experiments conducted in Russian schools that deliberately promote students’ reflection. In these schools the majority of children achieve high levels of reflection previously attributed only to the gifted students. One aspect of reflection will be given special attention, the ability of the student to take the perspective of another person. The comparative microanalysis of learning discourse in the first and the fourth grades demonstrated a significant growth of this ability through the first three years of schooling and made evident limitations imposed by the existing structure of the classroom cooperation. The long-term effects of education based on the principles of learning activity are demonstrated on the basis of the recent PISA study data. 相似文献
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Conclusions It is concluded that, for subject matter of the nature tested and with the kind of film treatment given to “Flight Capabilities
of the F86A,” a preproduction filmstrip based on the story-board for the film was capable of predicting the relative effectiveness
of the final motion picture. Although on the average the motion-picture group showed higher scores for the test items used
after the film showing than did the filmstrip group, the important result is that the itemby-item results were well enough
correlated to yield a useful prediction of the differential effectiveness of the film in conveying different specific points
of information. However, it should be emphasized that the film used in the study cannot be demonstrated to be representative
of a defined universe of films, either in content or technique of presentation; thus the generality of the findings remains
as a problem, for further investigation. In order to permit useful generalization, the experiment should be replicated with
a number of other, different kinds of films, and other kinds of film audiences.
For the educational film producer, the prediction (prior to its production) of how well a film will fulfill its teaching objectives
is an important consideration. John V. Zuckerman presents, one solution to the problem—the pre-testing of the film by means
of an inexpensive filmstrip of the story-board treatment. Dr. Zuckerman is Executive Assistant, Office of the Director, Human
Resources Research Office. The George Washington University. He handles research administration and performs research on training
methods, motivation, morale and leadership, and psychological and unconventional warfare.
This study was completed while the author was a member of the Audio-Visual Research Division, Human Resources Research Laboratories,
Department of the Air Force, Bolling Air Force Base, Washington, D. C. Clearance for publication has been granted by the Department
of the Air Force; however, conelusions are the author’s own and do not represent, views of the Air Force. Acknowledgment is
made for the helpful advice and criticism of Dr. A: A. Lumsdaine, Chief, Audio-Visual Research Division, HRRI, at the time
the study was carried out. 相似文献
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Jerome Zuckerman G. Alan Stull David L. Kelley 《Research quarterly for exercise and sport》2013,84(3):625-631
Abstract Adult male Wistar rats (N = 47) were divided at random into four groups for a 9-week experimental period. The 11 animals in Group I were permitted spontaneous activity in addition to swimming 15 minutes per day, 5 days per week. The 10 animals in Group II ran on a treadmill for 15 minutes per day, 5 days per week in addition to spontaneous activity. The 12 animals in Group III were permitted spontaneous activity but engaged in no forced exercise, and the 14 animals in Group IV were restricted to their cages during the entire experimental period. Results indicated that Group I engaged in more spontaneous activity than did Groups II and III, and Group II was more active than Group III. Group IV was significantly heavier than Groups I, II, and III, but the latter groups did not differ in body weight. 相似文献
9.
Linares LO Heeren T Bronfman E Zuckerman B Augustyn M Tronick E 《Child development》2001,72(2):639-652
This study examined how maternal distress mediates the link between exposure to community violence (CV) and the development of early child behavior problems. Research was conducted among 160 children, 3,0 to 5,11 in age, who resided in high-crime neighborhoods. Using structural equation modeling, latent variables were constructed to identify model components: maternal socioeconomic status (SES) and public assistance status, exposure to CV (maternal perceptions of local violence, social disorder, and fear of crime; and frequency of child cowitnessing violent events), family aggression (partner aggression toward mother and partner aggression toward child), maternal distress (global distress and posttraumatic stress disorder symptoms), and early child behavior problems (internalizing and externalizing). Bivariate correlations indicated that CV, maternal distress, and early child behavior problems were significantly intercorrelated. A series of structural equation models was specified to estimate the direct and indirect effect of CV on early child behavior problems. A direct model indicated a significant path from CV to early child behavior problems, after controlling for maternal SES and family aggression. The direct CV-early child behavior problems path diminished, however, when maternal distress was included in the model, after controlling for maternal SES and family aggression. Results are consistent with a mediation model of the impact of maternal distress symptoms on the link between CV and early child behavior problems. 相似文献
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