Behavioral and Electrophysiological Evidence for Gestational Age Effects in Healthy Preterm and Fullterm Infants Studied Two Weeks after Expected Due Date   总被引：2，自引：0，他引：2  

Frank H. Duffy  Heidelise Als  Gloria B. McAnulty 《Child development》1990,61(4):1271-1286

We investigated the effects of gestational age at birth on behavioral and electrophysiological measures of 135 medically healthy infants, studied at 42 weeks postconception, and stratified into 3 groups--early-born preterms, 26-32 weeks (n = 55); middle-group preterms, 33-37 weeks (n = 43); and fullterms, 38-41 weeks (n = 37). Subjects were studied behaviorally with the Assessment of Preterm Infants' Behavior (APIB) and electrophysiologically with brain electrical activity mapping (BEAM). Fullterms showed significantly better behavioral function than both preterm groups. Less difference was found between the preterm groups. EEG spectral and photic evoked response were of significantly less amplitude for the preterms than the fullterms. Path analysis showed gestational age effects on behavioral (3 of 6) and electrophysiological (13 of 17) variables due to postnatal complications. We conclude that some differences attributable to gestational age at birth are explained by the cumulative effect of minor but unavoidable complications associated with premature birth. We speculate that remaining effects may result from developmentally inappropriate sensorimotor stimulation consequent to the premature experience of an extrauterine environment.  相似文献   

The social functions of evaluation in Argentine and Finnish higher education     

Jussi Välimaa  Marcela Mollis 《Higher Education in Europe》2004,29(1):67-86

This article examines the traditional assumption that higher education evaluation systems follow a similar global format. Comparative study examines institutional evaluation and assessment processes in two nation‐states that are geographically and economically remote but which, historically, share a common civic perspective. The main research question of the study is: What are the similarities and differences in the social functions of evaluation and assessment between these two countries, the models of evaluation of which originate from the same “homogeneous model of institutional evaluation”? The study demonstrates that Finnish and Argentine models of evaluation are nationally and contextually bound by general ideas rather than being applications of a global model.  相似文献   

A return to political correctness     

Richard H. Reeb 《Academic Questions》2001,14(3):37-46

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Social cohesion and integration: learning active citizenship   总被引：1，自引：0，他引：1  

Th. Jansen  N. Chioncel  H. Dekkers 《British Journal of Sociology of Education》2006,27(2):189-205

This article starts from a conceptual clarification of the notions social integration and social cohesion as a prerequisite for the reorientation of citizenship education. Turning away from uncritically reproduced assumptions represented in mainstream ‘deficiency discourse’, the article first focuses on sociological conditions for the rise of active citizenship and its role in the revitalization of the public sphere. Next a number of educational objectives are deduced from competencies needed and learning processes taking place in practices of active citizenship. Finally, the article argues for the adoption of a lifelong learning perspective, relating formal citizenship education to informal and non‐formal experiences of active citizenship.  相似文献   

The relation of parenting style to adolescent school performance   总被引：21，自引：0，他引：21  

S M Dornbusch  P L Ritter  P H Leiderman  D F Roberts  M J Fraleigh 《Child development》1987,58(5):1244-1257

This article develops and tests a reformation of Baumrind's typology of authoritarian, permissive, and authoritative parenting styles in the context of adolescent school performance. Using a large and diverse sample of San Francisco Bay Area high school students (N = 7,836), we found that both authoritarian and permissive parenting styles were negatively associated with grades, and authoritative parenting was positively associated with grades. Parenting styles generally showed the expected relation to grades across gender, age, parental education, ethnic, and family structure categories. Authoritarian parenting tended to have a stronger association with grades than did the other 2 parenting styles, except among Hispanic males. The full typology best predicted grades among white students. Pure authoritative families (high on authoritative but not high on the other 2 indices) had the highest mean grades, while inconsistent families that combine authoritarian parenting with other parenting styles had the lowest grades.  相似文献   

Reviews     

David H. Hirsch  Sanford Pinsker  Barry R. Gross 《Academic Questions》1995,9(1):75-85

Sam Pickering teaches English at the University of Connecticut  相似文献   

Inference Based on the Best-Fitting Model Can Contribute to the Replication Crisis: Assessing Model Selection Uncertainty Using a Bootstrap Approach     

Gitta H. Lubke  Ian Campbell 《Structural equation modeling》2016,23(4):479-490

Inferences and conclusions drawn from model fitting analyses are commonly based on a single “best fitting” model. If model selection and inference are carried out using the same data model selection, uncertainty is ignored. We illustrate the Type I error inflation that can result from using the same data for model selection and inference, and we then propose a simple bootstrap-based approach to quantify model selection uncertainty in terms of model selection rates. A selection rate can be interpreted as an estimate of the replication probability of a fitted model. The benefits of bootstrapping model selection uncertainty are demonstrated in growth mixture analyses of data from the National Longitudinal Study of Youth, and a 2-group measurement invariance analysis of the Holzinger–Swineford data.  相似文献   

    

William H. Allen 《Educational technology research and development : ETR & D》1960,8(2):3

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An exploratory investigation of the effects of a cultural orientation programme on the psychological well-being of international university students     

N. J. Mckinlay  H. M. Pattison  H. Gross 《Higher Education》1996,31(3):379-395

Culture shock has been identified as a psychological reaction to a change in cultural environment. The main symptoms of culture shock are reported to be psychological disturbance, a negative reaction to the new surroundings and a longing for a more familiar environment. Research has identified culture shock as a component in the difficulties that international students face when studying in another country. One way that institutions of higher education have responded to these difficulties is to provide initial cultural orientation. In the study reported here, a group of post-graduate students who had participated in a study skills and cultural orientation course at a British university were compared with a group who had not. Contrary to the research hypothesis, the group that took part in the orientation course were significantly more homesick and reported more psychological difficulties. The overall findings cast doubt on the received view of culture shock as it affects international students. They suggest that culture shock is exacerbated by personal and social factors and this has implications for the way that international students may be helped through the experience.  相似文献   

Course Accreditation in Australian Colleges of Advanced Education     

H. S. Houston  G. S. Harman 《Asia-Pacific Journal of Teacher Education》1978,6(1):48-68

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