Conflicting goals in self-evaluative information seeking: developmental and ability level analyses   总被引：2，自引：0，他引：2  

D N Ruble  G L Flett 《Child development》1988,59(1):97-106

Developmental changes in the resolution of conflicting goals involved in self-evaluation were examined in children entering second, fourth, and sixth grades representing high, medium, and low ability levels in arithmetic. Children completed a series of arithmetic tasks and were given an opportunity to evaluate themselves in terms of social comparison or autonomous comparison. As expected, overall, high-ability children engaged in the most self-evaluative information seeking, whereas low-ability children engaged in the least information seeking. Moreover, with increasing age, high-ability children were more likely to engage in autonomous comparison, whereas low- and medium-ability children maintained an interest in social comparison. In addition, greater interest in social comparison, particularly among older children, was associated with relative uncertainty about one's own ability but perceptions of ability as constant in others. The results are discussed in terms of strategies for balancing self-assessment with self-enhancement needs and the impact of such strategies for task mastery.  相似文献   

A day at the museum: The impact of field trips on middle school science achievement     

Emilyn Ruble Whitesell 《科学教学研究杂志》2016,53(7):1036-1054

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Effect of CO2 enrichment on the glucosinolate contents under different nitrogen levels in bolting stem of Chinese kale (Brassica alboglabra L.)     

Gui-xiao LA  Ping FANG  Yi-bo TENG  Ya-juan LI  Xian-yong LIN 《Journal of Zhejiang University. Science. B》2009,10(6)

The effects of CO2 enrichment on the growth and glucosinolate (GS) concentrations in the bolting stem of Chinese kale (Brassioa alboglabra L.) treated with three nitrogen (N) concentrations (5, 10, and 20 mmol/L) were investigated. Height,stem thickness, and dry weights of the total aerial parts, bolting stems, and roots, as well as the root to shoot ratio, significantly increased as CO2 concentration was elevated from 350 to 800 μl/L at each N concentration. In the edible part of the bolting stem,11 individual GSs were identified, including 7 aliphatic and 4 indolyl GSs. GS concentration was affected by the elevated CO2 concentration, N concentration, and CO2×N interaction. At 5 and 10 mmol N/L, the concentrations of aliphatic GSs and total GSs significantly increased, whereas those of indolyl GSs were not affected, by elevated atmospheric CO2. However, at 20 mmol N/L,elevated CO2 had no significant effects on the concentrations of total GSs and total indolyl GSs, but the concentrations of total aliphatic GSs significantly increased. Moreover, the bolting stem carbon (C) content increased, whereas the N and sulfur (S) contents decreased under elevated CO2 concentration in the three N treatments, resulting in changes in the C/N and N/S ratios.Also the C/N ratio is not a reliable predictor of change of GS concentration, while the changes in N and S contents and the N/S ratio at the elevated CO2 concentration may influence the GS concentration in Chinese kale bolting stems. The results demonstrate that high nitrogen supply is beneficial for the growth of Chinese kale, but not for the GS concentration in bolting stems, under elevated CO2 condition.  相似文献   

试论尼采"对一切价值的重估"     

腊永红 《宜宾学院学报》2006,6(4):5-7

尼采用“重估一切价值”打倒一切偶像,对西方文化的基础进行彻底的反思,颠覆了传统道德、宗教、理性所设置的二元世界,把人从虚幻的外在世界拉回到本真的生命世界。其不乏深刻的见解,对当今生活在急剧变化的多样世界、却日益丧失精神家因的人们,无疑有积极意义。  相似文献   

Task orientation versus social orientation in young children and their attention to relevant social cues     

D N Ruble  C Y Nakamura 《Child development》1972,43(2):471-480

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Analysis of Parent,Teacher, and Consultant Speech Exchanges and Educational Outcomes of Students With Autism During COMPASS Consultation     

Lisa Ruble  Jessie Birdwhistell  Michael D. Toland  John H. McGrew 《Journal of educational and psychological consultation》2013,23(4):259-283

The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dalrymple, & McGrew, 2010 Ruble, L. A., Dalrymple, N. J. and McGrew, J. H. 2010. The effects of consultation on Individualized Education Program outcomes for young children with autism: The collaborative model for promoting competence and success. Journal of Early Intervention, 32: 286–301. doi:10.1177/1053815110382973[Crossref], [PubMed] , [Google Scholar]; Ruble, McGrew, & Toland, 2011 Ruble, L., McGrew, J. and Toland, M. Randomized controlled study of teacher training in autism. Poster session presented at the meeting of the American Psychological Association. Washington, DC. August.  [Google Scholar]). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991 Leaper, C. 1991. Influence and involvement in children's discourse: Age, gender, and partner effects. Child Development, 62: 797–811. doi:10.1111/j.1467-8624.1991.tb01570.x[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality.  相似文献   

Trait Understanding or Evaluative Reasoning? An Analysis of Children''s Behavioral Predictions   总被引：3，自引：0，他引：3  

Jeannette M. Alvarez  Diane N. Ruble  & Niall Bolger 《Child development》2001,72(5):1409-1425

This study tested the hypothesis that in predicting the future behavior of an actor, older children rely on trait inferences, whereas younger children rely on global, evaluative inferences. Vignettes depicting actors engaging in trait-relevant behaviors were presented to 5- and 6-year-olds (N = 67) and 9- and 10-year-olds (N = 71). For each actor, children made predictions of future behavior, evaluated the goodness and badness of the actor, and rated each actor on a relevant trait. A mediational analysis found that the behavioral predictions of older children were mediated solely by trait ratings, whereas those of younger children were mediated by evaluative ratings. Furthermore, unlike older children, younger children made trait-like predictions only when they made an evaluation of the actor. These results suggest that young children utilize evaluative reasoning when making behavioral predictions, and therefore rely on an inferential process that is distinct from that of older children.  相似文献   

The effect of personal relevance on psychological inference: a developmental analysis     

N S Feldman  D N Ruble 《Child development》1988,59(5):1339-1352

The effect of personal relevance was examined as a motivational alternative to capacity-based explanations of young children's failure to describe others in terms of psychological characteristics. In Study 1, children at 2 age levels (5-6 and 9-10 years) were asked to describe actors exhibiting different behaviors and to select partners for different games. As predicted, children who expected to interact with the actors were much more likely to describe them in psychological terms. Older children selected partners based on instrumental goals, maximizing their own outcomes, whereas younger children selected partners based on liking. The findings were replicated in Study 2, and expecting interaction was also found to affect behavior (toy allocation). The results suggest that the verbal inferencing skills of young children have been underestimated in the past, and that younger children may be more oriented than older children toward affective relative to instrumental goals in anticipating interaction with a peer.  相似文献   

Gender Attitudes in Early Childhood: Behavioral Consequences and Cognitive Antecedents          下载免费PDF全文

May Ling D. Halim  Diane N. Ruble  Catherine S. Tamis‐LeMonda  Patrick E. Shrout  David M. Amodio 《Child development》2017,88(3):882-899

This study examined factors that predicted children's gender intergroup attitudes at age 5 and the implications of these attitudes for intergroup behavior. Ethnically diverse children from low‐income backgrounds (N = 246; Mexican‐, Chinese‐, Dominican‐, and African American) were assessed at ages 4 and 5. On average, children reported positive same‐gender and negative other‐gender attitudes. Positive same‐gender attitudes were associated with knowledge of gender stereotypes. In contrast, positive other‐gender attitudes were associated with flexibility in gender cognitions (stereotype flexibility, gender consistency). Other‐gender attitudes predicted gender‐biased behavior. These patterns were observed in all ethnic groups. These findings suggest that early learning about gender categories shape young children's gender attitudes and that these gender attitudes already have consequences for children's intergroup behavior at age 5.  相似文献   

高师院校"现代教育技术"课程改革的探讨     

王焱  腊国庆 《郧阳师范高等专科学校学报》2007,27(3):107-108

针对目前高等师范教育中"现代教育技术"公共课的现状进行调查分析,指出了存在的一些不足之处,并提出了"现代教育技术"课程改革的一些建议.  相似文献