Puberty Predicts Approach But Not Avoidance on the Iowa Gambling Task in a Multinational Sample          下载免费PDF全文

Grace Icenogle  Laurence Steinberg  Thomas M. Olino  Elizabeth P. Shulman  Jason Chein  Liane P. Alampay  Suha M. Al‐Hassan  Hanan M. S. Takash  Dario Bacchini  Lei Chang  Nandita Chaudhary  Laura Di Giunta  Kenneth A. Dodge  Kostas A. Fanti  Jennifer E. Lansford  Patrick S. Malone  Paul Oburu  Concetta Pastorelli  Ann T. Skinner  Emma Sorbring  Sombat Tapanya  Liliana M. Uribe Tirado 《Child development》2017,88(5):1598-1614

According to the dual systems model of adolescent risk taking, sensation seeking and impulse control follow different developmental trajectories across adolescence and are governed by two different brain systems. The authors tested whether different underlying processes also drive age differences in reward approach and cost avoidance. Using a modified Iowa Gambling Task in a multinational, cross‐sectional sample of 3,234 adolescents (ages 9–17; M = 12.87, SD = 2.36), pubertal maturation, but not age, predicted reward approach, mediated through higher sensation seeking. In contrast, age, but not pubertal maturation, predicted increased cost avoidance, mediated through greater impulse control. These findings add to evidence that adolescent behavior is best understood as the product of two interacting, but independently developing, brain systems.  相似文献   

Making learning fun: Quest Atlantis, a game without guns   总被引：18，自引：0，他引：18  

Sasha Barab  Michael Thomas  Tyler Dodge  Robert Carteaux  Hakan Tuzun 《Educational technology research and development : ETR & D》2005,53(1):86-107

This article describes the Quest Atlantis (QA) project, a learning and teaching project that employs a multiuser, virtual environment to immerse children, ages 9–12, in educational tasks. QA combines strategies used in commercial gaming environments with lessons from educational research on learning and motivation. It allows users at participating elementary schools and after-school centers to travel through virtual spaces to perform educational activities, talk with other users and mentors, and build virtual personae. Our work has involved an agenda and process that may be called socially-responsive design, which involves building sociotechnical structures that engage with and potentially transform individuals and their contexts of participation. This work sits at the intersection of education, entertainment, and social commitment and suggests an expansive focus for instructional designers. The focus is on engaging classroom culture and relevant aspects of student life to inspire participation consistent with social commitments and educational goals interpreted locally. This research was supported in part by a CAREER Grant from the National Science Foundation, REC-9980081 and by the National Science Foundation Grant #0092831.  相似文献   

The Emergence of Chronic Peer Victimization in Boys' Play Groups   总被引：7，自引：0，他引：7  

David Schwartz  Kenneth A. Dodge  John D. Coie 《Child development》1993,64(6):1755-1772

This investigation utilized a contrived play group procedure to examine the behavioral patterns leading to chronic victimization by peers in middle childhood. 30 play groups, each of which consisted of 6 unacquainted African-American 6-year-old or 8-year-old boys, met for 45-min sessions on 5 consecutive days. Play group interactions were videotaped and then examined. 13 boys who came to be chronically victimized by their play group peers were identified, along with matched nonvictim contrasts. Victims demonstrated lower rates of assertive behaviors, such as persuasion attempts and social conversation initiatives, and higher rates of nonassertive behaviors, such as submissions to peers' social initiatives, than contrasts. This nonassertive behavior pattern appears to have preceded the development of chronic victimization. Children who eventually emerged as victims were pervasively submissive, beginning in the initial 2 sessions. However, marked individual differences in victimization by peers did not become apparent until the final 3 sessions. These data provide evidence of strong linkages between submissive social behavior and the emergence of chronic victimization by peers.  相似文献   

Hostile attributional biases among aggressive boys are exacerbated under conditions of threats to the self   总被引：4，自引：1，他引：4  

K A Dodge  D R Somberg 《Child development》1987,58(1):213-224

Previous studies have found a tendency for aggressive boys to display hostile attributional biases and social cue interpretation deficits. It was hypothesized that these biases and deficits would be exaggerated under conditions of social anxiety and threat. Aggressive and nonaggressive boys aged 8 - 10 (total N = 65) were administered tests of attributional tendencies and social cue interpretation skills (via videorecorded stimuli) under relaxed and threatening conditions. It was found that, relative to normal boys, aggressive boys displayed a bias toward attributing hostile intentions to peers, a deficit in interpreting accurately others' intentions, and a deficit in linking interpretations to behavioral responses. The hypothesis that these biases and deficits would be exaggerated under conditions of threat was also supported. Findings were interpreted as consistent with theories of preemptive processing and emotional vulnerability in aggressive boys.  相似文献   

The Relation between Mothers' Hostile Attribution Tendencies and Children's Externalizing Behavior Problems: The Mediating Role of Mothers' Harsh Discipline Practices     

Robert L. Nix  Ellen E. Pinderhughes  Kenneth A. Dodge  John E. Bates  Gregory S. Pettit  & Steven A. McFadyen-Ketchum 《Child development》1999,70(4):896-909

This study examined relations among mothers' hostile attribution tendencies regarding their children's ambiguous problem behaviors, mothers' harsh discipline practices, and children's externalizing behavior problems. A community sample of 277 families (19% minority representation) living in three geographic regions of the United States was followed for over 4 years. Mothers' hostile attribution tendencies were assessed during the summer prior to children's entry into kindergarten through their responses to written vignettes. Mothers' harsh discipline practices were assessed concurrently through ratings by interviewers and reports by spouses. Children's externalizing behavior problems were assessed concurrently through written questionnaires by mothers and fathers and in the spring of kindergarten and first, second, and third grades through reports by teachers and peer sociometric nominations. Results of structural equations models demonstrated that mothers' hostile attribution tendencies predicted children's future externalizing behavior problems at school and that a large proportion of this relation was mediated by mothers' harsh discipline practices. These results remained virtually unchanged when controlling for initial levels of children's prekindergarten externalizing behavior problems at home.  相似文献   

Presidential Address: Forging a developmental science mission to improve population outcomes and eliminate disparities for young children     

Kenneth A. Dodge 《Child development》2022,93(2):313-325

Child development science has not fully realized its mission to improve population outcomes for children and eliminate disparities across race and income groups. One domain with great need but also great potential is the challenge parents face in raising a young child. A system of universal primary psychosocial care is proposed, with three components: a comprehensive infrastructure of community resources, such as North Carolina's Smart Start; financial supports for specific interventions, such as pre-kindergarten; and a way to help families identify and address family-specific needs, such as Family Connects. Empirical studies demonstrate the promise of each component for population impact and disparity elimination but also the need for continued improvement. Developmental scientists are called upon to fulfill their mission.  相似文献   

Physiological and metabolic responses of wheelchair athletes in different racing classes to prolonged exercise     

Ian G Campbell  Clyde Williams  Henryk KA Lakomy 《Journal of sports sciences》2013,31(5):449-456

The aims of this study were to examine and compare selected physiological and metabolic responses of wheelchair athletes in two paraplegic racing classes [T3: n?=?8 (lesion levels T1–T7; paraplegics); T4: n?=?9 (lesion levels below T7; paraplegics)] to prolonged exercise. In addition, we describe the responses of three tetraplegic athletes [T2: n?=?3 (lesion levels C6/C7: tetraplegics)]. Twenty athletes completed 90?min of exercise at 75% [Vdot]O_2peak on a motorized treadmill adapted for wheelchairs. The mean (±s) heart rates of the T3 and T4 racing classes were 165±2 and 172±6 beats?·?min^?1, respectively. For the T4 racing class, heart rate gradually increased during the test (P?<0.05), whereas for the T3 racing class, heart rate reached a plateau after an initial increase. The mean heart rate of the tetraplegics was 114±3 beats?·?min^?1. The T3 and T4 classes exhibited similar respiratory exchange ratios, plasma lactate and glucose concentrations throughout the test. For both the T3 and T4 racing class, free fatty acid, glycerol, ammonia, urea and potassium concentrations had increased from resting values by the end of the test (P?<0.05). In conclusion, the results of this study suggest that endurance-trained wheelchair athletes are able to maintain velocities equivalent to the same relative exercise intensity (75% [Vdot]O_2peak) for prolonged periods irrespective of lesion level.  相似文献   

Understanding Heterogeneity in the Impact of Public Preschool Programs     

Tyler W. Watts  Jade M. Jenkins  Kenneth A. Dodge  Robert C. Carr  Maria Sauval  Yu Bai  Maya Escueta  Jennifer Duer  Helen Ladd  Clara Muschkin  Ellen Peisner-Feinberg  Elizabeth Ananat 《Monographs of the Society for Research in Child Development》2023,88(1):7-182

We examine the North Carolina Pre-K (NC Pre-K) program to test the hypothesis that observed variation in effects resulting from exposure to the program can be attributed to interactions with other environmental factors that occur before, during, or after the pre-k year. We examine student outcomes in 5th grade and test interaction effects between NC's level of investment in public pre-k and moderating factors. Our main sample includes the population of children born in North Carolina between 1987 and 2005 who later attended a public school in that state, had valid achievement data in 5th grade, and could be matched by administrative record review (n = 1,207,576; 58% White non-Hispanic, 29% Black non-Hispanic, 7% Hispanic, 6% multiracial and Other race/ethnicity). Analyses were based on a natural experiment leveraging variation in county-level funding for NC Pre-K across NC counties during each of the years the state scaled up the program. Exposure to NC Pre-K funding was defined as the per-4-year-old-child state allocation of funds to a county in a year. Regression models included child-level and county-level covariates and county and year fixed effects. Estimates indicate that a child's exposure to higher NC Pre-K funding was positively associated with that child's academic achievement 6 years later. We found no effect on special education placement or grade retention. NC Pre-K funding effects on achievement were positive for all subgroups tested, and statistically significant for most. However, they were larger for children exposed to more disadvantaged environments either before or after the pre-k experience, consistent with a compensatory model where pre-k provides a buffer against the adverse effects of prior negative environmental experiences and protection against the effects of future adverse experiences. In addition, the effect of NC Pre-K funding on achievement remained positive across most environments, supporting an additive effects model. In contrast, few findings supported a dynamic complementarity model. Instrumental variables analyses incorporating a child's NC Pre-K enrollment status indicate that program attendance increased average 5th grade achievement by approximately 20% of a standard deviation, and impacts were largest for children who were Hispanic or whose mothers had less than a high school education. Implications for the future of pre-k scale-up and developmental theory are discussed.  相似文献   

Teaching Practical Politics on Campus     

Dorothy Dodge 《College Teaching》2013,61(3):72-74

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会展企业全面预算管理应用研究     

齐红霞  卡茜燕 《山东商业职业技术学院学报》2012,12(5):27-31,36

全面预算管理是以企业战略规划为依据,以量化的、综合的、涵盖企业经营全过程的全面预算为基础,以全员、全过程、全方位控制为特征的企业内部管理控制系统。从我国会展行业的实际现状出发,从理论和实践两方面对全面预算管理的应用进行探讨,运用全面预算管理的基本理论,深入分析会展行业特点及在实施过程中存在的问题,并有针对性地提出改进措施,以此抓住会展企业预算管理工作的关键环节,探索建立起一套适合其自身发展的预算管理体系。  相似文献