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21.
Further Reflections on an Evolutionary Theory of Socialization 总被引:1,自引:0,他引:1
In response to Maccoby's and Hinde's thoughtful commentaries, we highlight points of concurrence and disagreement. In particular, we note that mating and reproduction are affected by many factors beyond those to which our theory draws immediate attention; that the data linking socialization experiences and social structural conditions with pubertal timing are not restricted to either correlational studies or investigations of contemporaneous associations; that there may be more reason to question the theory's applicability to males than to females; that the question of whether male behave and develop the way we propose and Maccoby doubts is an empirically testable one; and that the data on relations between antecedent socialization conditions and pubertal timing and on variation in parental investment in the case of females run counter to Maccoby's doubts about the theory's applicability to females. Attention is drawn to the potential benefits of asking questions about proximal and ultimate causation simultaneously, and thus the need for child developmentalists to think both about the how and why of development. 相似文献
22.
Childhood Experience, Interpersonal Development, and Reproductive Strategy: An Evolutionary Theory of Socialization 总被引:19,自引:1,他引:19
The concept of "reproductive strategy" drawn from the field of behavioral ecology is applied to the study of childhood experience and interpersonal development in order to develop an evolutionary theory of socialization. The theory is presented in terms of 2 divergent development pathways considered to promote reproductive success in the contexts in which they have arisen. One is characterized, in childhood, by a stressful rearing environment and the development of insecure attachments to parents and subsequent behavior problems; in adolescence by early pubertal development and precocious sexuality; and, in adulthood, by unstable pair bonds and limited investment in child rearing, whereas the other is characterized by the opposite. The relation between this theory and prevailing theories of socialization, specifically, attachment, social-learning, and discrete-emotions theory, is considered and research consistent with our evolutionary theory is reviewed. Finally, directions for future research are discussed. 相似文献
23.
24.
Severe Violence During Adolescence and Early Adulthood and Its Relation to Anticipated Rewards and Costs 下载免费PDF全文
This report compares the effects (concurrent and lagged) of the anticipated rewards and costs of violent crime on engagement in severe violence in a sample of male juvenile offenders (N = 1,170; 42.1% black, 34.0% Hispanic, 19.2% white, and 4.6% other; ages 14–18 at baseline). Anticipated rewards (social approval, thrill) are more predictive of concurrent severe violence than are anticipated costs (social disapproval, risk of punishment). The analysis finds no evidence that perceptions of the rewards and costs of violent crime influence engagement in severe violence 6 months later. The results support the view that adolescence is a time of heightened reward salience but raise doubt about the longitudinal predictive validity of perceptions about crime during this time of life. 相似文献
25.
Jacqueline Schwab Howard E. Kulin Elizabeth J. Susman Jordan W. Finkelstein Vernon M. Chinchilli Susan J. Kunselman Lynn S. Liben M. Rose DÂ⊃Arcangelo & Laurence M. Demers 《Child development》2001,72(5):1439-1450
The objective of the present study was to determine the role of sex steroids in the development of self-perceived competence during adolescence. The Harter Self-Perception Scale was administered to 56 adolescents with delayed puberty who were receiving depo-testosterone (males) or conjugated estrogens (females) administered in 3-month blocks alternating with placebo. Treatment was given at three dose levels approximating early, middle, and late pubertal replacement levels. Hormone treatments had a significant positive effect for both males and females in one subscale domain--perceived job competence. Significant positive hormone effects were also obtained for perceptions of romantic appeal and close friendship in females and perception of athletic abilities in males. It can be inferred from the results of this study that the hormonal changes associated with sexual maturation have targeted influences on specific domains of self-perceived competence and that there are clear gender differences. 相似文献
26.
This paper strongly suggests that the views of minority students must be included in any meaningful assessment of teacher
preparation programs' efforts to address racial diversity. The project was initiated during the 1990–91 academic year by interviewing
minority juniors and seniors (total of 24), selected faculty, and administrators (deans, associate deans, department chairs)
at two colleges of education as well as extensive document reviews. Intermittent follow-up interviews and document reviews
continued through the 1993–94 academic year. These minority students did not feel that their teacher preparation programs
had adequately prepared them to teach in racially diverse settings. Faculty and administrators agreed with the contention
of the students but also pointed to a few tangible efforts that had been initiated to rectify this problem. 相似文献
27.
Abstract The 2010 Horizon Report: Museum Edition examines emerging technologies for their potential impact on and use in education and interpretation within the museum environment. The report is based on conversations and dialogues with technology and museum professionals from more than two‐dozen countries. 相似文献
28.
Michael G. Hughes Laurence Birdsey Rob Meyers Daniel Newcombe Jon Lee Oliver Paul M. Smith 《Journal of sports sciences》2013,31(8):878-886
Abstract In spite of the increased acceptance of artificial turf in football, few studies have investigated if matches are altered by the type of surface used and no research has compared physiological responses to football activity on artificial and natural surfaces. In the present study, participants performed a football match simulation on high-quality artificial and natural surfaces. Neither mean heart rate (171 ± 9 beats · min?1 vs. 171 ± 9 beats · min?1; P > 0.05) nor blood lactate (4.8 ± 1.6 mM vs. 5.3 ± 1.8 mM; P > 0.05) differed between the artificial and natural surface, respectively. Measures of sprint, jumping and agility performance declined through the match simulation but surface type did not affect the decrease in performance. For example, the fatigue index of repeated sprints did not differ (P > 0.05) between the artificial, (6.9 ± 2.1%) and natural surface (7.4 ± 2.4%). The ability to turn after sprinting was affected by surface type but this difference was dependent on the type of turn. Although there were small differences in the ability to perform certain movements between artificial and natural surfaces, the results suggest that fatigue and physiological responses to football activity do not differ markedly between surface-type using the high-quality pitches of the present study. 相似文献
29.
ABSTRACTThis article addresses how technology-enhanced learning (TEL) is implemented in higher education institutions. The study is based on data collected from a nationwide survey and semi-structured interviews with academic managers. The findings suggest that: (1) members of the academic management staff have limited knowledge of institutional strategies; (2) there is a gap between what academic managers believe they do to support and implement TEL and what other academic staff perceive them to actually do; and (3) TEL is seldom discussed during performance assessment reviews. In addition, the study reveals that academic managers have different understandings of the use of educational technology. Those differences appear to be closely related to the individual managers’ assessment of TEL’s role in supporting teaching. 相似文献
30.
Educational Configurations for Teaching Environmental Socioscientific Issues Within The Perspective of Sustainability 总被引:1,自引:0,他引:1
Education for Sustainability has become an institutional requirement in many countries. It takes many forms that can integrate
the teaching of environmental Socioscientific Issues (SSIs). In this context, we present the French notion of Socially Acute
Questions (SAQs). We develop a theoretical frame to analyse educational configurations applied to the teaching of SAQs within
the perspective of sustainability. This frame is built with a reference to a matrix integrating attributes of knowledge (universal,
plural, engaged or contextualised), teachers’ epistemological postures (scientism, utilitarianism, skepticsm or relativism)
and various didactic strategies (doctrinal, problematizing, critical or pragmatic). To illustrate this frame, three situations
of teaching-learning are compared. 相似文献