Text composition by deaf and hearing middle-school students: The role of working memory     

Denis Alamargot  Eric Lambert  Claire Thebault  Christophe Dansac 《Reading and writing》2007,20(4):333-360

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A prospective investigation of appraisals as mediators of the link between interparental conflict and child adjustment   总被引：7，自引：0，他引：7  

Grych JH  Harold GT  Miles CJ 《Child development》2003,74(4):1176-1193

This longitudinal study tested the role of children's appraisals of threat and self-blame as mediators of the association between interparental conflict and child adjustment in a sample of 298 Welsh children ages 11 to 12 years. Exposure to higher levels of interparental conflict at Time 1 predicted greater perceived threat and self-blame at Time 2, after accounting for the effects of Time 1 adjustment and appraisals on later appraisals. Perceived threat in turn was associated with increased internalizing problems at Tune 2, and self-blame was associated with higher externalizing problems. The pattern of results was largely consistent for child and parent reports of conflict and for boys and girls, though some gender differences were found in associations between appraisals and adjustment.  相似文献   

Content or Connectedness? Mother–Child Talk and Early Social Understanding     

Rosie Ensor  Claire Hughes 《Child development》2008,79(1):201-216

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Peer victimization and empathy for victims of bullying: A test of bidirectional associations in childhood and adolescence     

Jessica Trach  Claire F. Garandeau  Sarah T. Malamut 《Child development》2023,94(4):905-921

Anti-bullying interventions often assume that knowing how it feels to be bullied increases empathy for victims. However, longitudinal research on actual experiences of bullying and empathy is lacking. This study investigated whether within-person changes in victimization predicted changes in empathy over 1 year using random-intercept cross-lagged panel models. Self- and peer-reported victimization, and cognitive and affective empathy for victims were measured in a sample of 15,713 Finnish youth (M_age = 13.23, SD_age = 2.01, 51.6% female; 92.5% had Finnish-speaking parents; data was collected in 2007–2009 when information about participants’ race/ethnicity was not available due to ethical guidelines for the protection of personal information). Results indicated small, positive longitudinal associations from victimization to cognitive empathy. Implications for empathy-raising interventions are discussed.  相似文献   

Health and Well-Being Special Issue     

Claire Penketh  Deborah Riding 《The International Journal of Art & Design Education》2023,42(2):212-215

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Storyboarding for computer-based training: A technique in transition     

Claire Treseler Dean 《Performance Improvement》1988,27(5):8-14

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