Language and reading impairments are associated with increased prevalence of non-right-handedness     

Filippo Abbondanza  Philip S. Dale  Carol A. Wang  Marianna E. Hayiou-Thomas  Umar Toseeb  Tanner S. Koomar  Karen G. Wigg  Yu Feng  Kaitlyn M. Price  Elizabeth N. Kerr  Sharon L. Guger  Maureen W. Lovett  Lisa J. Strug  Elsje van Bergen  Conor V. Dolan  J. Bruce Tomblin  Kristina Moll  Gerd Schulte-Körne  Nina Neuhoff  Andreas Warnke  Simon E. Fisher  Cathy L. Barr  Jacob J. Michaelson  Dorret I. Boomsma  Margaret J. Snowling  Charles Hulme  Andrew J. O. Whitehouse  Craig E. Pennell  Dianne F. Newbury  John Stein  Joel B. Talcott  Dorothy V. M. Bishop  Silvia Paracchini 《Child development》2023,94(4):970-984

Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (N_cases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions.  相似文献   

Developmental trajectories of behavioral inhibition from infancy to age seven: The role of genetic and environmental risk for psychopathology     

Berenice Anaya  Jenae M. Neiderhiser  Koraly Pérez-Edgar  Leslie D. Leve  Jody M. Ganiban  David Reiss  Misaki N. Natsuaki  Daniel S. Shaw 《Child development》2023,94(4):e231-e245

The present study leveraged data from a longitudinal adoption study of 361 families recruited between 2003 and 2010 in the United States. We investigated how psychopathology symptoms in birth parents (BP; M_age = 24.1 years; 50.5–62.9% completed high school) and adoptive parents (AP; M_age = 37.8 years; 80.9% completed college; 94% mother–father couples) influenced children's behavioral inhibition (BI) trajectories. We used latent growth models of observed BI at 18 and 27 months, and 4.5 and 7 years in a sample of adopted children (Female = 42%, White = 57%, Black = 11%, Multi-racial = 21%, Latinx = 9%). BI generally decreased over time, yet there was substantial variability in these trajectories. Neither BP nor AP psychopathology symptoms independently predicted systematic differences in BI trajectories. Instead, we found that AP internalizing symptoms moderated the effects of BP psychopathology on trajectories of BI, indicating a gene by environment interaction.  相似文献   

Hands-On: Investigating the role of physical manipulatives in spatial training     

Katie A. Gilligan-Lee  Zachary C. K. Hawes  Ashley Y. Williams  Emily K. Farran  Kelly S. Mix 《Child development》2023,94(5):1205-1221

Studies show that spatial interventions lead to improvements in mathematics. However, outcomes vary based on whether physical manipulatives (embodied action) are used during training. This study compares the effects of embodied and non-embodied spatial interventions on spatial and mathematics outcomes. The study has a randomized, controlled, pre-post, follow-up, training design (N = 182; mean age 8 years; 49% female; 83.5% White). We show that both embodied and non-embodied spatial training approaches improve spatial skills compared to control. However, we conclude that embodied spatial training using physical manipulatives leads to larger, more consistent gains in mathematics and greater depth of spatial processing than non-embodied training. These findings highlight the potential of spatial activities, particularly those that use physical materials, for improving children's mathematics skills.  相似文献   

Evaluating the feasibility of remotely administered curriculum-based measurement for students with autism: A pilot study     

Sarah S. Mire  Milena A. Keller-Margulis  Amy K. Izuno-Garcia  Emily R. Jellinek  Elías S. Loría Garro 《Psychology in the schools》2023,60(2):345-363

Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats. The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2–5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high.  相似文献   

A longitudinal study of how women's prenatal and postnatal concerns related to the COVID-19 pandemic predicts their infants' social–emotional development     

Kyle S. Wiley  Molly M. Fox  Theresa E. Gildner  Zaneta M. Thayer 《Child development》2023,94(5):1356-1367

Infant social–emotional development may be impacted by the COVID-19 pandemic. This study investigated associations between maternal pre- and postnatal pandemic-related concerns and social–emotional developmental risk. Data, collected in 2020–2021, came from 220 mothers (87% white, 6% Hispanic, 1% Black, 3% Asian, 1% American Indian, M_age = 32.46 years), and infants (53.18% male, M_age = 12.98 months) in the United States. Maternal postnatal pandemic-related concerns were associated with total risk scores (B = 6.09, p-value <.001) and offspring risk of scoring positive for problems related to inflexibility (B = 4.07, p-value = .006). The total score association was moderated by self-reported social support. Infants may be detrimentally impacted by the pandemic via maternal pandemic-related concerns. Maternal social support may buffer infants.  相似文献   

A framework of literacy development and how AI can transform theory and practice     

John Sabatini  Arthur C. Graesser  John Hollander  Tenaha O'Reilly 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1174-1203

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On Deciding The Aims and Content of Public Schooling     

John Tillson 《Educational theory》2023,73(1):90-115

In this paper, John Tillson defends an approach to deciding the aims and content of public schooling from the critique of Public Reason Liberalism. The approach that he defends is an unrestricted pairing of the Epistemic Criterion and of the Momentousness Criterion. On the Epistemic Criterion, public schooling should align students' credence with credibility. On the Momentousness Criterion, public schooling ought to include content that it is costly for children to lack the correct view about, where they are otherwise unlikely to have it. Public Reason Liberals seek to restrict both the Epistemic and Momentousness Criteria to within a range that is acceptable to politically reasonable citizens. In response, Tillson argues, first, that the considerations that encourage Public Reason Liberalism instead motivate unrestricted versions of the Epistemic and Momentousness Criteria; and, second, that Public Reason Liberalism faces a dilemma, that it either entails absurd consequences or must undermine itself in addressing these.  相似文献   

Code-switching 101: Black women counselor educators’ personal and professional identity development     

Loni Crumb  Angie D. Cartwright  Dominique S. Hammonds  Janeé Avent Harris 《Counselor Education & Supervision》2023,62(3):233-247

The perceptions of personal and professional identity development from four Black women counselor educators were examined through a collaborative autoethnography methodology. Themes identified include (a) intentionality of code-switching, (b) inextricable identities, (c) fight for and with authenticity, and (d) mutual development of personal and professional identities.  相似文献   

Taking a step towards understanding interactions between teacher efficacy in behavior management and the social learning environment: a two-level multilevel analysis     

Bapst  M. S.  Genoud  P. A.  Hascoët  M. 《European Journal of Psychology of Education - EJPE》2023,38(3):1129-1144

Behavior management in the classroom is well known for being a challenge and a source of stress for preservice and experienced teachers alike. This means it may not only impact teachers’ self-efficacy beliefs, but teachers’ efficacy perceived by their students too, engendering effects on the social learning environment and vice-versa. This article aims at taking a step towards a better understanding of which aspects of the social learning environment preservice teachers and their students take into account when positioning themselves on behavior management efficacy. It then goes onto exploring how students’ perception of teacher efficacy in behavior management varies across classes and how it interacts with the social learning environment through a two-level model analysis. Results showed that the social learning environment’s dimensions are associated with the perception of teacher efficacy by students. On one hand, students perceive that efficacy in behavior management is linked to the social learning environment and therefore expect that an efficient teacher in this area will be able to create a healthy relationship with appropriate rules and class organization. On the other, when it comes to preservice teachers, findings seem to show the importance of the training program and how it supports self-efficacy beliefs throughout first teaching experiences as results go in the direction of confirming that these beliefs stabilize fairly early on, because unlike the students, the preservice teachers seem to take other aspects than the learning environment into account while evaluating their self-efficacy regarding behavior management. Finally, this research adds yet another element to the observation that effective behavior management within the classroom requires a positive relationship between teachers and their students. In addition, the way rules and organization are taken into account by students demonstrates the need for a proactive approach in which teachers’ expectations are clear.

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Networked feedback control for nonlinear systems with random varying delays     

Magdi S. Mahmoud  Mirza H. Baig 《Journal of The Franklin Institute》2014

This paper discusses the controller synthesis problem of a nonlinear networked controlled system subject to delays in the measurement and actuation channels. The communication through the network also suffers non-stationary packet dropouts. The bounded nonlinearities in the plant state satisfy Lipschitz conditions. A Lyapunov function is developed for the closed-loop system considering dynamic output feedback and the resulting stabilization conditions are drawn in the form of linear matrix inequalities to ensure that the system is exponentially stable in the mean-square sense. The developed conditions are represented in the form of a convex optimization problem and the results are tested by simulation on a quadruple-tank process.  相似文献