An ERP study of emotional face processing in the adult and infant brain     

Leppänen JM  Moulson MC  Vogel-Farley VK  Nelson CA 《Child development》2007,78(1):232-245

To examine the ontogeny of emotional face processing, event-related potentials (ERPs) were recorded from adults and 7-month-old infants while viewing pictures of fearful, happy, and neutral faces. Face-sensitive ERPs at occipital-temporal scalp regions differentiated between fearful and neutral/happy faces in both adults (N170 was larger for fear) and infants (P400 was larger for fear). Behavioral measures showed no overt attentional bias toward fearful faces in adults, but in infants, the duration of the first fixation was longer for fearful than happy faces. Together, these results suggest that the neural systems underlying the differential processing of fearful and happy/neutral faces are functional early in life, and that affective factors may play an important role in modulating infants' face processing.  相似文献   

Signals of child abuse     

Vanessa Vigare 《Early Childhood Education Journal》1978,5(3):24-24

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Student Teachers’ Approaches to Teaching Biological Evolution     

Lisa A. Borgerding  Vanessa A. Klein  Rajlakshmi Ghosh  Albert Eibel 《Journal of Science Teacher Education》2015,26(4):371-392

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Responsible action research for the pursuit of justice     

Allan Feldman  Kory Bennett  Vanessa Vernaza-Hernández 《Educational Action Research》2015,23(1):85-103

The pursuit of justice has concerned human beings for centuries and, despite its importance, often remains outside the boundaries of our educational systems. This article reports on a study of an action research seminar for a group of teacher leaders in a position to instigate positive change within their educational context, and make their actions occasions for justice. In order to better understand the textual data generated by the teacher leaders, we devised an analytical lens that draws from modern rabbinical scholarship, eco-political (socio-political) studies, and existentialism. We found at this intersection that, despite the teacher leaders recognizing injustice, and at times protesting against it, their ability to act, formulate solutions, and conduct action research – and even their very concept of justice – was heavily influenced and constrained by the dominant political regime of the US educational system. An explanatory framework emerged that sheds light on the dynamic interplay among justice, politics, and beliefs, while also revealing the constraints to pursuing justice from within a leadership structure. We conclude that for action research to be a means for teachers and teacher leaders to begin to modify their practice so they are sensitive to the voices of the marginalized, to see their actions as opportunities for justice, and to provide collaborative experiences that help other teachers develop their ways of thinking, acting, and interacting in pursuit of justice, those who teach action research must be willing to do the very same.  相似文献   

Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators     

Elizabeth Nye  Frances Gardner  Lorraine Hansford  Vanessa Edwards  Rachel Hayes  Tamsin Ford 《Emotional and Behavioural Difficulties》2016,21(1):43-60

Children identified with special educational needs (SEN) and behavioural difficulties present extra challenges to educators and require additional supports in school. This paper presents views from special educational needs coordinators (SENCos) on various strategies used by educators to support children identified with SEN and problematic behaviours. The data were collected from telephone interviews with six SENCos from the UK’s South West Peninsula. The SENCos were invited to participate because their school was participating in a cluster-randomised trial of a teacher classroom management course (Incredible Years). Using thematic analysis to analyse the data, this paper illustrates strategies deemed by SENCos to be successful in the support of children identified with SEN. The management strategies generated by participating SENCos were then mapped onto those taught as part of the classroom management course for comparison. Findings indicate that strategies from the training programme appear to be appropriate for children identified with both SEN and behavioural difficulties.  相似文献   

‘Am I doing it right?’ Conceptualising the practice of supervising master’s dissertation students     

Ann Macfadyen  Christine English  Michael Kelleher  Maggie Coates  Colin Cameron  Vanessa Gibson 《高等教育研究与发展》2019,38(5):985-1000

ABSTRACT

An action research project involving 25 master’s supervisors, from health and education disciplines, sought to enhance their understanding of dissertation supervision. Recognising that they were sometimes slightly unsure about their role, they sought to identify issues that contributed to this circumstance, and to develop supervisor preparation materials to support future colleagues. During interviews and collaborative workshops, colleagues shared their experiences and reflected with one another on the nature of supervision. Through this process, they constructed a model that conceptualises how they practice. The core element is an ongoing assessment of a student’s readiness, motivation and individual situation. In response to this assessment, supervisors balance three functions: Facilitating, Nurturing and Maintaining Standards. Facilitating encourages student growth through challenge or stimulation. Nurturing involves the provision of support and reassurance within a safe space in which this growth can occur. Maintaining standards ensures that academic and professional rigour are preserved.  相似文献   

Arthrospira maxima (Spirulina) prevents endoplasmic reticulum stress in the kidney through its C-phycocyanin     

Rojas-Franco  Placido  Franco-Colín  Margarita  Blas-Valdivia  Vanessa  Melendez-Camargo  María Estela  Cano-Europa  Edgar 《Journal of Zhejiang University. Science. B》2021,22(7):603-608

正Arthrospira maxima (Spirulina) is a cyanobacterium which is considered a nutraceutical because it has antioxidant, anti-inflammatory, and cytoprotective properties in different renal disease models (RodriguezSánchez et al., 2012; Aziz et al., 2018; Memije-Lazaro et al., 2018).  相似文献   

Achievement versus maintenance of control in six‐year‐old children’s interactions with peers: an observational study     

Vanessa A. Green  Antonius H.N. Cillessen 《教育心理学》2008,28(2):161-180

Conflict management is a skill best learned early in life, and lays a foundation for the development of future relationships. The present study examined the strategies children use when negotiating roles in a dynamic play situation. Participants were 156 children (M age = 6.5 years) in 39 groups of four, who were videotaped in a play activity that required the assistance of two children so that a third could view a cartoon. Groups varied in gender composition (all‐girl, all‐boy, mixed). Children in each group were unfamiliar with one another at the beginning of the session. There was more variation in the strategies children used to elicit the cooperation of peers than in the strategies they used to gain access to the resource. Children who gained high amounts of viewing time but did not often help others (individualists) said and did more to maintain their role, had longer turns, and used both prosocial and coercive strategies more than children who had high viewing times but often helped others (collaborators). Girl groups had more collaborators than boy groups, whereas boy groups had more onlookers (low viewing, low helping). Boys used a greater number and range of strategies to maintain control of the resource than girls did. The highest level of resource use was predicted by a combination of ‘successful entry’ and ‘individualistic maintenance’ strategies. Implications for initiatives to promote negotiation skills and effective conflict management in children are discussed.  相似文献   

Parental Wealth and Children’s Cognitive Ability,Mental, and Physical Health: Evidence From the UK Millennium Cohort Study     

Vanessa Moulton  Alissa Goodman  Bilal Nasim  George B. Ploubidis  Ludovica Gambaro 《Child development》2021,92(1):115-123

This article investigates the influence of wealth, a frequently neglected aspect of the economic circumstances of families, on children’s development. Using the UK Millennium Cohort Study, it explores whether parental wealth (net total wealth, net housing wealth, net financial wealth, and house value) is associated with children’s cognitive ability, mental, and physical health at age 11 (N = 8,645), over and above parental socioeconomic status and economic resources, in particular permanent income. Housing wealth was associated with fewer emotional and behavioral problems, independent of the full set of controls. Children’s verbal cognition and general health were more strongly associated with family permanent income and socioeconomic characteristics than with wealth.  相似文献   

From perceived competence to emotion regulation: assessment of the effectiveness of an intervention among upper elementary students     

Hanin  Vanessa  Colognesi  Stéphane  Van Nieuwenhoven  Catherine 《European Journal of Psychology of Education - EJPE》2021,36(2):287-317

European Journal of Psychology of Education - The aim of this article is to assess the effects on learners’ emotions and emotion regulation of an intervention promoting the development of...  相似文献