Youth's Conceptions of Adolescence Predict Longitudinal Changes in Prefrontal Cortex Activation and Risk Taking During Adolescence          下载免费PDF全文

Yang Qu  Eva M. Pomerantz  Ethan McCormick  Eva H. Telzer 《Child development》2018,89(3):773-783

The development of cognitive control during adolescence is paralleled by changes in the function of the lateral prefrontal cortex (PFC). Using a three‐wave longitudinal neuroimaging design (N = 22, M_age = 13.08 years at Wave 1), this study examined if youth's stereotypes about teens modulate changes in their neural activation during cognitive control. Participants holding stereotypes of teens as irresponsible in the family context (i.e., ignoring family obligations) in middle school showed increases in bilateral ventrolateral PFC activation during cognitive control over the transition to high school, which was associated with increases in risk taking. These findings provide preliminary evidence that youth's conceptions of adolescence play a role in neural plasticity over this phase of development.  相似文献   

League tables in educational evidence-based policy-making: can we stop the horse race,please?     

Eva Klemenčič 《比较教育学》2018,54(3):309-324

International large-scale student assessments (ILSAs) in education represent a valuable source of information for policy-makers, not only on student achievements, but also on their relationship with different contextual factors. The results are partly described in the official studies’ reports; more can be derived from the publicly released data sets. However, league tables are often the only evidence used in policy debates and decisions on education. Indeed, the comparison of student achievement across the participating educational systems is a legitimate proxy for estimating countries’ development and productivity, but the use of league tables more often turns into ‘horse-ranking’, ignoring the contexts of teaching and learning. This is often supported by the media, turning the use of results into their abuse. The purpose of this paper is to discuss the use and misuse of league tables in reporting ILSA results, vs. the use of data for in-depth analysis in order to make informed decisions.  相似文献   

Diagnosing ADHD in Danish primary school children: a case study of the institutional categorization of emotional and behavioural difficulties     

Thyge Tegtmejer  Eva Hjörne  Roger Säljö 《Emotional and Behavioural Difficulties》2018,23(2):127-140

This study of institutional categorization reports an investigation of the practices, procedures and assumptions of psychiatric staff members when diagnosing ADHD. The main data upon which the study is based consist of transcribed audio recordings of meetings in the psychiatric clinic. Here children referred from primary schools on the suspicion of ADHD are attended to. The tools and procedures for gathering information are shown to produce decontextualized and individualizing representations of children’s conduct. The evaluation against a number of norms is found to be central. Finally, the discussions at the central team conferences are shown to reveal the use of hypothesis testing structured around a number of dichotomies, where isolated aspects of the child’s life are considered against each other as the source of the difficulties. Together, these practices have cumulative and profound consequences for how children’s problems come to be understood as caused by a neurological condition.  相似文献   

Pomegranate or grenade? Deleuze and Guattari's deterritorialization in the contemporary poetry of Patricia Smith and Jamaal May     

Holly Eva Allen 《Journal of American culture (Malden, Mass. : 2003)》2023,46(3):209-214

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Development of teaching in ni-Vanuatu children     

Eva Brandl  Emily H. Emmott  Ruth Mace 《Child development》2023,94(6):1713-1729

Teaching is an important mechanism of social learning. In industrialized societies, 3-year-olds tend to teach through demonstrations and short commands, while 5-year-olds use more verbal communication and abstract explanations. However, it remains unclear whether this generalizes to other cultures. This study presents results from a peer teaching game with 55 Melanesian children (4.7–11.4 years, 24 female) conducted in Vanuatu in 2019. Up to age 8, most participants taught through a participatory approach, emphasizing learning-by-doing, demonstrations, and short commands (57.1% of children aged 4–6 and 57.9% of children aged 7–8). Contrary to Western findings, abstract verbal communication only became common in children aged 9–11 (63.6%), suggesting that the ontogeny of teaching is shaped by the socio-cultural environment.  相似文献