共查询到20条相似文献，搜索用时 15 毫秒
1.
Sarah Sanders David E. McIntosh Mardis Dunham Barbara A. Rothlisberg Holmes Finch 《Psychology in the schools》2007,44(2):119-138
This study examined the underlying constructs measured by the Differential Ability Scales (DAS; C.D. Elliott, 1990a) as they relate to the Cattell‐Horn‐Carroll (CHC) Theory (K.S. McGrew, 1997) of cognitive abilities. The DAS and Woodcock‐Johnson Tests of Cognitive Abilities (WJ‐III COG; R.W. Woodcock, K.S. McGrew, & N. Mather, 2001) were administered to 131 children in grades 3 through 5 who took part in a concurrent validity study included in the Woodcock‐Johnson Tests of Cognitive Abilities, Third Edition, technical manual (K.S. McGrew & R.W. Woodcock, 2001). Confirmatory factor analyses using maximum likelihood estimation were conducted with the AMOS 5.0 (J.L. Arbuckle, 2001) statistical program to evaluate three models of increasing complexity, to compare how well each fit the data set, and to identify the one that best described the underlying constructs measured by the DAS. Results suggested that the synthesized Three‐Stratum CHC Model provided the most parsimonious representation among the three models tested. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 119–138, 2007. 相似文献
2.
For this review I sought to understand how the field of education has come to conceptualize and study the relationship between schools and prisons. In doing so, I found that the vast majority of scholars who have studied the relationship(s) between school and prisons have done so within the context of the school to prison pipeline conceptual framework. This review both explores the affordances and contributions of the school to prison pipeline framework, as well as some of the limitations and critiques of the framework when used as the most preeminent frame by which we understand and study the ties between schools and prisons. I examine these limitations by focusing on four principal areas of study within the school to prison pipeline literature: (1) school discipline policies and practices, (2) school-police partnerships, (3) surveillance technologies in schools, and (4) disproportionality. The broader aim of this review is to develop the way we conceptualize the relationships between schools and prisons by building on what we have already learned in using the STPP framework, while also exploring new ways of theorizing and empirically studying the growing relations between schools and prisons.
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This study extends previous research examining the relations between Cattell‐Horn‐Carroll cognitive abilities and math achievement. The cognitive profiles of children with normative weaknesses in Math Calculation Skills or Math Reasoning were compared to those of their average‐achieving peers. The cognitive profile of the low Math Calculation Skills group (n = 68) was similar to that of their average‐achieving peers. The low Math Reasoning group (n = 52) scored lower than their average‐achieving peers on the cognitive abilities as a set and on Fluid Reasoning and Comprehension–Knowledge. When individual profiles were considered, approximately half of the children with normative math weaknesses demonstrated commensurate weaknesses in one or more cognitive abilities, which may inform diagnostic models of learning disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 1–12, 2005. 相似文献
4.
Glenn Rikowski 《British Journal of Sociology of Education》1997,18(4):551-574
This paper focuses on the internal degeneration of the Marxist educational theory flowing from Bowles & Gintis (1976) and Willis (1977). It explores five interlinked ‘debilitating problematics’ ‐‐ the base/superstructure metaphor, Left functionalism, relative autonomy, resistance theory and the education for autonomy/revolution dilemma ‐‐ which have simultaneously formed the backbone of Marxist educational theory and constituted the roots of its theoretical weaknesses. The general argument is that these weaknesses are so deep‐seated that Marxists interested in theorising capitalist schooling need to start afresh. The paper points towards some possible starting points for new Marxist thinking on capitalist schooling, the preferred option being an analysis of labour‐power. One consequence of taking labour‐power as the starting point for a Marxist analysis of education is that it entails the dissolution of Marxist educational theory’. Instead, educational theory and politics become subordinated to a concern with the social production of labour‐power in capitalism. 相似文献
5.
Based on previous findings (McGrew, Flanagan, Keith, & Vanderwood, 1997) that auditory processing (Ga) predicts reading decoding, and crystallized intelligence (Gc) predicts reading comprehension beyond the prediction of reading by g(broad general intelligence), this study examined the cross‐ethnic predictive validity of Ga and Gc for reading achievement among low‐SES English‐speaking White and Hispanic students. Subtests of the Woodcock‐Johnson Psycho‐Educational Battery‐Revised (WJ‐R) cognitive subtests were used to measure Ga and Gc, and the WJ‐R achievement subtests were used to measure basic reading skills and reading comprehension. Results indicated that there are no differences between ethnic groups in the prediction of reading ability, and that phonetic coding and crystallized intelligence together are strong predictors of reading achievement. © 2000 John Wiley & Sons, Inc. 相似文献
6.
Edward H. Behrman 《Literacy》2002,36(1):26-32
Because reading and writing are social as well as personal activities, many recent curricular reforms that promote literacy development have focused on the relationship between the learner and the community. These reforms have been based on situated cognition theory, which holds that learning is intermeshed with the social and physical contexts of activity and that learning occurs through active participation in a community of practice. Yet there is no distinct orientation to the concept of community across the various educational programs. In fact, at least three different orientations to community appear in the literature on literacy reform: experiential community, classroom community, and anticipatory community. Both experiential and anticipatory community orientations situate literacy in non‐school settings that involve learners in ‘real‐life’ communities. The classroom community orientation attempts to reproduce the roles of mentor and apprentice found in non‐school communities; however, its claim to legitimacy of activity is based more on the learner’s manner of participation than in the activity itself. 相似文献
7.
Training Basic Visual Attention Leads to Changes in Responsiveness to Social‐Communicative Cues in 9‐Month‐Olds 
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下载免费PDF全文 This study investigated transfer effects of gaze‐interactive attention training to more complex social and cognitive skills in infancy. Seventy 9‐month‐olds were assigned to a training group (n = 35) or an active control group (n = 35). Before, after, and at 6‐week follow‐up both groups completed an assessment battery assessing transfer to nontrained aspects of attention control, including table top tasks assessing social attention in seminaturalistic contexts. Transfer effects were found on nontrained screen‐based tasks but importantly also on a structured observation task assessing the infants’ likelihood to respond to an adult's social‐communication cues. The results causally link basic attention skills and more complex social‐communicative skills and provide a principle for studying causal mechanisms of early development. 相似文献
8.
Clark McKown 《Child development》2013,84(4):1120-1136
In the United States, racial‐ethnic differences on tests of school readiness and academic achievement continue. A complete understanding of the origins of racial‐ethnic achievement gaps is still lacking. This article describes social equity theory (SET), which proposes that racial‐ethnic achievement gaps originate from two kinds of social process, direct and signal influences, that these two kinds of processes operate across developmental contexts, and that the kind of influence and the setting in which they are enacted change with age. Evidence supporting each of SET's key propositions is discussed in the context of a critical review of research on the Black–White achievement gap. Specific developmental hypotheses derived from SET are described, along with proposed standards of evidence for testing those hypotheses. 相似文献
9.
Matthew J. Dykas Susan S. Woodhouse Jason D. Jones Jude Cassidy 《Child development》2014,85(6):2185-2201
Attachment theorists propose that individuals’ internal working models influence their social information processing. This study explored links between attachment representations and social information processing by examining adolescents’ (n = 189; Mage = 16.5 years) attachment‐related memory biases. Participants completed laboratory tasks assessing memory for (a) emotionally salient childhood events, (b) adjectives describing their parents, and (c) generalized parent‐related characteristics not specific to their own parents. As expected, dismissing attachment (assessed using the Adult Attachment Interview) was linked across tasks to a deactivating strategy in which memory for emotional childhood events and attachment‐relevant stimuli was reduced. In contrast, evidence that preoccupied attachment was linked to a hyperactivating strategy in which memory was heightened emerged only in relation to emotional childhood events. 相似文献
10.
The peer context features prominently in theory, and increasingly in empirical research, about ethnic‐racial identity (ERI) development, but no studies have assessed peer influence on ERI using methods designed to properly assess peer influence. We examined peer influence on ERI centrality, private, and public regard using longitudinal social network analysis. Data were drawn from two sites: a predominantly Latina/o Southwestern (SW) school (N = 1034; Mage = 12.10) and a diverse Midwestern (MW) school (N = 513; Mage = 11.99). Findings showed that peers influenced each other's public regard over time at both sites. However, peer influence on centrality was evident in the SW site, whereas peer influence on private regard was evident in the MW site. Importantly, peer influence was evident after controlling for selection effects. Our integration of developmental, contextual, and social network perspectives offers a fruitful approach to explicate how ERI content may shift in early adolescence as a function of peer influence. 相似文献
11.
Children's (5‐, 7‐ to 8‐, and 10‐ to 11‐year‐olds), and adolescents’ (13‐ to 14‐year‐olds) judgments and reasoning about same‐sex romantic relationships were examined (N = 128). Participants’ beliefs about the acceptability and legal regulation of these relationships were assessed, along with their judgments and beliefs about excluding someone because of his or her sexual orientation and the origins of same‐sex attraction. Older participants evaluated same‐sex romantic relationships more positively and used more references to personal choice and justice/discrimination reasoning to support their judgments. Younger participants were less critical of a law prohibiting same‐sex relationships and were more likely to believe it was not acceptable to violate this law. Beliefs about origins of same‐sex attraction showed age‐specific patterns in their associations with evaluations. 相似文献
12.
Eric Deeson 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):E20-E21
With the sub‐title “Young people, the internet, and civic participation”, The civic web recognises that youngsters are now well along the path to fully and seamlessly integrated offline and online lives. How can we ensure these young people become and remain fully engaged in their wider society and worlds now and throughout their lifetimes? It applies to teachers insofar as “digital media are part of the taken‐for‐granted social and cultural fabric of learning, play, and social communication”. There is some relevance to formal learning technology here, but the recommendation is that you borrow a copy for thought‐provoking “spare‐time” reading. Eric Deeson 相似文献
13.
H. Brenda Shute 《教育心理学》1987,7(3):187-205
Summary Many writers have described motherese as characterised by higher vocal pitch relative to the pitch of adult to adult speech. The research literature pertaining to this issue is discussed under the following headings: cross‐cultural comparisons; male‐female comparisons; speaker's experience with children; speaker's attitudes towards and perceptions of children; social status of speaker; influence of child‐perceptions of children; social status of speaker; influence of child‐listener; age of child‐listener; state of arousal of child; nature of task; linguistic characteristics of speech and functions of raised pitch. Deficits in the resulting knowledge base are then identified. The review concludes with an outline of current developments in research in these areas. 相似文献
14.
Deborah Rivas‐Drake Adriana J. Umaña‐Taylor David R. Schaefer Michael Medina 《Child development》2017,88(3):710-724
The current study examined how adolescents' ethnic‐racial identity (ERI) informed the demographic diversity of their friendship network (Goal 1) and the extent of similarity between adolescents' and their friends' ERI (Goal 2). Participants were sixth and seventh grade students (N = 353; Mage = 11.88, SD = .73; 50% girls; 29% African American, 31% White, 13% Latino) in the Midwestern U.S. Results from longitudinal cross‐lagged models (Goal 1) indicated that having more diverse friendships at T2 was associated with greater T3 ERI exploration among all youth. In addition, boys who reported higher ERI resolution at T1 had more diverse friendships at T2. Furthermore, findings from longitudinal social network analyses (SNA; Goal 2) suggested that influence drove similarity between adolescents and their friends in ERI exploration and resolution. 相似文献
15.
Most previous research on imitation in infancy has focused on infants' learning of instrumental actions on objects. This study focused instead on the more social side of imitation, testing whether being mimicked increases prosocial behavior in infants, as it does in adults (van Baaren, Holland, Kawakami, & van Knippenberg, 2004). Eighteen‐month‐old infants (N = 48) were either mimicked or not by an experimenter; then either that experimenter or a different adult needed help. Infants who had previously been mimicked were significantly more likely to help both adults than infants who had not been mimicked. Thus, even in infancy, mimicry has positive social consequences: It promotes a general prosocial orientation toward others. 相似文献
16.
Punit Shah Francesca Happé Sophie Sowden Richard Cook Geoffrey Bird 《Child development》2015,86(6):1693-1700
Newborn infants orient preferentially toward face‐like or “protoface” stimuli and recent studies suggest similar reflexive orienting responses in adults. Little is known, however, about the operation of this mechanism in childhood. An attentional‐cueing procedure was therefore developed to investigate protoface orienting in early childhood. Consistent with the extant literature, 5‐ to 6‐year‐old children (n = 25) exhibited orienting toward face‐like stimuli; they responded faster when target location was cued by the appearance of a protoface stimulus than when location was cued by matched control patterns. The potential of this procedure to investigate the development of typical and atypical social perception is discussed. 相似文献
17.
Brad Gilbreath Gail L. Rose Kim E. Dietrich 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):379-393
The purpose of this article is to inform readers about the types of instruments available for assessing and improving mentoring in organizations. Extensive review of the psychological, business and medical literature was conducted to identify commercially published, practitioner‐oriented instruments. All of the instruments that were identified – including the Alleman mentoring activities questionnaire, Mentoring in the moment, Mentoring skills assessment, and Principles of adult mentoring scale – are evaluated herein. Each instrument’s target audience, raters, subscales, response options, psychometric properties, and relative strengths and weaknesses are described. Although these instruments are reported to be used extensively, evidence of their validity is not always available. This review presents information that, in combination with first‐hand inspection of the instruments, should enable practitioners to differentiate between instruments that may be a fit for their needs from those that are not. Furthermore, it may introduce academic readers to instruments that are not covered in the scholarly literature in spite of their common use for non‐research purposes. 相似文献
18.
Joy Oguntebi Maria Shcherbakova Lynn P. Wooten 《Decision Sciences Journal of Innovative Education》2012,10(4):473-494
The objective of this conceptual article is to investigate existing diversity management paradigms and extend their implications toward the goal of increasing minority representation in management education. We suggest that the existing learning‐and‐effectiveness diversity management paradigm (Thomas & Ely, 1996, Harvard Business Review, 74(5), 79–90), which integrates contributions from diverse individuals, can be utilized in addressing the underrepresented minority shortage at each progressive stage of the education pipeline, beginning with the high school level. We propose and discuss a complex set of solutions that highlight the students’ educational experience, motivation, awareness, and social environment. These solutions target minority underrepresentation with the goal of ultimately increasing the proportion of minorities in the PhD pool and subsequently within the management professoriate. 相似文献
19.
Lauren H. Howard Annette M. E. Henderson Cristina Carrazza Amanda L. Woodward 《Child development》2015,86(1):259-275
Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated. 相似文献
20.
One hundred sixty American and 397 Korean fourth‐ and fifth‐graders were administered the Student Social Attribution Scale (SSAS), designed to assess students' explanations for social successes and failures. A Korean version of the SSAS was developed for the study. The American and Korean instruments' internal consistency reliability were determined (rs ranged from .56 to .86 for the Korean instrument and .62 to .88 for the American instrument). The means from both the American and Korean SSAS versions on the 8 scales and global scores (e.g., internal, external) were compared. Based on the literature, Korean children should have had higher scores for effort attributions in failure situations than the American children and Americans should have shown higher scores for ability attributions in successful situations. In fact, Korean children did show significantly higher ( p < .005) Failure Effort scores and American children showed significantly higher ( p < .005) Success Ability scores. Findings indicate that Korean children are potentially more willing to accept responsibility for social failure than American students. © 2002 John Wiley & Sons, Inc. 相似文献