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   

Informational capital and the transition to university: First‐in‐family students' experiences in Austrian higher education     

Franziska Lessky  Erna Nairz‐Wirth  Klaus Feldmann 《European Journal of Education》2021,56(1):27-40

The agenda for widening participation in higher education has led to increasing numbers of students with a broader range of education and family backgrounds. However, transitioning to the university landscape remains a highly complex negotiation process, especially for first‐in‐family students, who cannot draw on previous experience from higher education in their families. Gaining access to informational capital—a combination of cultural and social capital—plays a crucial role in managing education transitions. We draw on rich empirical data obtained from 26 autobiographical narrative interviews with first‐in‐family university students in Austria to investigate how transitions to university are affected by informational capital. We also explore how access to informational capital was influenced by (1) institutional practices, such as initiatives to support students, especially first‐year students; and (2) cultural fit—the extent to which a student's cultural capital corresponded with the dominant cultural capital in the field of their chosen discipline or higher education establishment. Our findings show that gaining access to informational capital was strongly affected by the institutional practices at universities within the different disciplines, thus highlighting the importance of higher education institutions in supporting their students during transition processes. We conclude with policy implications for how higher education institutions can assist first‐in‐family students to succeed at university.  相似文献   

Fish Oil Supplementation in Pregnancy and Neurodevelopment in Childhood—A Randomized Clinical Trial     

Laerke Sass  Elín Bjarnadóttir  Jakob Stokholm  Bo Chawes  Rebecca K. Vinding  Anna-Rosa C. Mora-Jensen  Jonathan Thorsen  Sarah Noergaard  Bjørn H. Ebdrup  Jens R.M. Jepsen  Birgitte Fagerlund  Klaus Bønnelykke  Lotte Lauritzen  Hans Bisgaard 《Child development》2021,92(4):1624-1635

A double-blind randomized controlled trial of n-3 long-chain polyunsaturated fatty acid (n-3 LCPUFA) supplementation or matching placebo during third trimester of pregnancy was conducted within the COPSAC₂₀₁₀ mother-child cohort consisting of 736 women and their children. The objective was to determine if maternal n-3 LCPUFA pregnancy supplementation affects offspring neurodevelopment until 6 years. Neurodevelopment was evaluated in 654 children assessing age of motor milestone achievement, language development, cognitive development, general neurodevelopment, and emotional and behavioral problems. Maternal n-3 LCPUFA supplementation during pregnancy improved early language development and reduced the impact of emotional and behavioral problems. The n-3 LCPUFA supplementation was in boys associated with the earlier achievement of gross motor milestones, improved cognitive development, and a reduced impact of emotional and behavioral problems.  相似文献   

An experimental preschool program for culturally deprived children   总被引：1，自引：0，他引：1  

S W Gray  R A Klaus 《Child development》1965,36(4):887-898

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Causes and consequences of harsh parental punishment: An empirical investigation in a representative sample of 570 German families     

Anette Engfer  Klaus A. Schneewind 《Child abuse & neglect》1982,6(2):129-139

This article examines a multifactorial model of causes and consequences of harsh parental punishment. The social-psychological model as developed by Gelles was extended to also include the antecedent conditions leading to rigid assertion of parental power relating to the child. Furthermore, personality problems of the child observable as consequences of harsh parental punishment were included in our model. The conditions which predict harsh parental punishment are— in the rank order of their importance: a child perceived as difficult to handle, i.e., a “problem child”; parental angerproneness; the rigid assertion of parental power; and intra-familial problems and conflicts. As consequences of harsh parental punishment and rejection as perceived by the child, two types of personality problems were observed: a syndrome named “Conduct Disorder” and a syndrome including personality problems such as anxiety and helplessness.  相似文献   

Who Talks to Whom in Malawi's Agricultural Research Information Network?     

Mariam A.T.J. Mapila  Jason Yauney  Paul Thangata  Klaus Droppelmann  John Mazunda 《The Journal of Agricultural Education and Extension》2016,22(1):7-23

Purpose: The sector-wide approach currently dominates as the strategy for developing the agricultural sector of many African countries. Although recognised that collaborative agricultural research is vital in ensuring success of sector-wide agricultural development strategies; there have been few efforts to understand the dynamics of national agricultural research/development networks in Africa. This study fills this gap by analysing the dynamics of networking and interactions between institutions in the National Agricultural Research System in Malawi. Design/Methodology/Approach: The study sampled actors in the National Agricultural Research System in Malawi, which included the main public agricultural research department, academic institutions, semi-autonomous research institutions, private companies and international agricultural research institutions. Data was analysed using Social Network Analysis. Findings: Results demonstrate that public agricultural research departments play a central coordinating role in facilitating information sharing; with other actors remaining on the periphery. However, it also shows the important role other actors play to relay information to a wider network of stakeholders. These secondary information pathways can play a very crucial role in ensuring successful implementation of the national agricultural research agenda. Practical implication: Policy-makers are called upon to integrate other research actors into the mainstream national agricultural research information network. This is vital as other research actors are, at the global level, increasingly taking up a greater role in financing and disseminating research and research results. Originality/Value: The study contributes greatly towards knowledge needed for continuing the transformation of African agricultural research; and aligning the African agricultural research vision and practice with the emerging global agricultural research paradigm.  相似文献   

Continuity in Parent-Child Relationships from Infancy to Middle Childhood and Relations with Friendship Competence     

Milam K. Freitag  Jay Belsky  Karin Grossmann  Klaus E. Grossmann  Hermann Scheuerer-Englisch 《Child development》1996,67(4):1437-1454

This cross-cultural study examined continuity in parent-child relationships from infancy to middle childhood in a sample of German families. Connections were traced between individual differences in a composite of markers of the parent-child attachment relationship system (including classification of the infant via the Strange Situation and parent via the Adult Attachment Interview and for mothers' ratings of sensitivity) and later parent-child communications. Fundings within the mother-child relationship revealed modest links between the composite and communications and were taken to suggest that the divergent fields of attachment and family communication research are addressing similar underlying relationship processes involving the interplay between relatedness and autonomy. Further findings revealed that the composite modestly predicted variability in children's competence in forming friendships and that differences in concurrent child-mother communications significantly added to and possibly mediated these effects. Results were interpreted as supporting a process model of development, whereby adaptation is influenced by both current and past relationship status.  相似文献   

Streber als Leistungsverweigerer?     

Anna-Katharina Pelkner  Klaus Boehnke 《Zeitschrift für Erziehungswissenschaft》2003,6(1):106-125

Zusammenfassung Wer Schule in Deutschland und in Nordamerika vergleichend beobachtet, dem fallen bald für den Alltag von Schülerinnen und Schülern relevante Unterschiede auf, die in der erziehungswissen-schaftlichen Forschung bisher kaum bearbeitet wurden: Hierzu geh?rt — neben der unterschie dlichen Bewertung des in Nordamerika verp?nten, in Deutschland aber fast zum guten Ton geh?renden ‘cheating’/Schummelns — die Bewertung guter Schulleistungen durch Peers. W?hrend gute Leistungen in Nordamerika unter Peers hoch im Kurs zu stehen scheinen, werden sie in Deutschland — insbesondere in der Sekundarstufe I — oft mit dem Strebervorwurf belegt. Der hier vorgelegte Text wendet sich der Frage zu, ob der Strebervorwurf Auswirkungen auf tats?chliche Schulleistungen im Bereich der Mathematik hat. Er vertritt die These, dass befürchtete negative Peer-Sanktionen als Folge besonders guter Leistungen in Mathematik bei guten Schülern und insbesondere bei leistungsstarken M?dchen die Aussch?pfung des vorhandenen Leistungspotentials begrenzt und auf Dauer auch die Leistungsf?higkeit reduziert. Vorgestellt wird zum einen die Forschungsidee eines im DFG-Schwerpunktprogramm „Bildungsqualit?t von Schule“ gef?rderten Projekts, zum anderen erstes empirisches Material aus zwei Vorerhebungen des Projekts, mit dem die empirische Plausibilit?t der Forschungsidee untermauert werden soll.

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Summary Do Nerds Refuse Achievement? Project idea and first data from a study on mathematical achievement Whoever compares schooling in Germany and North America, will soon come across differences with everyday relevance for the school life of students that have rarely been addressed in educational research: Besides the different attitudes towards cheating — being a complete taboo in North America, but a lesser sin in Germany — there is the attitude towards high achievement by peers. Whereas in North America high achievement seems highly valued, high-achieving students in Germany are often accused of being nerds or teacher’s pets, particularly in grades 7–10. The present article deals with the extent to which the nerd accusation has consequences for real achievement in mathematics. The hypothesis is formulated that fear of negative sanctions by peers, as a consequence of being particularly good in math, encourages high achievers to reduce their efforts. Particularly among high-achieving grils, this is presumed to even affect the objective achievement potential in math in the long run. Firstly, the research idea for a study funded by the German Research Council (DFG) in the framework of its focal program on “Quality of Education in Schools” is presented. Secondly, first empirical material from two pilot studies is presented in order to underscore the plausibility of the research idea.

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Sickness presenteeism of German teachers: prevalence and influencing factors     

Sarah Dudenhöffer  Klaus Schöne  Stephan Letzel  Dirk-Matthias Rose 《Teachers and Teaching》2017,23(2):141-152

The aim of the present study was to investigate teachers’ sickness presenteeism (SP). We examined the prevalence of SP in a sample of teachers as well as work-related and health-related influencing factors of teachers’ SP. We used a cross-sectional study design. Teachers working at different types of schools in Rhineland-Palatinate (Germany) participated in an online survey. We used Pearson’s Chi-squared test (in case of categorical variables) or Mann–Whitney-U-test (in case of continuous variables) to test for differences between SP and sociodemographic/work-related/health-related factors. Factors influencing SP were identified using multivariable logistic regression analyses. Nine hundred and twenty-four teachers working at 42 different schools completed the questionnaire (response proportion: 50.1%). The prevalence of SP in our study was 57.1%. The multivariable logistic regression analyses showed less support by supervisors (aOR: 1.77; 95-CI: 1.21–2.60), inappropriate administration efforts (aOR: 1.56; 95-CI: 1.16–2.11), and inappropriate recognition of performance (aOR: 1.44; 95-CI: 1.04–198) as well as exhaustion/fatigue (aOR: 2.29; 95-CI: 1.71–3.08) as main predictors of teachers’ SP. SP is widespread among teachers. As SP is associated with impairment of psychological and physical health in the long run, it is important to implement measures to reduce SP. A climate of support and cooperation as well as assistance for ill teachers to deal with work missed due to absence might be useful strategies.  相似文献   

The measurement of goal attainment of governmental R&D support     

Klaus Brokhoff 《Research Policy》1983,12(3):171-182

Efficiency measurement of governmental R&D subsidies is a complicated task. The suggestion is made to derive the subsidization objectives from the programs themselves along seven dimensions. If completely defined and if properly operationalized, these could be used as a basis for efficiency measurement. Various levels of measurement and the related problems are reviewed. As information on a program and its acceptance are of importance for governmental planning, the development of diffusion models for this special purpose is suggested. A most simple version is given to start discussion. The ideas developed are illustrated by reference to empirical research on two related subsidization programs in the Federal Republic of Germany.  相似文献