Age-Related Differences in Sensitivity to Facial Trustworthiness: Perceptual Representation and the Role of Emotional Development     

Elisa Baccolo  Viola Macchi Cassia 《Child development》2020,91(5):1529-1547

The ability to discriminate social signals from faces is a fundamental component of human social interactions whose developmental origins are still debated. In this study, 5-year-old (N = 29) and 7-year-old children (N = 31) and adults (N = 34) made perceptual similarity and trustworthiness judgments on a set of female faces varying in level of expressed trustworthiness. All groups represented perceived similarity of the faces as a function of trustworthiness intensity, but such representation becomes more fine-grained with development. Moreover, 5-year-olds' accuracy in choosing the more trustworthy face in a pair varied as a function of children's score at the Test of Emotion Comprehension, suggesting that the ability to perform face-to-trait inferences is related to the development of emotional understanding.  相似文献   

Family Risk and Externalizing Problems in Chilean Children: Mediation by Harsh Parenting and Emotional Support     

Elisa Ugarte  Marigen Narea  Daniela Aldoney  David G. Weissman  Paul D. Hastings 《Child development》2021,92(3):871-888

Latent class analysis and multigroup mediation were used with 8,860 families in Chile to identify risk groups varying in socioeconomic status, family structure, and maternal depression, to determine whether profiles differed in children’s development of externalizing problems (EP) from 35 to 61 months, and maternal parenting that predicted EP. Four groups were identified: one no-risk profile and three risk profiles, impoverished and undereducated, depressed and impoverished, and father-absent and impoverished. All classes differed in EP. Maternal emotional support and harsh parenting were differentially associated with the development of EP across the three risk groups, relative to the low-risk group. Thus, specific constellations of adversities differentially predicted children’s EP and socialization processes mediating links between risk and EP. Implications are discussed.  相似文献   

Unpacking the Impacts of a Universal Parenting Program on Child Behavior     

Elisa Rachel P. Altafim  Dana C. McCoy  Maria Beatriz M. Linhares 《Child development》2021,92(2):626-637

This study examined the theory of change of the ACT Raising Safe Kids parenting program, including whether intervention effects on children's behavior problems were explained by improvements in mothers’ reported parenting practices, as well as whether baseline child behavior problems moderated these relations. Adult mothers of 3-to 8-year-old Brazilian children were assigned to the intervention (n = 97) or control (n = 46) groups. Results showed that the intervention improved mothers' perceptions of their parenting practices (positive discipline, emotional and behavioral regulation, and communication). Intervention-induced reductions in children’s internalizing and externalizing behavior problems were mediated by improvements in mothers’ emotional and behavioral regulation. Program effects were strongest for children with high levels of baseline behavior problems.  相似文献   

Inverted classroom teaching in the first-year design studio,a case study     

Maria Elisa Navarro Morales  Roberto Londoño 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2651-2666

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How Often and for What Purposes Apprentices Seek Help in Workplaces: A Mobile Technology-Assisted Study     

Jean-Luc Gurtner  Alberto Cattaneo  Elisa Motta  Laetitia Mauroux 《Vocations and Learning》2011,4(2):113-131

In the ‘dual’ system of vocational training, working in company represents the major part of training. At the workplace, apprentices are expected to acquire the typical skills of their profession but, at the same time, to contribute to the production of the company. For this reason apprentices are expected to carry out activities on their own from early on in their training and to ask for help only when they need it. Learning to ask questions and to seek help appropriately is, therefore, an important competence for learners to acquire during vocational training, just as it is important for the company to offer the learner every opportunity to ask for help when needed. In this study, we used mobile phones to follow at a distance 19 apprentices in car mechanics at the workplace. We then analyzed a corpus of approximately 77 hours of work, in search of all questions and requests they addressed during this time. Data show that requests for information are twice as frequent as requests for assistance (i.e. intervention or physical help) and that all together, requests are introduced more often by more advanced apprentices than by those in the early stages of their training. These findings are linked with the facts that: a) bringing apprentices to be autonomous early in their work is a deciding factor of the philosophy of work in many of the enterprises training apprentices, b) more advanced apprentices are given more complex tasks to work on, c) more advanced apprentices work more is often undertaken in collaboration with an expert car mechanics and d) questions and requests for help are more likely to be addressed when working collaboratively than when working alone. These findings are interpreted as evidences of a natural regulation which takes place at the workplace between the learner’s engagement and the workplace affordances.  相似文献   

Reduction of water evaporation in polymerase chain reaction microfluidic devices based on oscillating-flow   总被引：1，自引：0，他引：1  

Alessandro Polini  Elisa Mele  Anna Giovanna Sciancalepore  Salvatore Girardo  Adriana Biasco  Andrea Camposeo  Roberto Cingolani  David A. Weitz    Dario Pisignano 《Biomicrofluidics》2010,4(3)

Producing polymeric or hybrid microfluidic devices operating at high temperatures with reduced or no water evaporation is a challenge for many on-chip applications including polymerase chain reaction (PCR). We study sample evaporation in polymeric and hybrid devices, realized by glass microchannels for avoiding water diffusion toward the elastomer used for chip fabrication. The method dramatically reduces water evaporation in PCR devices that are found to exhibit optimal stability and effective operation under oscillating-flow. This approach maintains the flexibility, ease of fabrication, and low cost of disposable chips, and can be extended to other high-temperature microfluidic biochemical reactors.  相似文献   

Uncovering young children's motivational beliefs about learning science          下载免费PDF全文

Elisa Oppermann  Martin Brunner  Jacquelynne S. Eccles  Yvonne Anders 《科学教学研究杂志》2018,55(3):399-421

Young children, ages 5–6 years, develop first beliefs about science and themselves as science learners, and these beliefs are considered important precursors of children's future motivation to pursue science. Yet, due to a lack of adequate measures, little is known about young children's motivational beliefs about learning science. The present two‐part study explores the motivational beliefs of young children using a new measure—the Young Children's Science Motivation (Y‐CSM) scale. Initial measurement development involved a thorough literature review of existing measures, and an extensive piloting phase until a final instrument was reached. To establish scale reliability, measurement invariance as well construct and criterion validity, the final instrument was administered to a new sample of 277 young children, age 5–6 years, in northern Germany. Results reveal that children's motivational beliefs can be empirically differentiated into their self‐confidence and enjoyment in science at this young age. Older children were more motivated in science, but no significant gender differences were found. Importantly, children in preschools with a science focus reported significantly higher science motivation. This finding stresses the importance of early science education for the development of children's motivational beliefs science.  相似文献   

Erasmus Thematic Networks and the European dimension of Engineering Education     

Claudio Borri  Elisa Guberti  Francesco Maffioli 《European Journal of Engineering Education》2005,30(4):409-416

Some of the most important challenges for engineering schools at the beginning of the 21st century are summarised as well as the role of ERASMUS Thematic Networks (TN) in this scenario.

Though focus is mainly given to the European environment, the changes which are interesting Engineering Education appear to involve also the non-European sphere and therefore, this set of papers on the main outcomes of E4 Thematic Network (2000–2004) has been conceived, not only as an useful instrument of dissemination, but also an open window on Europe.

In this introductory paper key characteristics of successful TNs are outlined, as resulting from the experience of TN E4, Enhancing Engineering Education in Europe, which has terminated its life end of September 2004. The new TN project, denominated TREE, for Teaching and Research in Engineering in Europe, is briefly presented.

On the other hand, in the following 5 sections some of the main activities developed within E4 are presented touching topics related to accreditation, quality assurance, students involvement in Engineering Education, ICT and new learning methods and curriculum development.  相似文献   

The interplay between self-determined motivation,self-regulated cognitive strategies,and prior achievement in predicting academic performance     

Sara Manganelli  Elisa Cavicchiolo  Luca Mallia  Valeria Biasi  Fabio Lucidi  Fabio Alivernini 《教育心理学》2019,39(4):470-488

The present study examined the interplay between self-determined motivation and the use of cognitive strategies in predicting university students’ academic performance while taking into account the effect of prior achievement. A theory based model was tested using structural equation modeling on a sample of 764 Italian university students. Results showed that prior achievement influenced students’ academic performance and their motivation and use of cognitive strategies. Critical thinking was the only cognitive strategy which proved to have a significant impact on students’ academic performance. Autonomous motivation had an indirect positive impact on academic performance through its influence on the critical thinking strategy. Controlled motivation had a direct negative impact on academic performance. On the whole, our findings suggest that autonomously motivated students tend to achieve better academic performance by using critical thinking, while students who are driven by controlled motivation have lower academic performance.  相似文献   

Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education     

Elisa Monteiro  Angus C. H. Kuok  Ana M. Correia  Vitor Teixeira 《International Journal of Inclusive Education》2019,23(1):93-108

ABSTRACT

This paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future. Within the context of teacher preparedness for inclusive education, the study found that a number of teachers felt that they were not at all prepared to teach students with SEN. Whilst some teachers suggested that they lacked skills and knowledge in teaching in inclusive classrooms, some felt overwhelmed with the challenges. The teachers proposed that they would need to know how to provide instructional adaptations and modifications to support students with SEN. Implications for continuous development of teacher training and education are discussed within the context of improving teacher efficacy and how private school teachers could better respond to the challenges of inclusive education in Macao.  相似文献