An Ordinal Pattern Analysis of Four Hypotheses Describing the Interactions between Drug-addicted, Chronically Disadvantaged, and Middle-Class Mother-Infant Dyads     

Richard P. Brinker  Abigail Baxter  Linda S. Butler 《Child development》1994,65(2):361-372

This study investigated mother-infant interactions in 18 dyads. All participants were African American and enrolled in an early intervention program because the infants (2–26 months of age) had developmental disabilities or were at high risk for developmental disability. Some mothers had used drugs during their pregnancy, and all mothers were of low or middle socioeconomic status. Dyads were videotaped interacting at 4 different times, separated by at least 5 months in time. Videotapes were rated in terms of infant involvement and maternal responsivity in the interaction. 4 hypotheses concerning the pattern of maternal interaction across time were tested using ordinal pattern analysis. The hypothesis that mothers would become less responsive to infants over time (H_D) as a function of drug addiction, poverty, or serious developmental delay was supported for only 4 of the 18 dyads. There was support for the hypothesis (H_j) that mothers naturally increase their responsivity over time ( N = 6) and support for the hypothesis (H_T) that mothers' interactive sensitivity fluctuates in relation to infants' involvement in the interaction over time ( N = 7). Ordinal pattern analysis has advantages in determining how well competing hypotheses describe individuals within populations relative to approaches that identify differences that apply to entire populations.  相似文献   

Impact of Structured Movement Time on Preschoolers’ Physical Activity Engagement     

Kara K. Palmer  Abigail L. Matsuyama  Leah E. Robinson 《Early Childhood Education Journal》2017,45(2):201-206

Preschool-aged children are not meeting national physical activity recommendations. This study compares preschoolers’ physical activity engagement during two different physical activity opportunities: outdoor free play or a structured movement session. Eighty-seven children served as participants: 40 children participated in outdoor free play and another 47 children participated in a planned movement session. Children in the movement program replaced their outdoor free play with a structured movement session on 2 days each week. All movement opportunities were 30-min in duration. Physical activity was objectively measured using accelerometers. Results show that, compared to children on the playground, children in the movement program engaged in less sedentary behaviors and more light, moderate, vigorous and moderate to vigorous physical activity. In total, children in the movement program engaged in 15.5 min of healthier physical activity behaviors as compared with children in the outdoor free play. Structured movement time appears to afford children an opportunity to engage in more physical activity than outdoor time alone. Findings support that preschool centers should provide children with a daily structured movement time that includes formalized instruction in addition to regularly scheduled outdoor free play.  相似文献   

Undergraduate students’ achievement goals for conducting research: examining the motivational benefits of laboratory classroom affiliation     

Eric?D.?DeemerEmail author  Aryn?M.?Dotterer  Samantha?A.?Morel  Abigail?E.?Bastnagel 《Learning Environments Research》2017,20(3):325-338

Rooted in achievement goal theory, the buffering hypothesis posits that contextual factors serve to moderate the deleterious effects of personal achievement goals on relevant outcomes. The present study sought to test this hypothesis by examining the interactive effects of classroom affiliation perceptions and personal achievement goals for conducting research on participants’ goal strivings within physics, biology and chemistry laboratory classes. Participants consisted of 185 undergraduate students voluntarily engaged in faculty-led research. Results indicated that affiliation strengthened the positive association between research mastery goals and class-based mastery approach goals. In contrast, perceptions of affiliation in the laboratory environment weakened the relationship between research mastery goals and performance approach goals. The importance of academic climates as facilitators of goal striving in classrooms designed to cultivate research skill development is discussed.  相似文献   

Educational practitioners’ beliefs and conceptualisation about the cause of ADHD: A qualitative study     

Abigail Emma Russell  Darren A. Moore  Tamsin Ford 《Emotional and Behavioural Difficulties》2016,21(1):101-118

Objectives: Educational practitioners play an important role in the referral and treatment of children with attention-deficit/hyperactivity disorder (ADHD). This study aimed to explore how educational practitioners conceptualise their beliefs about the causes of symptoms of ADHD. Method: Forty-one educational practitioners from schools in the United Kingdom participated in focus groups or individual interviews. Data were analysed using thematic analysis. Results: Practitioners’ beliefs fell into two categories: biological and environmental. Practitioners conceptualised the causes of ADHD in lay-theoretical models: a ‘True’ ADHD model considered that symptoms of ADHD in many cases were due to adverse environments; and a model whereby a biological predisposition is the root of the cause of the child’s symptoms. Conclusion: Differential beliefs about the causes of ADHD may lead to practitioners blaming parents for a child’s behaviour and discounting ADHD as a valid condition. This has implications for the effective support of children with ADHD in schools.  相似文献   

Evaluating the Effectiveness of an Early Years Language Intervention     

Abigail Bickford‐Smith  Lilani Wijayatilake  Glinette Woods 《Educational Psychology in Practice》2005,21(3):161-173

Research into the long‐term effects of language delay reflects an increasing concern that many children’s needs are not being met by current early years educational practice. This paper reports on a two‐part intervention designed to improve language skills within a nursery setting. In the first part of the intervention, a directly taught small group was found to be effective in improving language skills in children with language delay. However, in the second part of the intervention, creation of a “language rich” nursery environment was not fully implemented by nursery staff. A baseline assessment of all the nursery children revealed that alongside the high incidence of language delay in the nursery population there was also a high incidence of delay in non‐verbal reasoning skills as assessed by a single sub‐test from the British Ability Scales II Early Years. The findings raise the question: how can educational psychologists and speech and language therapists work together with teaching staff to create a “language rich” environment in the early years that will address the needs of all children?  相似文献   

Lies and Truth: A Study of the Development of the Concept   总被引：7，自引：0，他引：7  

Abigail F. Strichartz  Roger V. Burton 《Child development》1990,61(1):211-220

This study examined the developmental questions of when children begin to use the terms lie and truth, how they understand them, and when their understanding approaches that of adults. 150 subjects in 5 groups (nursery schoolers, preschoolers, first graders, fifth graders, and adults) were presented a series of 8 short puppet plays that systematically varied the presence of absence of the 3 prototype elements: factuality of a statement, the speaker's belief in the factuality or falsity of the statement, and the speaker's intent to deceive the listeners. The interactions of age, factuality, and belief most fully accounted for the use of the terms lie and truth. Persons at different ages differentially weighed the prototypic elements. Responses of fifth graders were transitional between those of the younger children and adults. The results are interpreted as supporting the development of definitional prototypes for these moral concepts.  相似文献   

The data life cycle applied to our own data     

Abigail Goben  Rebecca Raszewski 《Journal of the Medical Library Association》2015,103(1):40-44

Increased demand for data-driven decision making is driving the need for librarians to be facile with the data life cycle. This case study follows the migration of reference desk statistics from handwritten to digital format. This shift presented two opportunities: first, the availability of a nonsensitive data set to improve the librarians'' understanding of data-management and statistical analysis skills, and second, the use of analytics to directly inform staffing decisions and departmental strategic goals. By working through each step of the data life cycle, library faculty explored data gathering, storage, sharing, and analysis questions.  相似文献   

E‐learning in medical education: One size does not fit all          下载免费PDF全文

Abigail J. Lowe 《Anatomical sciences education》2018,11(1):100-101

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Codifying a double standard     

Abigail?ThernstromEmail author 《Academic Questions》2003,16(3):8-12

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Letters     

Abigail L. Rosenthal  Laura Bianchi 《Academic Questions》1992,5(4):5-6

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