共查询到20条相似文献，搜索用时 46 毫秒
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Robert J. Nash 《About Campus》2010,15(2):11-18
Conflict can shut down communication, the key to social justice advocacy. Robert Nash shares his insights on how some communication styles can help manage conflict and sustain open conversation with students about contentious issues. 相似文献
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This study used eye-tracking methodology to assess audiovisual speech perception in 26 children ranging in age from 5 to 15 years, half with autism spectrum disorders (ASD) and half with typical development. Given the characteristic reduction in gaze to the faces of others in children with ASD, it was hypothesized that they would show reduced influence of visual information on heard speech. Responses were compared on a set of auditory, visual, and audiovisual speech perception tasks. Even when fixated on the face of the speaker, children with ASD were less visually influenced than typical development controls. This indicates fundamental differences in the processing of audiovisual speech in children with ASD, which may contribute to their language and communication impairments. 相似文献
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Jerry B. Hutton 《Psychology in the schools》1984,21(4):482-484
Fifty elementary teachers rated the problem behaviors of students to indicate both how much the behaviors “disturbed” them and how much they were “concerned” about the behaviors. The results suggest that teachers are more concerned about behaviors than disturbed by them. However, teachers were both disturbed and concerned about aggressive interaction with and between students. The implications of the findings are discussed. 相似文献
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Lisa Delpit 《About Campus》2012,17(3):2-9
Educators with a passion for facilitating learning among undergraduate students believe that education for the common good is central to what they do. In this excerpt from her new book “Multiplication Is for White People”: Raising Expectations for Other People's Children, Lisa Delpit suggests that this is an essential view at every educational level. 相似文献
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Daddis C 《Child development》2011,82(4):1310-1326
Two studies examined adolescents' personal autonomy beliefs and their perceptions of peer autonomy. Study 1 sampled 527 adolescents (M = 15.40 years) and found that adolescents desired increased autonomy most over personal and multifaceted issues and least over moral and conventional issues. Younger adolescents and girls desired increased autonomy more than did older adolescents and boys, respectively. Overestimation of peer autonomy was moderate but stable. Finally, results indicated that adolescents who perceived their friends as having more autonomy than they did were more likely to desire increased autonomy over multifaceted and prudential issues. Study 2 sampled 170 early adolescents (M = 13.39 years) and used a longitudinal design to further support the conclusion that adolescents utilize peers as metrics to gauge the appropriate pacing of behavioral autonomy development. 相似文献
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The present studies examined the proposition that there are approach and avoidance dimensions in feelings of obligations, that are associated with a specific network of behaviors, affect, and cognitions in achievement situations. Across 4 studies, results indicated that being motivated by ought-approach was associated with significantly higher positive affect and persistence compared with being motivated by ought-avoidance. Also, arousal and affect could be explained by one's disposition for approach- or avoidance-based oughts. Being motivated by ought-approach was significantly more adaptive compared with avoidance and multiple-ought terms. It was concluded that obligations based on approach or avoidance tendencies represent diverse motivational systems with different cognitions and affective responses. 相似文献