A longitudinal study of the effects of chronic maltreatment on children's behavioral and emotional problems   总被引：4，自引：0，他引：4  

Ethier LS  Lemelin JP  Lacharité C 《Child abuse & neglect》2004,28(12):1265-1278

OBJECTIVE: The aim of the present longitudinal study was to examine the links between chronicity of maltreatment and child behavioral and emotional problems. METHOD: Forty-nine maltreated children (32 victims of continuous, or chronic, maltreatment; 17 victims of transitory maltreatment) and their mothers were evaluated in their homes three times over a period of 6 years: at the time of recruitment (T1), 3 years following the initial evaluation (T2) and 6 years following the initial evaluation (T3). The home visits were designed to obtain longitudinal assessments of different types of behavioral and emotional problems in the children, and of the mothers' self-reported potential for abuse to help determine the chronic/transitory aspect of the maltreatment situation. Child Protection Services (CPS) files were also consulted at each assessment time in order to obtain more accurate information regarding the chronic/transitory aspect of the maltreatment situation. RESULTS: The results show that over time the victims of chronic maltreatment (Chronic group; CH) had significantly more emotional problems (i.e., Anxiety/Depression) than those victims of transitory maltreatment (Transitory group; TR). There was also a tendency for CH children to exhibit more aggressive behavior and social withdrawal problems than the children in the TR group. Furthermore, at T3, the proportion of children in the CH group showing a clinical level of behavior problems in general was significantly higher than in the TR group. CONCLUSIONS: The study confirms that there are differences among maltreated children in levels of behavior and emotional problems and shows that chronicity must be taken into consideration in order to identify more clearly the impact of maltreatment on the child. Chronically maltreated children appear to be at high-risk for developing clinical levels of problems. The results also suggest that intervention efforts resulting in an improvement of the family situation (i.e., reduction or elimination of maltreatment), also lead to an improvement in the behavior of children.  相似文献   

Respecting but not sustaining play: early childhood educators’ and home childcare providers’ practices that support children’s play     

Lise Lemay  Nathalie Bigras  Caroline Bouchard 《Early Years: An International Journal of Research and Development》2016,36(4):383-398

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Muddled Boundaries of Digital Shrines     

Nathalie Paton  Julien Figeac 《Popular Communication》2015,13(4):251-271

Based on an online ethnography study of 274 YouTube videos posted during the Virginia Tech or the Newtown massacres, this article discusses how users resort to participatory media during such mediatized events to create a digital spontaneous shrine. The assemblage of this sanctuary on a website hosting billions of user-generated contents is made possible by means of folksonomy and website architecture, and a two-fold social dynamic based on participatory commitment and the institutionalization of a collective entity. Unlike “physical” spontaneous shrines erected in public spaces, these digital shrines connect the bereaved with provocative or outrageous contributions, notably tributes from school shooting fans using participatory media to commemorate the killer’s memory. This side effect, generated by the technical properties of the platform, compromises the tranquility of the memorial and muddles the boundaries and the contents of such sanctuaries.  相似文献   

A review of the penetration of Francophone research on intervention in physical education and sport in Anglophone journals since 2010     

Olivier Vors  Amélina Girard  Nathalie Gal-Petitfaux  Benoît Lenzen  Nicolas Mascret  Alain Mouchet 《Physical Education & Sport Pedagogy》2020,25(4):331-345

ABSTRACT

Introduction: Since the 1990s, the notion of intervention has expanded with growing interest in the analysis of practices in Francophone country. French-speaking research community considers intervention sciences as a specific field of research in sport and PE. The aim of this literature review was to characterize the penetration of Francophone research in the English-language literature in physical education and sport concerned with intervention since 2010 in the category ‘Education & Educational Research’ of the Journal Citation Reports (2017). This research was in line with the analysis of the papers presented during six Francophone congresses from 2000 to 2010 of the Association for Research on Intervention in Sport (Musard and Poggi 2015 Musard, Mathilde, and Marie-Paule Poggi. 2015. “Intervention in Physical Education and Sport: Trends and Developments in a Decade of Francophone Research.” Physical Education and Sport Pedagogy 20 (3): 250–267. doi:10.1080/17408989.2013.817008.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]).

Methods: The selection of articles was carried out in three stages: selection of journals, selection of articles manually, the second level of selection. The selection of journals is do in this category "Education & Educational Research" (JCR, 2017) focusing primarily on sport and physical education. Six journals met these criteria: Physical Education and Sport Pedagogy, European Physical Education Review, Journal of Teaching in Physical Education, Sport Education and society, Quest, Journal of Hospitality Leisure Sport & Tourism Education. Then, the selection of articles was manually analyzing all the publications of each journal since 2010 (almost 2000 articles) according to inclusion criteria "sport or physical education", "francophone authors", and "intervention". Each 46 articles selected was classified according to its theoretical framework. The last stage of selection corresponded to an analyze and an extension of the literature review by a French-speaking specialist in each theoretical framework.

Results: The results show that French-language research on/in/for intervention is in close connection with the international tradition. Some approaches such as didactique, a technological approach, and course of action, have a Francophone specificity based on various international theoretical anchors; others such as motor learning, social psychology, ecological approach come from non-French-speaking international theoretical frameworks.

Discussion and conclusion: These findings raise the question of the Francophone specificity of intervention sciences. Beyond particular French-speaking theoretical frameworks, concepts and concerns join Anglophone traditions. As in the international fields of ‘sport pedagogy’ or ‘praxis’, the Francophone intervention sciences are composed of a diversity of theoretical approaches and are focused towards an epistemology of action. These two communities can enrich each other and deserve more interaction and exchange.  相似文献   

Multivariate predictive model for dyslexia diagnosis     

Guylaine Le Jan  Régine Le Bouquin-Jeannès  Nathalie Costet  Nolwenn Trolès  Pascal Scalart  Dominique Pichancourt  Gérard Faucon  Jean-Emile Gombert 《Annals of dyslexia》2011,61(1):1-20

Dyslexia is a specific disorder of language development that mainly affects reading. Etiological researches have led to multiple hypotheses which induced various diagnosis methods and rehabilitation treatments so that many different tests are used by practitioners to identify dyslexia symptoms. Our purpose is to determine a subset of the most efficient ones by integrating them into a multivariate predictive model. A set of screening tasks that are the most commonly used and representative of the different cognitive aspects of dyslexia was proposed to 78 children from elementary school (mean age = 9 years ± 7 months) exempt from identified reading difficulties and to 35 dyslexic children attending a specialized consultation for dyslexia. We proposed a multi-step procedure: within each category, we first selected the most representative tasks using principal component analysis and then we implemented logistic regression models on the preselected variables. Spelling and reading tasks were considered separately. The model with the best predictive performance includes eight variables from four categories of tasks and classifies correctly 94% of the children. The sensitivity (91%) and the specificity (95%) are both high. Forty minutes are necessary to complete the test.  相似文献   

Orthographic learning during reading: the role of whole‐word visual processing          下载免费PDF全文

Marie‐line Bosse  Nathalie Chaves  Pierre Largy  Sylviane Valdois 《Journal of Research in Reading》2015,38(2):141-158

The self‐teaching hypothesis suggests that knowledge about the orthographic structure of words is acquired incidentally during reading through phonological recoding. The current study assessed whether visual processing skills during reading further contribute to orthographic learning. French children were asked to read pseudowords. The whole pseudoword letter string was available at once for half of the targets while the pseudoword's sub‐lexical units were discovered in turn for the other half. Then memorisation of the targets’ orthographic form was assessed. Although most pseudowords were accurately decoded, target orthographic forms were recognised more often when the pseudowords entire orthographic sequence was available at once during the learning phase. The whole‐word presentation effect was significant and stable from third to fifth grades. This effect was affected neither by target reading accuracy nor by target reading speed during the learning phase. Results suggest that beyond recoding skills, the ability to process the entire orthographic letter string at once during reading contributes to efficient orthographic learning.  相似文献   

Inclusion of 'pupils-who-need-extra-help': social transactions in the accessibility of resource and mainstream classrooms     

Nathalie Belanger 《International Journal of Inclusive Education》2013,17(3):231-252

When you assess something, you are forced to assume that a linear scale of values can be applied to it. Otherwise no assessment is possible. Every person who says of something that it is good or bad or a bit better than yesterday is declaring that a points system exists. (Peter Hoeg, Borderliners)  相似文献   

Linking Spatial Named Entities to the Web of Data for Geographical Analysis of Historical Texts     

Pierre-Henri Paris  Nathalie Abadie 《Journal of Map & Geography Libraries》2017,13(1):82-110

In our work, we are interested in facilitating the exploration by scholars of the geography of texts: in particular, historical narrative texts describing routes. Semantic annotation constitutes the first step to enrich such text with the necessary information for producing analytical maps. The present article focuses on the disambiguation of spatial named entities (SNE) by the attribution of an identifier of the ever-growing Web of Data. This giant knowledge base (KB) provides qualitative spatial information about geographic entities, in particular spatial relations such as (:Paris :southOf :Lille), (:Paris :country :France). We thus propose a graph-matching algorithm relying on the A^* algorithm and graph-edit distances for choosing the best referent in the KB for the SNE. We performed preliminary experiments and noted the clear gain in performance. We propose some examples of maps that are built semi-automatically. Finally, we draw conclusions and describe our plans of future work.  相似文献   

Memory strategies and metamemory knowledge under memory demands change in waiters learners     

Nathalie Huet  Claudette Mariné 《European Journal of Psychology of Education - EJPE》1997,12(1):23-35

This study aims to examine how adults use memory strategies when memory demands change and how it depends on metamemory and may account for individual differences. Metamemory about strategy was assessed by interview in forty waiters learners. Then, they were asked to execute a simulated beverage-service task (three successive recalls) for which memory demands were manipulated with table size and perceptive cues. At last, working memory span was assessed. Results revealed a significant contribution of the various variables (memory demands, metamemory knowledge, span) on recall performances when the three different recalls were considered as separated. By contrast, the four strategy patterns observed on this sample could not be distinguished neither according to metamemory knowledge nor as a function of performance. The issue about the individual differences in strategy efficiency is explored by pointing out methodological limits. Moreover, the non linear progression of performance with the increase in the level of elaborative strategy use is discussed.  相似文献   

Is there a drop in normative clearsightedness in sixth grade? Study of internality and normative clearsightedness in fourth to seventh graders     

Johann Bigot  Nathalie Pichot  Benoît Testé 《European Journal of Psychology of Education - EJPE》2004,19(4):335-347

Numerous studies have demonstrated a decrease in the expression of internality in French sixth graders as compared to fifth graders. The present study examines normative clearsightedness in addition to internality across four French school grades (fourth to seventh). The results confirmed the sixth-grade drop in internality and showed that the decrease also applies to normative clearsightedness.  相似文献