Gender Encoding in Gender Diverse and Gender Conforming Children     

Jessica J. Glazier  Selin Gülgöz  Kristina R. Olson 《Child development》2020,91(6):1877-1885

Previous research suggests that people encode gender starting in childhood. The present research asked whether gender diverse children (i.e., children whose gender identity or expression differs from that expected based on assigned sex) encode gender. Results showed that 3- to 5-year-old gender diverse participants (N = 71), siblings of gender diverse children (N = 52), and gender conforming controls (N = 69) did not significantly differ in degree of gender encoding. These results converge with prior research to suggest that gender diverse children process gender in ways that do not differ from gender conforming children, and provide further evidence that gender encoding may be a common aspect of person perception in societies that support a binary view of gender.  相似文献   

Sustainable Museum Storage Buildings for Long-term Preservation     

Kristina Holl  Ralf Kilian  Lars Klemm  Kristin Lengsfeld  Stefan Bichlmair  Martin Krus 《文物保护研究》2018,63(5):366-368

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Flying in a V formation: themes of (in)equity,reality, and togetherness in adult siblings’ narrative explanations of shared parental caregiving     

Danielle Halliwell  Kristina A. Wenzel Egan  Erica L. Howard 《Journal of Applied Communication Research》2017,45(3):256-273

Guided by communicated narrative sense-making, the present study explored the themes that characterize adult siblings’ stories about their experiences with sharing care of aging parents. Interviews with 20 adult siblings revealed the varied and emotional nature of their shared parental caregiving stories. Adult siblings primarily constructed meaning of their caregiving experiences by drawing upon three overarching narratives: (1) the narrative of (in)equity, (2) the narrative of ideal versus real, and (3) the narrative of interconnectedness. These findings highlight the need for adult siblings providing care for their parents to work together as a team, exercise empathy in their interactions, and express gratitude for one another’s contributions. Several practical applications are discussed that can help siblings manage and overcome the relational challenges associated with caring for a parent.  相似文献   

Sustainable collaboration for community outreach: lessons from the Spanish Access to Literature/Uso Directo (SALUD) project     

Kristin Hitchcock  Kristina Appelt 《Journal of the Medical Library Association》2008,96(1):58-60

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Establishing the need for health communication research: best practices model for building transdisciplinary collaborations     

Debbie Treise  Claire Baralt  Kristina Birnbrauer  Janice Krieger  Jordan Neil 《Journal of Applied Communication Research》2016,44(2):194-198

The benefits of transdisciplinary collaboration for addressing complex health problems are widely accepted; however, acknowledging the bumps and twists along the road that are inherent in those collaborations is often considered taboo. Academic norms that prevent open discussion of these challenges can have counter-productive results. This essay describes the major education efforts, milestones, and footfalls in the development of an effective partnership between communication-trained researchers in a College of Journalism and Communications and medical researchers in a College of Medicine. We hope it can serve as “best practice” for understanding the value of team science and interdisciplinary research collaborations.  相似文献   

Learning supportive communication through an adaptation of the board game Apples to Apples     

Kristina M. Scharp  John S. Seiter  Timothy Curran 《Communication Teacher》2019,33(1):5-10

People who receive supportive communication when they are distressed benefit from a series of advantageous outcomes. We designed the following activity based on the popular board game Apples to Apples to provide students with an experiential understanding of different types of social support—(1) emotional, (2) esteem, (3) network, (4) informational, (5) tangible, (6) celebratory, (7) social presence, and (8) nonverbal—as well as to illustrate the concepts of support matching and person centeredness.

Courses: Interpersonal Communication, Relational Communication, Health Communication.

Objectives: To provide students with an experiential understanding of different types of social support: (1) emotional, (2) esteem, (3) network, (4) informational, (5) tangible, (6) celebratory, (7) social presence, and (8) nonverbal, as well as to illustrate the concepts of support matching and person centeredness.  相似文献   

Implementing a Peer Review of Assessment Reports          下载免费PDF全文

Kristina Bendikas 《Assessment Update》2015,27(5):5-12

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Can slope be negative in 3-space? Studying concept image of slope through collective definition construction     

Deborah Moore-Russo  AnnaMarie Conner  Kristina I. Rugg 《Educational Studies in Mathematics》2011,76(1):3-21

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“How do I remember when I got my dog?” The structure and development of children’s metamemory     

Kristina Fritz  Pauline Howie  Sabina Kleitman 《Metacognition and Learning》2010,5(2):207-228

Kreutzer et al.’s (Monographs of the Society for Research in Child Development 40(1):1–60, 1975) metamemory interview has been widely used in children’s metamemory literature, yet the psychometric properties of the measure have yet to be reported, and the format and language of some subtests may pose problems for young children. Researchers often combine subtests with other tests purported to measure metamemory, yet there is little empirical data regarding how these subtests relate. It has been proposed that metamemory is comprised of distinct procedural and declarative components, but this has not been empirically tested in young children. Therefore, the two studies reported here aimed to adapt Kreutzer et al.’s interview to increase its developmental appropriateness, to examine the relationship between the interview subtests, to add subtests that purport to test procedural metamemory, and then to examine the factor structure of the resulting scores and investigate how metamemory changes with age across the elementary school years. The results suggest that the adapted versions of the subtests are generally less contaminated by language ability, especially for the younger children. Factor analysis indicated the presence of two declarative metamemory factors and one procedural metamemory factor. Both declarative factors followed a similar developmental trajectory, increasing steadily from early to late elementary school age, whereas procedural metamemory increased significantly between Grades 1 and 3 only.  相似文献   

A Comparison of Label Switching Algorithms in the Context of Growth Mixture Models     

Kristina R. Cassiday  Youngmi Cho  Jeffrey R. Harring 《Educational and psychological measurement》2021,81(4):668

Simulation studies involving mixture models inevitably aggregate parameter estimates and other output across numerous replications. A primary issue that arises in these methodological investigations is label switching. The current study compares several label switching corrections that are commonly used when dealing with mixture models. A growth mixture model is used in this simulation study, and the design crosses three manipulated variables—number of latent classes, latent class probabilities, and class separation, yielding a total of 18 conditions. Within each of these conditions, the accuracy of a priori identifiability constraints, a priori training of the algorithm, and four post hoc algorithms developed by Tueller et al.; Cho; Stephens; and Rodriguez and Walker are tested to determine their classification accuracy. Findings reveal that, of all a priori methods, training of the algorithm leads to the most accurate classification under all conditions. In a case where an a priori algorithm is not selected, Rodriguez and Walker’s algorithm is an excellent choice if interested specifically in aggregating class output without consideration as to whether the classes are accurately ordered. Using any of the post hoc algorithms tested yields improvement over baseline accuracy and is most effective under two-class models when class separation is high. This study found that if the class constraint algorithm was used a priori, it should be combined with a post hoc algorithm for accurate classification.  相似文献