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1.
Attention to Faces Expressing Negative Emotion at 7 Months Predicts Attachment Security at 14 Months 
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下载免费PDF全文 Mikko J. Peltola Linda Forssman Kaija Puura Marinus H. van IJzendoorn Jukka M. Leppänen 《Child development》2015,86(5):1321-1332
To investigate potential infant‐related antecedents characterizing later attachment security, this study tested whether attention to facial expressions, assessed with an eye‐tracking paradigm at 7 months of age (N = 73), predicted infant–mother attachment in the Strange Situation Procedure at 14 months. Attention to fearful faces at 7 months predicted attachment security, with a smaller attentional bias to fearful expressions associated with insecure attachment. Attachment disorganization in particular was linked to an absence of the age‐typical attentional bias to fear. These data provide the first evidence linking infants' attentional bias to negative facial expressions with attachment formation and suggest reduced sensitivity to facial expressions of negative emotion as a testable trait that could link attachment disorganization with later behavioral outcomes. 相似文献
2.
王曦 《四川教育学院学报》2006,22(9):90-91
近年来，国内外很多学者都意识到母语对二语习得的积极作用不容忽视。文章着重从母语思维与母语知识两个角度分析了母语对二语习得的积极作用，并对相应母语策略在教学中如何运用进行探讨。 相似文献
3.
Dixon JA 《Child development》2005,76(1):1-23
Developmental ordering is a fundamental prediction in developmental science. However, tests of ordering hypotheses are not generally available for continuously developing variables. One promising test of developmental ordering, the shape of the relationship between 2 variables, requires that changes in each underlying variable are captured equally well across the developmental span (measures are linearly related to the variables). If either measure is more sensitive to earlier or later developmental changes in the underlying variable, the shape of the relationship changes radically. The article demonstrates that the viable alternative hypotheses for an observed developmental relationship require specific types of nonlinearity in measurement and, therefore, have testable predictions for the residuals (the second moment). Ordering as evidence in developmental science is discussed. 相似文献
4.
范颖娜 《河北职业技术学院学报》2006,6(2):27-28
英语教学中,人们对母语的作用有着不同的态度,认为第二语言学习中的错误主要或全部归因于母语。笔者认为人的知识是一个系统的整体,学习者原有的知识必然成为新知识的参照系。汉语在中国学生学习外语过程中起着重要作用,英语教学中要充分发挥母语的正迁移作用。 相似文献
5.
Yvonne J. Meichtry 《科学教学研究杂志》1992,29(4):389-407
The purpose of this study was to investigate the effects of the first-year field test BSCS middle school science program on student understanding of the creative, developmental, testable, and unified nature of science. The experimental group, which was exposed to the BSCS program, and the control group, which was taught using a more traditional middle school science curriculum, were administered a pretest and posttest using the Modified Nature of Scientific Knowledge Scale (MNSKS). Analyses of the results showed that the understanding of students who experienced the BSCS science program decreased significantly in regard to the developmental and testable nature of science. The understanding of students who experienced the control-group science program decreased significantly in regard to the creative nature of science. Analyses of covariance indicated that students in the control group possessed a significantly better understanding of the testable nature of science than did students who used the BSCS science program. Implications of these results are related to the constructivist view of learning, the development of curricula designed to facilitate scientific literacy, and future research endeavors. 相似文献
6.
Sanne M. Kuster Marjolijn van Weerdenburg Marjolein Gompel Anna M. T. Bosman 《Annals of dyslexia》2018,68(1):25-42
In two experiments, the claim was tested that the font “Dyslexie”, specifically designed for people with dyslexia, eases reading performance of children with (and without) dyslexia. Three questions were investigated. (1) Does the Dyslexie font lead to faster and/or more accurate reading? (2) Do children have a preference for the Dyslexie font? And, (3) is font preference related to reading performance? In Experiment 1, children with dyslexia (n?=?170) did not read text written in Dyslexie font faster or more accurately than in Arial font. The majority preferred reading in Arial and preference was not related to reading performance. In Experiment 2, children with (n?=?102) and without dyslexia (n?=?45) read word lists in three different font types (Dyslexie, Arial, Times New Roman). Words written in Dyslexie font were not read faster or more accurately. Moreover, participants showed a preference for the fonts Arial and Times New Roman rather than Dyslexie, and again, preference was not related to reading performance. These experiments clearly justify the conclusion that the Dyslexie font neither benefits nor impedes the reading process of children with and without dyslexia. 相似文献
7.
Frankie Bernèche Pierre Charlebois 《European Journal of Psychology of Education - EJPE》1997,12(1):63-75
This study focused on the relationship between social perception and children’s involvement in learning tasks. The interaction between disruptive boys’ (n=32) perception of the competence attributed to them by their mother, the mother’s behavior (verbal and physical intrusion) and the child’s involvement in learning tasks was observed in a laboratory setting. Boys were asked to solve easy and difficult tasks on a personnal computer under the supervision of their mother. Observations of mother-child interactions showed that disruptive boys with a negative perception of the competence attributed to them by their mother, were less involved in the difficult task than boys who had a positive perception. Mothers of the boys with a negative perception showed more verbal intrusions in the easy task and more physical intrusions in the difficult task than the mothers of boys with a positive perception. Mothers’ verbal intrusion, physical intrusion and boys’ involvement in the task discriminated 75% of the boys with a negative social perception. These results seem to indicate that disruptive boys do not constitute an homogeneous group and that a significant variation in their involvement in a learning task is related to their perception of the competence attributed to them by their mother. 相似文献
8.
The roles of person familiarity and parental involvement in 3.5-month-old infants' sensitivity to the dynamic emotion expressions of others were explored. In the home, parental facial/vocal expressions (happy, sad, angry) were videotaped, and measures of parent-infant involvement were obtained. In the laboratory, 32 infants alternately viewed their mother and father and an unfamiliar woman and man portraying expressions in an intermodal preference task. Infants looked differentially at mothers' expressions but not at those of fathers or unfamiliar adults. Examination of parent-child involvement patterns revealed significant relations with infants' sensitivity to expressions. Results suggest that person familiarity may facilitate infants' developing understanding of others' emotion expressions, and that individual differences in family dynamics may be relevant to infants' patterns of responding. 相似文献
9.
This study tests the hypothesis that, during adolescence, antisocial behavior becomes positively associated with peer acceptance. This hypothesis was tested considering both classroom and out-of-class peer relations. Data from a previously published study, with a cross-sectional sample of 577 Italian 11- to 13-year-olds, were used. Analyses showed that in the 6th grade antisocial behavior was negatively related to classroom peer preference, but not significantly related to out-of-class peer inclusion. By the 8th grade, antisocial behavior was positively related to out-of-class peer inclusion, but not significantly related to classroom peer preference. Similar results were found for males and females. The higher level of peer acceptance among the 8th grade antisocial individuals was primarily due to nominations received by other antisocial individuals. 相似文献
10.
田伟 《齐齐哈尔师范高等专科学校学报》2010,(2):135-136
语言是思维的工具,也是教师进行教学的基本手段。教师语言表达能力的强弱,极大程度上决定着学生在课堂上的脑力劳动的效率。英语教师语言艺术的提高,不仅是一个语言技巧问题。而且涉及到教师自身的文化素质和文化修养。英语教师必须在加强语言基本功训练的同时加强英语和母语修养,在课堂教学中正确处理英语和母语的关系,为学生创造英语学习环境,同时还要注意渗透跨文化交际意识,并不断充实、提高自己。 相似文献
11.
Frans X. Plooij Hedwig H. C. van de Rijt-Plooij 《European Journal of Psychology of Education - EJPE》1989,4(2):177-192
Human infancy is the mammalian extreme of an evolutionary trend towards a long, drawn-out life history. An extreme form of parental care and investment co-evolved. This is a drain on the mother’s resources and, consequently, a conflict results between the interests of the mother and the infant. It is in the interest of the mother to reduce her care as soon as possible. This is not done all at once, but in steps. The timing of these steps is dictated by the highly canalized infant development. Every time a new type of learning (preadapted responsiveness to certain learning opportunities) emerges in the infant, the mother withholds a related type of privilege/care. Consequently, mother-infant conflict results, until the infant gives in and reaches a new level of independence. Mother’s behaviour in a conflict period is of paramount importance: on the one hand it is mother’s role to sense the infant’s new educability and to (force) teach it how to use the newly emerged abilities it might not, or not fully, have used otherwise. On the other hand, mother-infant conflict may escalate and become pathogenic. Mother is bound to stay within limits dictated by the canalized abilities and interests of the infant. A deepened knowledge of the new types of learning is helpful in education during infancy. Control Systems Theory (CST) is useful in understanding the new types of learning and in bringing order in many new infant developments in various functional domains. 相似文献
12.
Cognitive preference, a cognitive style acquired through life and learning experiences and representing a distinct orientation to the processing of information, is related to creativity in this study. Significant correlations were observed between cognitive preference and verbal creativity but not with figural creativity as measured by the Torrance Test of Creative Thinking. 相似文献
13.
俞希 《外语教学理论与实践》2016,153(3):37
英语通用语（ELF）是一种超越国界和文化的语言,用于不同母语背景者之间的相互交流。本文以全国英语专业名列前茅的五所高校为例,从英语专业和大学英语的教学大纲、课程体系和现有教材这三个角度出发,探讨ELF背景下中国英语教学的现状。调查发现,尽管学者们逐渐意识到在全球语境中使用ELF表达多元身份的必要性,英美文化及其价值观仍然在教学中占主导地位,这体现为对本族语英语和文学的重视,以及本土化英语和跨文化交际内容的相对缺乏。因此本文指出,在ELF视域下采用多层级和跨文化的英语学习策略对于实现容纳和顺应国际与本土视野的目标至关重要。 相似文献
14.
浅论孔德实证主义对管理过程论的影响 总被引：2，自引：1，他引：1
孔德实证主义与法约尔管理过程论是密切相关的。孔德的实证主义是以实证自然科学为根据，以可以观察和实验的事实及知识为内容。孔德实证主义既是管理过程论产生的重要原因，也是造成管理过程论缺陷的根源。 相似文献
15.
《Australian Journal of Learning Difficulties》2013,18(3):33-36
Abstract This paper considers the universal human need to link with others through shared social experience. It discusses theoretical and practical issues involved when a young person, although articulate, is not skilful at perceiving feedback in social interactions, and the ongoing dilemma for parents trying to foster social independence. The nature of reciprocity is discussed in relation to play. From a contextual approach it is suggested that the early childhood sequence of play skills may be relevant to learning “self‐inclusion” at later developmental stages. It is within the intimacy of the immediate family setting that the infant first learns how to gain a response from its mother, father, and other caregivers. The research of John Bowlby (1982) and Mary Ainsworth (1974) has given us insight into how attachment proceeds, from the neonate's early non‐discriminating responses, to somewhere between six to eight months, when the child shows an obvious preference for one person, often the mother. Babies come equipped with reflexes designed to elicit nurturing behaviour from their parents and these interactions quickly become mutually‐reinforcing social patterns. With the cognitive attainment of “object permanence” as described by Piaget (1958), the growing child begins to understand that mother does indeed exist, even when out of sight, and will return. Once the infant is mobile we can tell when attachment has developed by the child's proximity seeking, and by protest behaviour, such as crying, upon separation. In Ainsworth's theory it is from a secure emotional base that the infant is able to investigate its environment, and it is to this secure parental haven that the child returns after exploratory risk‐taking, both social and physical. Though developmental milestones may be delayed in special needs children, there is no reason to suppose that the attachment process involved is qualitatively different. 相似文献
16.
This study examines Finnish higher education students’ perceptions of whether students are customers, based on qualitative interview data. The article contributes to the discussion on students as customers by giving attention to students’ own voices from a country where tuition fees are not generally collected. The data are presented and analysed using a matrix of preference and perception of seeing students as customers. While the data contained student voices insisting that it is not appropriate to talk about customers because money is not involved, different orientations showing either a preference or perception of students as customers were also described. It is concluded that seeing a student as a customer might be a solution to various higher education challenges which are not all related to tuition fees. 相似文献
17.
Ben A. Williams 《Learning & behavior》2002,30(1):1-20
Behavioral contrast is defined as a change in response rate during a stimulus associated with a constant reinforcement schedule,
in inverse relation to the rates of reinforcement in the surrounding stimulus conditions. Contrast has at least two functionally
separable components: local contrast, which occurs after component transition, and molar contrast. Local contrast contributes
to molar contrast under some conditions, but not generally. Molar contrast is due primarily to anticipatory contrast. However,
anticipatory contrast with respect to response rate has been shown to be inversely related to stimulus preference, which challenges
the widely held view that contrast effects reflect changes in stimulus value owing to the reinforcement context. More recent
data demonstrate that the inverse relation between response rate and preference with respect to anticipatory contrast is due
to Pavlovian contingencies embedded in anticipatory contrast procedures. When those contingencies are weakened, anticipatory
contrast and stimulus preference are positively related, thus reaffirming the view that the reinforcing effectiveness of a
constant schedule is inversely related to the value of the context of reinforcement in which it occurs. The underlying basis
of how the context of reinforcement controls reinforcement value remains uncertain, although clear parallels exist between
contrast and the effects of contingency in both Pavlovian and operant conditioning. 相似文献
18.
第二语言研究是指学习者在已有的母语基础上怎样学习另外一种语言。大家普遍认为学习者的第一语言——母语对第二语言习得有很大负面影响。然而，在教学经验和一些第二语言习得理论的基础上，笔者认为母语对第二语言的习得不但不具负面影响，而且有促进作用。本文就此作了研究和分析，指出了母语在第二语言习得过程中是不可忽视的、可资利用的研究基础，它是第二语言习得中的一个很重要的促进因素。 相似文献
19.
This study investigated teacher preference, the degree to which a teacher likes a specific student, as a predictor of students' perceptions of teacher preference as well as conflict and support in the student–teacher relationship. Child and teacher reports of teacher preference and child reports of conflict and support were provided in the fall and spring of one academic year. Participants included 1,104 fourth‐grade students in 10 schools. Results indicated that teacher preference predicted change in children's perceived teacher preference. In addition, lower levels of teacher preference directly predicted higher subsequent levels of conflict, but not support. Because teacher preference and children's perceptions of teacher preference were related, lower levels of teacher preference also indirectly predicted higher levels of conflict and lower levels of support. Discussion focuses on the implications of the findings from a dyadic systems conceptualization of student–teacher relationships. © 2009 Wiley Periodicals, Inc. 相似文献
20.
采用父母教养方式问卷（EMBU）和个人评价问卷（PEI）对大学生的父母教育方式及大学生的自信心状况进行调查,并分析两者的关系。结果显示,大学生的自信心得分与父亲的情感温暖理解、母亲的情感温暖理解、父亲的拒绝否认、母亲的拒绝否认均呈显著的正相关,与父亲的偏爱、母亲的偏爱呈显著的负相关。这表明,积极的教养方式如情感温暖理解有利于大学生的自信心培养,而消极的教养方式如过度的偏爱、严厉的惩罚对大学生的自信心建立是不利的。 相似文献