Adults'' Responses to Infants Varying in Appearance of Age and Attractiveness   总被引：1，自引：0，他引：1  

Jean M. Ritter  Rita J. Casey  Judith H. Langlois 《Child development》1991,62(1):68-82

The relations among age appearance, facial attractiveness, and adult expectations of the developmental maturity of infants were examined in 3 studies. In Study 1, a relation was demonstrated between ratings of the attractiveness (77 judges) and age appearance (53 judges) of 6-month-olds: less attractive infants were judged to be older than their attractive age-mates. In Study 2, 75 parents judged the specific developmental abilities of 6-month-old infants and estimated the age of the babies. Parents overestimated both the age and the developmental abilities of the unattractive infants. Furthermore, ability estimates for the unattractive infants were significantly higher than judgments of the typical abilities of 6-month-olds made by another group of 35 parents. Finally, the results of Study 2 were replicated in Study 3 conducted with 348 mothers. It was also demonstrated in Study 3 that, although mothers expected unattractive infants to be capable of more specific developmental skills, they nevertheless rated the general competence of the unattractive infants to be lower than that of attractive infants. Specious contradictions in the attractiveness and age appearance literatures are resolved by these results: age appearance seems to function as an informational cue with respect to specific age-appropriate abilities, whereas attractiveness elicits evaluative attributions of general competence. Both types of information conveyed in faces may have important implications for adult evaluations of infants and older children.  相似文献   

Publishing Findings that are Not Significant: Can Non-significant Findings Be Significant?     

Norman G. Lederman  Judith S. Lederman 《Journal of Science Teacher Education》2016,27(4):349-355

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Publishing in Scholarly Journals: Part II—Is it an Attitude or Technique? It's a Technique     

Marlowe H. Smaby  Judith Crews  Trae Downing 《Counselor Education & Supervision》1999,38(4):227-236

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The present structure of university examinations   总被引：1，自引：0，他引：1  

Margaret Ager  Judith Weltman 《Higher Education Quarterly》1967,21(3):272-285

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Differences In The Civic Knowledge And Attitudes Of Adolescents In The United States By Immigrant Status And Hispanic Background     

Judith Torney-Purta  Carolyn Barber  Britt Wilkenfeld 《Prospects》2006,36(3):343-354

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Current Developments in Scotland in Inservice Courses for Teachers of Pupils with Special Educational Needs     

Judith Watson 《欧洲师范教育杂志》1991,14(2):155-162

Principles affecting inservice training of teachers are influenced by national technological and demographic developments as well as the economic and political climate. Effects of these different factors are discussed briefly and illustrated by the experience of one College's inservice course for teachers of pupils with special educational needs.  相似文献   

Promoting, protecting, and supporting normal birth          下载免费PDF全文

Lothian J 《The Journal of perinatal education》2004,13(2):1-5

In this professional paper, published by Lamaze International and reprinted here with permission, Lamaze International identifies six care practices-adapted from the work of the World Health Organization-that promote, protect, and support normal birth. The six care practices are: labor begins on its own; freedom of movement throughout labor; continuous labor support; no routine interventions; non-supine (e.g., upright or side-lying) positions for birth; and no separation of mother and baby with unlimited opportunity for breastfeeding. Evidence to support each care practice is presented. Health-care providers and places of birth are encouraged to adopt these care practices as standards of care. Additionally, women are encouraged to choose health-care providers and places of birth whose care practices promote, protect, and support normal birth.  相似文献   

Treating abused children: Some clinical and research aspects of work carried out by the national advisory centre of the National Society for the Prevention of Cruelty to Children in the United Kingdom     

Judith Trowell  Raymond L. Castle 《Child abuse & neglect》1981,5(2):187-192

A study of the initial phase of intensive work with families indicated that whilst outreach techniques had dramatically reduced physical injury there was long-term distortion in the child's relationship with mother (parent) less amenable to change. The most recent phase of work has concentrated on direct treatment for the abused child, using a multidisciplinary team that includes a play specialist and child psychotherapist in addition to the social workers involved. Out of a total number of 66 children seen between April 1977 and December 1979 it was alarming to find that almost all were emotionally disturbed; even if the abuse did not reoccur they remained with considerable problems. The study highlights the degree of emotional disturbance suffered by these abused children and how they can be helped by focusing on their particular treatment needs. It is important to assess all children in the family situation and not to miss the quiet, depressed, withdrawn child who might not have been the subject of the initial referral. In some instances the needs of the child may outweigh those of the family and the focus of treatment must be on the child.  相似文献   

Book Reviews     

Roberts Braden  Judith K. Meyers 《Educational technology research and development : ETR & D》1988,36(3):179-181

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Learning To Read Each Other: Black Female Graduate Students Share Their Experiences at a White Research I Institution     

Meca?R.?WilliamsEmail author  Denise?N.?Brewley  R.?Judith?Reed  Dorothy?Y.?White  Rachel?T.?Davis-Haley 《The Urban Review》2005,37(3):181-199

This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial support that helped them to navigate through their graduate level work. Common themes of identity, community service missions, and empowerment provides a thread that ties the student’s narratives together. We close by offering some suggestions for further research on the Black graduate experience and mentoring Black graduate students. Meca R. Williams, Denise N. Brewley, R. Judith Reed and Dorothy Y. White are affiliated with University of Georgia. Rachel T. Davis-Haley is affiliated with University of New Orleans.  相似文献