Connecting inside out: Development of the social brain in infants and toddlers with a focus on myelination as a marker of brain maturation     

Nora Schneider  Elizabeth Greenstreet  Sean C. L. Deoni 《Child development》2022,93(2):359-371

Early childhood is a sensitive period for learning and social skill development. The maturation of cerebral regions underlying social processing lays the foundation for later social-emotional competence. This study explored myelin changes in social brain regions and their association with changes in parent-rated social-emotional development in a cohort of 129 children (64 females, 0–36 months, 77 White). Results reveal a steep increase in myelination throughout the social brain in the first 3 years of life that is significantly associated with social-emotional development scores. These findings add knowledge to the emerging picture of social brain development by describing neural underpinnings of human social behavior. They can contribute to identifying age-/stage-appropriate early life factors in this developmental domain.  相似文献   

Comic Cons and Libraries: Opportunities for Patron Outreach     

Edd Schneider  Peter Cannon 《Public Library Quarterly》2020,39(2):170-179

ABSTRACT

Comic books and graphic novels are a common part of public library collections. This research used quantitative survey methodologies to investigate the library-based behaviors and attitudes of attendees of a large metropolitan comic book convention. The intent is to provide context for librarians interested in patron outreach through comic cons. Results found that comic con attendees are library patrons, and provided clues for other types of outreach to related populations.  相似文献   

Do allegations of emotional maltreatment predict developmental outcomes beyond that of other forms of maltreatment?     

Schneider MW  Ross A  Graham JC  Zielinski A 《Child abuse & neglect》2005,29(5):513-532

OBJECTIVES: To understand the features of child abuse/neglect (CA/N) allegations in cases with emotional maltreatment (EMT) allegations, as well as the features of the EMT allegations themselves, and to describe any associations of EMT with distinct impairments of children's behavior, emotion and functioning. METHOD: The sample consisted of 806 high-risk children, 545 with one or more maltreatment reports to CPS. The Maltreatment Classification System was used to record the number and severity levels of maltreatment allegations, which compared cases with and without EMT. Multiple regression analyses were conducted using 10 outcome scales from the Child Behavior Checklist, Vineland Screener, and Trauma Symptom Checklist. Successive blocks of predictor variables included demographics, maltreatment classification variables, maternal and family characteristics, and study site. RESULTS: When there were allegations of EMT as well as CA/N in a CPS case-record (by age 8), the CA/N allegations tended to be either more frequent or less severe than those kinds of allegations in cases without EMT. When neglect was alleged to occur with EMT, neglect allegations outnumbered allegations of EMT. However, when sexual abuse allegations were accompanied by EMT allegations, there were more EMT allegations than sexual abuse allegations in the cases. Higher severity ratings for EMT allegations than for physical abuse occurred when cases included any abuse. Distinctive effects of EMT subtypes were found between problems of safety/restriction and self-reported anger symptoms, and between problems of self-esteem/autonomy and posttraumatic stress. CONCLUSION: Differences exist between the CA/N allegations in cases with and without EMT. Having few cases containing only EMT allegations made it difficult to assess distinctive harm associated with EMT. Certain types of EMT allegations were associated with increases in children's anger and posttraumatic stress.  相似文献   

The Sources of Error in Spanish Writing (Research Note)     

Fernando Justicia  Sylvia Defior  Santiago Pelegrina  Francisco J. Martos 《Journal of Research in Reading》1999,22(2):198-202

The main aim of this study was to determine the pattern of errors in Spanish spelling. Specifically, we were interested in discovering if all Spanish words have similar levels of spelling difficulty or whether there are types of words that cause a high percentage of spelling errors. 972 children aged between 8 to 10 years were requested to write a short spontaneous story. Our objective was to analyse and to propose a classification system for the errors made by children in the initial stages of the acquisition of spelling skills. The results indicate (a) that the diverse forms of only 20 Spanish words produce 36 per cent of the spelling errors in Spanish, and (b) that substitution is the most frequent type of error (68 per cent of total errors), which occurs as a consequence of an inadequate knowledge of the rules of phoneme-grapheme correspondence. These findings have relevance for the teaching of writing in Spanish.  相似文献   

Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties   总被引：1，自引：0，他引：1  

Vaughn S  Linan-Thompson S  Mathes PG  Cirino PT  Carlson CD  Pollard-Durodola SD  Cardenas-Hagan E  Francis DJ 《Journal of learning disabilities》2006,39(1):56-73

The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75).  相似文献   

The Transition to Reaching: Mapping Intention and Intrinsic Dynamics   总被引：9，自引：0，他引：9  

Esther Thelen  Daniela Corbetta  Kathi Kamm  John P. Spencer  Klaus Schneider  Ronald F. Zernicke 《Child development》1993,64(4):1058-1098

The onset of directed reaching demarks the emergence of a qualitatively new skill. In this study we asked how intentional reaching arises from infants' ongoing, intrinsic movement dynamics, and how first reaches become successively adapted to the task. We observed 4 infants weekly in a standard reaching task and identified the week of first arm-extended reach, and the 2 weeks before and after onset. The infants first reached at ages ranging from 12 to 22 weeks, and they used different strategies to get the toy. 2 infants, whose spontaneous movements were large and vigorous, damped down their fast, forceful movements. The 2 quieter infants generated faster and more energetic movements to lift their arms. The infants modulated reaches in task-appropriate ways in the weeks following onset. Reaching emerges when infants can intentionally adjust the force and compliance of the arm, often using muscle coactivation. These results suggest that the infant central nervous system does not contain programs that detail hand trajectory, joint coordination, and muscle activation patterns. Rather, these patterns are the consequences of the natural dynamics of the system and the active exploration of the match between those dynamics and the task.  相似文献   

Individual Education Plans Revisited: A Review of the Literature     

Sylvia Rodger 《International Journal of Disability, Development & Education》1995,42(3):221-239

Considerable attention and debate has surrounded the implementation of individual education plans (IEPs) for students with special needs during the past two decades. It is, therefore, timely to revisit the IEP process and examine the nature of the debate. In this paper, literature is reviewed to identify what has been learned from implementation of the IEP process and to highlight remaining questions about IEP efficacy and utility. The phases of evolution of the IEP process described by Smith (1990b) provide a framework for reviewing the literature. Issues requiring attention are highlighted and directions for further research are identified.  相似文献   

The effect of adaptivity on the reliability coefficient in adaptive comparative judgement     

Tom Bramley  Sylvia Vitello 《Assessment in Education: Principles, Policy & Practice》2019,26(1):43-58

Comparative Judgement (CJ) is an increasingly widely investigated method in assessment for creating a scale, for example of the quality of essays. One area that has attracted attention in CJ studies is the optimisation of the selection of pairs of objects for judgement. One approach is known as adaptive comparative judgement (ACJ). It has been claimed in the literature that ACJ produces very high reliability, often higher than can be obtained by conventional marking. Bramley showed by simulation that adaptivity can substantially inflate the apparent reliability in ACJ. The empirical study described here compared an adaptive with a non-adaptive CJ study using GCSE English essays. An all-play-all set of comparisons of a subset of the essays allowed the extent of scale inflation to be quantified: the reported adaptive reliability was 0.97 whereas the deflated value was 0.84. The value from the non-adaptive study was 0.72. However, the scale from the non-adaptive study correlated slightly higher with external variables, suggesting the non-adaptive study was no less valid than the adaptive one.  相似文献   

Content and impact of articles published by school psychology faculty     

David M. Hulac  Kathleen Aspiranti  Madeline Jacobson  Maryia Schneider  Natalie Johnson 《Psychology in the schools》2019,56(7):1089-1100

School Psychology faculty members are expected to publish articles in peer‐reviewed journals that impact the fields of education and psychology. Both the content and the impact of the articles school psychologists publish may change across time and differ from other disciplines. The current analysis sought to understand average article impact, content, and research focus, and to describe those articles that have the highest impact factor. All of the articles (n = 3670) published by school psychology faculty between January, 2010 and December, 2015 were collected and examined. Three reviewers were trained over 2 hr to read abstracts and to classify the content of those abstracts. The literature was systematically classified into four categories: assessment, consultation, intervention, and professional issues. The title, keywords, and abstract were used to find the category of best fit for each publication. The majority of articles published fall into the broad category of Professional Issues. The average article is cited 17.68 times in Google Scholar and 4.9 times in Web of Science. These data will be useful to understand publication content trends and identify gaps in research.  相似文献   

Globalization and the freedom of knowledge     

Sylvia Van De Bunt‐kokhuis 《Higher Education in Europe》2004,29(2):269-284

This article considers the transmission of knowledge in higher education. It takes the metaphor of the music industry that pre‐selects the music people can buy. The sales potential is the leading principle in the selection process. Often the small producer is excluded because his or her music is not of commercial interest. The end‐customer does not know what he or she is missing because he or she has never heard the music. It is to be feared that a similar market principle will also influence the selection of knowledge and affect the capacity of higher education institutions to freely generate and transmit new knowledge. The globalization of higher education risks homogenizing the cultural traditions of the non‐Western world through a process of Western cultural domination. On the other hand, the Internet, via open source software like LINUX, might serve to democratize higher education and allow greater grassroots input.  相似文献