History of Chicago School Segregation to 1953     

Harold Baron 《Equity & Excellence in Education》2013,46(1):17-20

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A HIGHLY IMPORTANT BOOK     

Harold Baron 《Equity & Excellence in Education》2013,46(2):18-21

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Fact,fiction, and letters to the editor in fielding's essay‐journals     

Bertrand A. Goldgar 《Media History》2013,19(1-2):19-26

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From American city to Japanese village: a cross-cultural investigation of implicit race attitudes     

Dunham Y  Baron AS  Banaji MR 《Child development》2006,77(5):1268-1281

This study examined the development of implicit race attitudes in American and Japanese children and adults. Implicit ingroup bias was present early in both populations, and remained stable at each age tested (age 6, 10, and adult). Similarity in magnitude and developmental course across these 2 populations suggests that implicit intergroup bias is an early-emerging and fundamental aspect of human social cognition. However, implicit race attitudes toward favored outgroups are more positive in older than in younger participants, indicating that "cultural prestige" enjoyed by a group moderates implicit bias as greater knowledge of group status is acquired. These results demonstrate (a) the ready presence, (b) early cultural invariance, and (c) subsequent cultural moderation of implicit attitudes toward own and other groups.  相似文献   

Malaria and the Decline of Ancient Greece: Revisiting the Jones Hypothesis in an Era of Interdisciplinarity     

Christopher Baron  Christopher Hamlin 《Minerva》2015,53(4):327-358

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Teaching poor readers to cope with maladaptive cognitive styles: a training program     

I W Gaskins  J Baron 《Journal of learning disabilities》1985,18(7):390-394

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The Ethics of Duty/Ethics of Virtue Debate and Its Relevance to Educational Theory     

Marcia Baron 《Educational theory》1985,35(2):135-149

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The Significance of the Learning Society for Women and Men with Learning Difficulties     

Sheila Riddell  Stephen Baron  Alastair Wilson 《Gender and education》2001,13(1):57-73

This article draws on work undertaken as part of the Economic and Social Research Council's Learning Society Programme. The project from which data are drawn, entitled 'The Meaning of the Learning Society for Adults with Learning Difficulties', focused on lifelong learning opportunities available to people with learning difficulties and experiences of these services. The article begins by examining theories of late modernity, their use by feminist and disability studies theorists and their relationship to ideas of a learning society. Subsequently, using case study material, it is argued that the identities of people with learning difficulties are not chosen freely from a range of options but are socially ascribed. The status of learning difficulties is used as a dominant category to justify deprivation of basic political and economic rights. In addition, the lives of people with learning difficulties are structured by gender and class, and these intersect with the category of learning difficulties. For both women and men, the advantages of middle-class social and economic capital are overridden by the negative category of learning difficulties. In relation to gender, men with learning difficulties are more likely to receive post-school training, but in inappropriate areas of the labour market. Their domestic needs are also likely to be attended to by others, but in the absence of employment, they find themselves without any valued social role. Women with learning difficulties are also likely to be excluded from the labour market, but are more likely to be involved in reciprocal, albeit limited, social relationships. It is concluded that postmodernist theories are inadequate to describe the structuring of the lives of people with learning difficulties.  相似文献   

Acquisition of the Novel Name–Nameless Category (N3C) Principle     

Carolyn B. Mervis  Jacquelyn Bertrand 《Child development》1994,65(6):1646-1662

Toddlers' acquisition of the Novel Name–Nameless Category (N3C) principle was examined to investigate the developmental lexical principles framework and the applicability of the specificity hypothesis to relations involving lexical principles. In Study 1, we assessed the ability of 32 children between the ages of 16 and 20 months to use the N3C principle (operationally defined as the ability to fast map). As predicted, only some of the children could fast map. This finding provided evidence for a crucial tenet of the developmental lexical principles framewor: Some lexical principles are not available at the start of language acquisition. Children who had acquired the N3C principle also had significantly larger vocabularies and were significantly more likely to demonstrate 2-category exhaustive sorting abilities than children who had not acquired the principle. The 2 groups of children did not differ in either age or object permanence abilities. The 16 children who could not fast map were followed longitudinally until they attained a vocabulary spurt; at that time, their ability to fast map was retested (Study 2). Results provided a longitudinal replication of the findings of Study 1. Implications of these findings for both the developmental lexical principles framework and the specificity hypothesis are discussed.  相似文献   

New data on women managers     

Baron AS 《Training and development journal》1978,32(11):12-13

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