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1.
This study examined child-centered data (from birth to 7 years) and familial factors as possible predictors of disabilities in adolescence. The sample was taken from original participants in the National Collaborative Perinatal Project in Rhode Island who were also judged as handicapped after school entry. Results of the current study indicated that parental traits (i.e., maternal education) are more accurate predictors of adolescent status than the child's own behavior from birth to 3 years, whereas child-centered skills assessed at 4 and 7 years of age are better predictors than are familial factors. Overall, data suggest that early identification models which focus upon developmental delay or adverse medical events from birth to 3 years of age are inadequate in fully identifying children eventually judged to be handicapped. Screening initiatives must be developed that are multivariate (child and family focused) and account for differential weights of risk factors over time.  相似文献   

2.
反托拉斯运动是美国进入工业化时代后,抵制产业垄断,并对新政治平衡模式进行探索的经济和政治活动。在反托拉斯立法大讨论中诞生的新自由观念和政治模式成为现代美国资本主义的标志。  相似文献   

3.
The extent to which early educational intervention, early cumulative risk, and the early home environment were associated with young adult outcomes was investigated in a sample of 139 young adults (age 21) from high-risk families enrolled in randomized trials of early intervention. Positive effects of treatment were found for education attainment, attending college, and skilled employment; negative effects of risk were found for education attainment, graduating high school, being employed, and avoiding teen parenthood. The home mediated the effects of risk for graduating high school, but not being employed for teen parenthood. Evidence for moderated mediation was found for educational attainment; the home mediated the association between risk and educational attainment for the control group, but not the treated group.  相似文献   

4.
关于秦时服役者傅籍的标准,有以年龄为标准和以身高为标准的歧见,张家山汉墓竹简的出土,可以确证傅籍者以年龄为标准;至于西汉前期,一般庶民的傅年标准是多少岁,《傅律》并无明确记载,我以为仍以十五岁为傅年标准,并在《二年律令》中找到了证据。  相似文献   

5.
BackgroundSeveral studies suggest that prosocial behaviors gradually increase with age, but others report that prosocial behaviors are fixed traits with only minor fluctuations throughout the lifespan. Early life stress may help explain these inconsistencies, as distinct types of stress have been negatively or positively associated with prosocial behaviors.ObjectiveThis current investigation used two studies to test whether distinct types of early life stress moderated the association between age and prosocial behavior.Participants and settingStudy 1 recruited undergraduate students (n = 69) between the ages of 18–35, and Study 2 was conducted on Amazon Mechanical Turk responders (n = 499) whose ages ranged from 18-74.MethodsStudy 1 employed behavioral economic tasks to measure cooperation and charitability, while Study 2 utilized an online survey to measure helping attitudes.ResultsModeration analyses revealed the association between age and cooperation was significantly weakened by a history of family violence (β=−0.37,p = 0.002), community violence (β=−0.30,p = 0.012), emotional abuse (β=−0.27,p = 0.026), and an overall summary score of early life stress (β=−0.33,p = 0.006). The relationship between age and charitability was only weakened by family violence (β=−0.24,p = 0.048). The association between age and helping attitudes was weakened by family violence (β=−0.10, p = 0.023), community violence (β=−0.13,p = 0.003), and physical neglect (β=−0.11,p = 0.018).ConclusionsCollectively, these results suggest that some types of early life stress, especially exposure to violent environments, may reduce the likelihood of prosocial behaviors increasing throughout the lifespan. This study suggests that age-related effects on prosocial behaviors may not be universal, but rather depend on individual differences in childhood stress.  相似文献   

6.
ABSTRACT

We examined the predictive value of early spelling for later reading performance by analyzing data from 970 U.S. children whose spelling was assessed in the summer following the completion of kindergarten (M age = 6 years; 3 months). The word reading performance of most of the children was then tested after the completion of Grade 1 (age 7;5), Grade 2 (8;5), Grade 4 (10;5), and Grade 9 (15;5). A computer-scored measure of postkindergarten spelling was a significant predictor of later reading performance even after taking into account postkindergarten phonological awareness, reading, and letter-sound knowledge and prekindergarten vocabulary. The results suggest that, by the end of kindergarten, spelling is more than just a proxy for phonological awareness and letter-sound knowledge. Given the information that spelling provides, it should be considered for inclusion when screening children for future literacy problems.  相似文献   

7.
This article is directed to two issues: the extent to which children in early intervention programs are experiencing repetition in their curriculum from one year to the next (as manifested by reiteration of Individual Educational Program [IEP] objectives), and whether repetition results, at least in part, from establishing initial objectives that are too difficult for the children. The authors reviewed objectives from two sequential IEPs on 36 children from 15 programs in 10 states across the country, Although the data were too "messy" for a complete classification of objectives, careful inspection revealed a great deal of repetition and near-repetition in consecutive IEPs that were separated, on the average, by approximately one year. By matching objectives, where possible, to the expected age of mastery as indicated on a standardized instrument, and to the child's functional age, the authors found a clear tendency for children's objectives to be beyond their developmental level. It is concluded that although slow children will of course learn slowly, the data of this study, confirmed by research in child development, suggest that some of the reiteration in early intervention may be the result of excessive demands rather than the "need for repetition" intrinsic to those with mental retardation.  相似文献   

8.
This study investigated the changing relation between emotion and inhibitory control during adolescence. One hundred participants between 11 and 25 years of age performed a go‐nogo task in which task‐relevant stimuli (letters) were presented at the center of large task‐irrelevant images depicting negative, positive, or neutral scenes selected from the International Affective Picture System. Longer reaction times for negative trials were found across all age groups, suggesting that negative but not positive emotional images captured attention across this age range. However, age differences in accuracy on inhibitory trials suggest that response inhibition is more readily disrupted by negative emotional distraction in early adolescence relative to late childhood, late adolescence, or early adulthood.  相似文献   

9.
Daylong at-home audio recordings from 10 Tseltal Mayan children (0;2–3;0; Southern Mexico) were analyzed for how often children engaged in verbal interaction with others and whether their speech environment changed with age, time of day, household size, and number of speakers present. Children were infrequently directly spoken to, with most directed speech coming from adults, and no increase with age. Most directed speech came in the mornings, and interactional peaks contained nearly four times the baseline rate of directed speech. Coarse indicators of children’s language development (babbling, first words, first word combinations) suggest that Tseltal children manage to extract the linguistic information they need despite minimal directed speech. Multiple proposals for how they might do so are discussed.  相似文献   

10.
The syntactic development of preschoolers who later became disabled readers was compared to that of children who were similar to the dyslexics in sex, socioeconomic status, and IQ, but who became normal readers. Expressive and receptive syntactic abilities were examined longitudinally from age 30 to 60 months. The dyslexic group was poorer than the control group on all measures until the age of five, at which time both groups exhibited similar syntactic proficiency. The etiological relation of language development to reading disabilities is discussed. This research was supported by grants from the National Institute of Child Health and Human Development and the March of Dimes Birth Defects Foundation.  相似文献   

11.
This study investigated the vocabulary development of children (N = 547) from linguistically and socioeconomically diverse classrooms in Germany from age 3 in preschool to age 7 in Grade 1. The results showed that for dual language learners (DLLs, n = 107) growth rates in their German majority language skills varied over classrooms. Compared to monolingual children, DLLs improved faster in classrooms with higher peer-level skills in the majority language than DLLs in classrooms with lower peer-level skills (controlling for socioeconomic status and classroom quality). DLLs showed stronger growth dynamics than monolingual children during later preschool stages. The findings highlight the role of preschool peers in DLLs’ acquisition of the majority language before entering elementary school.  相似文献   

12.
Three experiments examined the mouse-fighting and cricket-attacking responses of ICR mice reared under various conditions. Groups of mice were raised in isolation, with other mice, or exposed to protected or unprotected crickets. Two aggression testing periods were held when the mice were between 40–45 and 60–65 days of age. Daily aggression tests, consisting of 10-min presentations of a cricket or mouse, were conducted during these periods. Attack latencies were measured on each trial. Analyses of attacks indicated that (1) early experience had little effect on cricket attacks—most mice readily attacked crickets; (2) mice attacked both crickets and other mice faster at 60–65 days of age than at 40–45 days of age; and (3) group-reared mice and female mice were less aggressive towards other mice than were mice raised in isolation or mice raised with crickets.  相似文献   

13.
The study examines whether and why parental job loss may stifle early child development, relying on cohort data from the population of children born in Ireland in 2007–2008 (N = 6,303) and followed around the time of the Great Recession (2008–2013). A novel approach to mediation analysis is deployed, testing expectations from models of family investment and family stress. Parental job loss exacerbates problem behavior at ages 3 and 5 (.05–.08 SDs), via the channels of parental income and maternal negative parenting. By depressing parental income, job loss also hampers children’s verbal ability at age 3 (.03 SDs). This is tied to reduced affordability of formal childcare, highlighting a policy lever that might tame the intergenerational toll of job loss.  相似文献   

14.
湘军理学家罗泽南出生于湖南湘乡一个贫困的家庭里。他从戎前的经历,大致可以分为三个时期:第一个时期,从出生到1824年,是罗泽南的少年时代,是他求学的阶段;第二个时期,从1825年到1835年,是罗泽南的青年时代,是他授徒谋生与继续求学的阶段;第三个时期,从1836年到1851年,是罗泽南的中年时代,是他独立治学与继续从事教育活动的阶段。  相似文献   

15.
Early Mathematics in the Home and Out-of-Home Contexts   总被引：1，自引：1，他引：1  
The investigation to be reported here is part of a wider, multi-method and longitudinal study that has tracked early mathematics in the home of nine young children from between one and two years of age through to school age. The paper focuses on the mathematical development of two of the children, providing an in-depth analysis of observation and discourse in the home and considering the possible impact of this on later attitudes to learning. Clark (2001) has argued that it is possible to pin-point contexts in homes and pre-school settings from research evidence that are most likely to stimulate learning in young children and to lay an effective foundation for literacy and numeracy. This paper concludes that early pedagogical strategies may vary in the manner in which they pave the way not only for the later development, but also foster expectations for and attitudes towards future learning. L'investigation ici rapporte´e fait partie d'une e´tude de type multi-me´thode et longitudinal plus comple ¤ te, qui traque l'usage des mathe´matiques au premier age dans la maison par neuf jeunes enfants, a ¤ partir de l'age d'entre un et deux ans au passage a ¤ la scolarite´ formelle. Cet essai se concentre sur le de´veloppement mathe´matique de deux des enfants, fournissant une analyse approfondie de la observation et du discours dans la maison et conside ¤ re l'impact possible de ceci sur l'accomplissement et les attitudes a ¤ l'apprentissage poste´rieurs. Clark (2001) a soutenu que c'est possible de pre´ciser contextes spe´cifiques dans le cadre du foyer et dans les cadres pre´scolaires en e´manant de l'e´vidence de la recherche qui vont plus probablement stimuler l'apprentissage dans les jeunes enfants et placer une fondation efficace pour l'alphabe´tisation et l'aptitude au calcul. Cet essai conclut qu'une strate´gie parentale efficace est caracte´rise´e par sa direction de l'attention de l'enfant aux relations dans l'espace, le temps, la quantite´ et l'e´tendue, qui peuvent etre perc¸ues au cours de la manipulation d'objets dans les actions qui sont en cours de realisation et qui ont e´te´ introduites par l'enfant meme. La conscience de ces relations est e´tablie par la pe´riode d'acquisition de langue pendant que l'enfant reconna L t, arrange et manipule des relations qui peuvent etre perc¸ues dans les objets de jeu. L' appui par l'adulte de la coordination de l'enfant dans ces relations dans le contexte d'activite´s verbales et pratiques semble paver la voie non seulement pour le de´veloppement poste´rieur de principes cognitifs mais aussi d'espe´rances positives pour et des attitudes vers l'apprentissage futur. La investigacio´n que se relata aqu L ´´ forma parte de un estudio multime´todo y longitudinal ma´s amplio, que rastrea el uso de las matema´ticas en la primera edad en la casa de nueve nin ¨ os, de la edad de entre uno y dos an ¨ os al pasaje a la educacio´n formal. Este ensayo hace enfoque en el desarrollo matema´tico de dos de los nin ¨ os, proporcionando un ana´lisis a fondo de observacio´n y discurso en el hogar y considerando el impacto posible de e´ste sobre el logro posterior y las actitudes para el estudio. Clark (2001) ha argumentado que es posible sen ¨ alar los contextos en el hogar y en los ambientes preescolares (basandose en evidencia emergente de investigaciones previas) que ma´s probablemente estimulan el estudio en los nin ¨ os y que proporcionan una base eficaz para el alfabetismo y la aptitud al ca´lculo. Este ensayo concluye que una estrategia eficaz de parte de los padres es caracterizada por su dirigimiento de la atencio´n del nin ¨ o hacia las relaciones de espacio, de tiempo, de cantidad y grado, que puede ser percibido en el curso de la manipulacio´n de objetos en acciones continuas iniciadas por nin ¨ o. El conocimiento de estas relaciones se establece en el per L ´´odo de la adquisicio´n del lenguaje a medida que el nin ¨ o reconoce, pone en orden y manipula las relaciones que se pueden percibir en los objetos de juego. El apoyo de la coordinacio´n del nin ¨ o en estas relaciones por el adulto en el contexto de actividades verbales y pra´cticas parece preparar el terreno no so´lo para el desarrollo posterior de principios cognoscitivos pero tambie´n para las esperanzas positivas y para las actitudes hacia el aprendizaje futuro.  相似文献   

16.
Follow-up data, obtained 4–7 years after intervention ended, are presented for the Carolina Abecedarian Project, an experimental study of early childhood educational intervention for children from poverty families. Subjects were randomly assigned to 1 of 4 intervention conditions: educational treatment from infancy through 3 years in public school (up to age 8); preschool treatment only (infancy to age 5); primary school treatment only (age 5–8 years), or an untreated control group. Positive effects of preschool treatment on intellectual development and academic achievement were maintained through age 12. School-age treatment alone was less effective. Results generally supported an intensity hypothesis in that scores on cognitive and academic achievement measures increased as duration of treatment increased.  相似文献   

17.
This study used a data‐driven, person‐centered approach to examine the characterization, continuity, and etiology of child temperament from infancy to toddlerhood. Data from 561 families who participated in an ongoing prospective adoption study, the Early Growth and Development Study, were used to estimate latent profiles of temperament at 9, 18, and 27 months. Results indicated that four profiles of temperament best fit the data at all three points of assessment. The characterization of profiles was stable over time, while membership in profiles changed across age. Facets of adoptive parent and birth mother personality were predictive of children's profile membership at each age, providing preliminary evidence for specific environmental and genetic influences on patterns of temperament development from infancy to toddlerhood.  相似文献   

18.
《Child development》1997,68(5):860-879
The aims of this investigation were to determine whether Strange Situation attachment classifications were equally valid for infants with and without extensive child-care experience in the first year of life and whether early Child Care experience, alone or in combination with mother/child factors, was associated with attachment security, and specifically with insecure-avoidant attachment. Participants were 1,153 infants and their mothers at the 10 sites of the NICHD Study of Early Child Care. Mother were interviewed, given questionnairies, and observed in play and in the home when their infants were from 1 to 15 months of age; infants were observed in child care at 6 and 15 months and in the Strange Situation at 15 months. Infants with extensive Child Care experience did not differ from infants without child-care in the distress they exhibited during separations from mother in the Strange situation or in the confidence with which trained coders assigned them attachment classifications. There were no significant main effects of Child Care experience (quality, amount, age of entry, stability, or type of care) on attachment security or avoidance. There were, however, significant man effects of maternal sensitivity and responsiveness. Significant interaction effects revealed that infants were less likely to be secure when low maternal sensitivity/responsiveness was combined with poor quality child care, more than minimal amounts of child care, or more than one care arrangement. In addition, boys experiencing many hours in care and girls in minimal amounts of care were somewhat less likely to be securely attachment.  相似文献   

19.
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20.
战国时代,贵族政治解体,从儒家的立场而言,面对诸子学说之话语竞争,特别是法家意识形态的强势话语,如何通过自身学说的调整与创造性发展做出理论回应,进而以儒家的道德秩序重建社会秩序与政治秩序也就成为了一个严峻的时代课题。大致而言,早期儒学的这一调整与发展是通过荀子而完成的。  相似文献   

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