Populist linguistic tone in recent U.S. presidential campaign discourse: a DICTION analysis     

Craig O. Stewart 《Communication Research Reports》2020,37(1-2):11-21

ABSTRACT

This study analyzed the tone of public campaign remarks of right- and left-wing populist (Donald Trump and Bernie Sanders, respectively) and right and left-wing non-populist (Mitt Romney and Hillary Clinton, respectively) U.S. presidential candidates using DICTION 7.0. Findings suggest that populists tended to use a linguistic tone that is high in pessimism, group abstractness, and exclusion. Pessimism and group abstractness were positively associated with immigration language in right-wing populist speech. Commonality and “we-ness” were positively associated with populist language in left-wing populist speech.  相似文献   

Mothers’ Implicit and Explicit Attitudes and Attributions in Relation to Self-Reported Parenting Behavior     

Charlotte Johnston  Laura Belschner  Joanne L. Park  Kurtis Stewart  Amira Noyes  Mark Schaller 《Parenting, science and practice》2017,17(1):51-72

Objective. Parenting behavior is presumed to be related to the thoughts about child behavior that parents report in a controlled and explicit manner and to more implicit parent cognitions that occur outside of conscious awareness and are less accessible to verbal report. Design. We examined mothers’ attitudes toward their children as correlates of self-reported parenting behavior. We used a combination of a self-report questionnaire and a reaction-time method (the Implicit Association Test) to assess explicit and implicit attitudes, respectively. We also assessed mothers’ implicit and explicit attributions for child misbehavior in relation to parenting, using a questionnaire measure of attributions completed under high-cognitive load (implicit attributions) or under low-cognitive load (explicit attributions). Mothers of 124, 6- to 10-year-olds (52% male) participated. Results. Attitudes assessed by self-report questionnaire and the Implicit Association Test were uniquely associated with negative parenting. The cognitive load manipulation moderated associations between attributions and parenting, such that child-blaming attributions were inversely associated with positive parenting only under conditions of high-cognitive load. Conclusions. Compared to traditional self-report questionnaires, methods such as the Implicit Association Test or cognitive load manipulations may more effectively assess implicit parent cognitions.  相似文献   

The firstborn's adjustment to the birth of a sibling: a longitudinal assessment   总被引：1，自引：0，他引：1  

R B Stewart  L A Mobley  S S Van Tuyl  M A Salvador 《Child development》1987,58(2):341-355

41 middle-class families were interviewed at 1 month prepartum and 1, 4, 8, and 12 months after the birth of a second child to assess the reaction and adjustment of firstborn children to this event. Family members were also observed in a semistructured play session in order to obtain information concerning changes in familial interaction patterns. A log linear analysis was conducted to fit a hierarchical model to a 2 (child gender) X 2 (infant gender) X 4 (time of measurement relative to birth of infant) X 2 (presence or absence of problematic regressive behavior) X 14 (type of problematic behavior reported) matrix. A model with 2 statistically significant effects was found to fit the observed frequency matrix quite well, goodness-of-fit (GF) chi 2(312, N = 2,296) = 97.47, p less than .99. This model suggests (1) that the type of response displayed by the firstborns varied as a function of time since the birth; that their initial responses were either imitations of the infant or confrontations with the mother or infant, whereas responses at 4 months postpartum were characterized by numerous anxiety behaviors but fewer imitations or confrontations, and later responses were primarily confrontations with the increasingly intrusive and independent infant; and (2) that a greater frequency of problematic behavior was reported by the mothers of same-sex sibling dyads, especially at the 1- and 8-month postpartum assessments. Observational data indicated that mothers dramatically decreased their interactions with the firstborn children over time but that fathers tended to remain relatively stable in their frequencies of interaction.  相似文献   

Commentary: the coalition for improving maternity services:     

Hodges S  Stewart SB  Hotelling B  Romano A 《The Journal of perinatal education》2007,16(Z1):93S-96S

A consumer advocate, two childbirth educators, and a certified nurse-midwife each provide commentary on the effectiveness of and potential uses for the Evidence Basis for the Ten Steps of Mother-Friendly Care.  相似文献   

Mana Wahine and Washday at the Pā     

Georgina Stewart 《Educational Philosophy and Theory》2019,51(7):684-692

Abstract

Washday at the Pā (‘pā’ is used colloquially by Pākehā to refer to a Māori settlement) is the title of an old schoolbook, a picture reading book for younger schoolchildren, which was produced in 1964 by the state education system in Aotearoa-New Zealand in 1964, written and photographed by Ans Westra, who later became one of the most famous photographers in the country. Washday at the Pā provoked a national debate when the Minister of Education acceded to protests by the Māori Womens Welfare League against its use in classrooms by withdrawing it completely, and the story of this controversy has remained alive in national consciousness ever since. This research brings Māori feminist philosophy to the Washday debate: I take up Mana Wahine theory as a useful lens on the controversy, understood as an event about, with and for women, in the history of Māori education. The purpose of this article is to reread, using Mana Wahine theory, existing arguments about the book’s withdrawal, and to propose an original resolution of the question at the centre of debate: should the book have been withdrawn from schools, or not?  相似文献   

Exploring Views about LARCs Among Parenting Rural Latinx Teenagers,Their Mothers,and Providers: Implications for Sexuality Education and Care     

Yumary Ruiz  Shaina Riciputi  Vincent Guilamo-Ramos  Stewart C. Alexander 《American journal of sexuality education》2019,14(2):165-185

While long-acting reversible contraception (LARC) reduces risk of repeat-births, use remains low among rural Latinx adolescent mothers. This qualitative study identified perspectives about factors that influence LARC use among this population. Participants were dyads of parenting Latinx adolescent daughters and their mothers (n?=?9 dyads) and nurses (n?=?17). Findings revealed themes specific to this vulnerable population including (a) distinct ways LARC characteristics fit into parenting teenagers’ lives, (b) supportive health care climate toward LARCs, and (c) factors that inhibit LARC uptake. The study has implications for sexuality education that seeks to reduce repeat-births among this population.  相似文献   

Differences between WISC‐R and WISC‐III performance scale among children with ADHD     

E. Mark Mahone  Teresa L. Miller  Christine W. Koth  Stewart H. Mostofsky  Melissa C. Goldberg  Martha B. Denckla 《Psychology in the schools》2003,40(4):331-340

Reviews involving the Wechsler Scales for children suggest that Full Scale IQ scores on the Wechsler Intelligence Scale for Children, Third Edition, average 5 to 6 points lower than scores on the second edition of the scale [WISC‐R, Wechsler, D. (1974). Zimmerman & Woo‐Sam, 1997], with the differences distributed disproportionately over subtests, i.e., with larger discrepancies found within the Performance Scale (Wechsler, 1991). Changes on the revised subtests of the WISC‐III Performance Scale may place children with ADHD at a disadvantage compared to their performance on analogous WISC‐R subtests. We examined IQ test performance in 122 unmedicated children with ADHD (61 given the WISC‐R, 61 given the WISC‐III), and 46 children from a healthy, comparison group (23 given the WISC‐R, 23 given the WISC‐III). The ADHD and comparison group samples were matched for sex and for Verbal IQ between WISC‐R and WISC‐III. Children with ADHD had significantly lower Performance IQ on WISC‐III compared to the WISC‐R, with the Picture Arrangement subtest showing the most significant difference. In contrast, there were no significant differences between the WISC‐R and WISC‐III cohorts on Performance IQ or any Performance subtests among the comparison group. These findings highlight the importance of examining the comparability of ability test revisions among clinical and non‐clinical populations, and will be especially salient when the WISC‐III is revised. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 331–340, 2003.  相似文献   

Part I: Toward a System of Educational Engineering for Traditional Class Elements: A Case Study in an Introductory Physics Course     

Gay B. Stewart 《Journal of Science Education and Technology》1997,6(3):173-191

In this paper, we present a system for formally characterizing elements of an introductory science class, measuring the performance of a class based on this characterization, and modeling the value of the class based on the measurements. This system allows the iterative improvement of any educational presentation through a model, test, iterate cycle. We propose formal practices involved in iteratively improving an educational experience be called educational engineering.  相似文献   

Competency, capability, complexity and computers: exploring a new model for conceptualising end-user computer education     

Renata Phelps  Stewart Hase  Allan Ellis 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):67-84

Notions of competency have dominated the computer education literature, and have underpinned Competency‐Based Training (CBT) in information technology at all levels of education and training. The emergence of counter‐narratives underpinned by the capability movement, have as yet had minimal impact on practice in computer education. New discourses in educational theory and practice which are founded on non‐linear approaches to learning and teaching provide added impetus to engage in the competency/capability debate, and re‐examine our approaches to computer education. This paper explores complexity theories and demonstrates how complexity's pedagogical implications can lead to new models for understanding computer learning and teaching. A new model for conceptualising end‐user computer education is presented that was derived from a three‐year action research initiative with pre‐service teachers.  相似文献   

University Educator Mindsets: How Might Adult Constructive‐Developmental Theory Support Design of Adaptive Learning?     

Cherry Stewart  Brenda Wolodko 《Mind, Brain, and Education》2016,10(4):247-255

This article explores Robert Kegan's adult constructive‐developmental (ACD) theory. We compare these ideas to the way educators at each of Kegan's meaning‐making levels might plan, implement, and assess digitally enhanced teaching activities. Using Drago‐Severson's interpretation of Kegan's concepts, the authors propose that behaviors of university teaching practitioners indicate mindsets evident at four ACD levels—instrumental, socialized, self‐authoring, and self‐transforming. Higher education professional development literature has identified a significant gap in practitioner implementation of interactive strategies using digital tools. If university practitioners increase their mental complexity they may become more adaptive in the application of interactive pedagogies and digital technologies. Adaptive approaches might cultivate new pedagogies supporting and challenging students toward more complex and flexible qualities of mind.  相似文献