Neural Correlates of Risk Processing Among Adolescents: Influences of Parental Monitoring and Household Chaos          下载免费PDF全文

Nina Lauharatanahirun  Dominique Maciejewski  Christopher Holmes  Kirby Deater‐Deckard  Jungmeen Kim‐Spoon  Brooks King‐Casas 《Child development》2018,89(3):784-796

Adolescent risky behavior is related to developmental changes in decision‐making processes and their neural correlates. Yet, research investigating how the family environment relates to risk processing in the adolescent brain is limited. In this study, longitudinal data were collected from 167 adolescents (13–15 years, 53% male) who self‐reported household chaos and their parent's monitoring practices, and completed a decision‐making task during functional MRI at Time 1 and Time 2 (1 year apart). Parental knowledge was positively related to insular risk processing only among adolescents in low‐chaos environments at both time points. Results highlight environmental correlates of insular risk processing in the developing brain.  相似文献   

Over-Time Changes in Adjustment and Competence among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Families   总被引：19，自引：0，他引：19  

Laurence Steinberg  Susie D. Lamborn  Nancy Darling  Nina S. Mounts  Sanford M. Dornbusch 《Child development》1994,65(3):754-770

In a previous report, we demonstrated that adolescents' adjustment varies as a function of their parents' style (e.g., authoritative, authoritarian, indulgent, neglectful). This 1-year follow-up was conducted in order to examine whether the observed differences are maintained over time. In 1987, an ethnically and socioeconomically heterogeneous sample of approximately 2,300 14–18-year-olds provided information used to classify the adolescents' families into 1 of 4 parenting style groups. That year, and again 1 year later, the students completed a battery of standardized instruments tapping psychosocial development, school achievement, internalized distress, and behavior problems. Differences in adjustment associated with variations in parenting are either maintained or increase over time. However, whereas the benefits of authoritative parenting are largely in the maintenance of previous levels of high adjustment, the deleterious consequences of neglectful parenting continue to accumulate.  相似文献   

The Significance of Practical Training in Linking Theoretical Studies with Practice     

Nina Katajavuori  Sari Lindblom-Ylänne  Jouni Hirvonen 《Higher Education》2006,51(3):439-464

Today’s experts must continuously reconstruct their expertise and be able to apply their theoretical knowledge in actual work. The development of expertise is a long process, during which theoretical, practical and metacognitive elements of expert knowledge are integrated into a coherent whole. It is important to foster student’s learning and integration of theoretical knowledge in practice during tertiary education. One tool for this is to pay more attention to practical knowledge in the theoretical part of the curriculum. The aim of this study was to evaluate the significance of early practical training as a part of the pharmacy curriculum and to find out to what extent the students felt their practical training fostered their learning. A total of 47 pharmacy students were interviewed during the three-month practice period. Content analyses of the interviews showed that the practical training increased students’ understanding of theoretical knowledge and their motivation to study. The students acquired practical skills and knowledge in a working community of professionals. The results also showed that the students should be able to rehearse their reflective skills during the theoretical studies as well, because the practice period was too short to permit adequate development of reflective skills.  相似文献   

英语写作训练之问题及解决策略     

晋妮娜 《延边教育学院学报》2021,(1)

本文从英语写作现存问题入手分析其原因,并在综合考虑学生母语表达水平、中英思维习惯差异、词汇知识、文化差异等诸方面影响因素的基础上,对英语写作的教与学提出一些解决策略。  相似文献   

The Relation Between Walking and Language in Infant Siblings of Children With Autism Spectrum Disorder     

Kelsey L. West  Nina B. Leezenbaum  Jessie B. Northrup  Jana M. Iverson 《Child development》2019,90(3):e356-e372

In typical development, walk onset is accompanied by increased language growth (e.g., Walle & Campos, 2014). The present study explored whether this relation may be disrupted in the infant siblings of children with autism spectrum disorder (ASD; heightened risk of receiving an ASD diagnosis; HR), a population exhibiting substantial variability in motor and language development (e.g., Gamliel, Yirmiya, & Sigman, 2007; Landa & Garrett-Mayer, 2006). Receptive and expressive language were examined across the transition to walking in three groups of HR infants (no diagnosis, language delay, and ASD; N = 91, 8–18 months) and in infants with no family history of ASD (N = 25; 9–15 months). Only infants with an eventual ASD diagnosis did not show increased language growth following walk onset.  相似文献   

Analysis of the Latin Square Task with linear logistic test models     

Nina Zeuch  Heinz Holling  Jörg-Tobias Kuhn 《Learning and individual differences》2011,21(5):629-632

The Latin Square Task (LST) was developed by Birney, Halford, and Andrews [Birney, D. P., Halford, G. S., & Andrews, G. (2006). Measuring the influence of cognitive complexity on relational reasoning: The development of the Latin Square Task. Educational and Psychological Measurement, 66, 146–171.] and represents a non-domain specific, language-free operationalization of Relational Complexity (RC-)Theory. The current study investigates the basic cognitive parameters and structure of LST as defined by RC-Theory, using IRT-based linear logistic test models (LLTM). 850 German school students completed 26 systematically designed LST items. Results support the notion of Rasch-scalability. LLTM analyses reveal that both operation complexity and number of operations affect item difficulty. It is shown how LLTM and its variants can provide substantial insights into cognitive solution processes and composition of item difficulty in relational reasoning in order to make item construction more efficient.  相似文献   

Comparison of students’ perceptions of their teaching–learning environments in three professional academic disciplines: A valuable tool for quality enhancement     

Anne Haarala-Muhonen  Mirja Ruohoniemi  Nina Katajavuori  Sari Lindblom-Yl?nne 《Learning Environments Research》2011,14(2):155-169

The present study explored differences in students’ perceptions of their teaching–learning environments in three professional academic disciplines at the University of Helsinki, using a modified version of the Experiences of Teaching & Learning Questionnaire. A total of 426 first-year students from the Faculties of Law, Pharmacy and Veterinary Medicine participated in the study. When six scales measuring students’ perceptions of their teaching–learning environments were devised, veterinary and pharmacy students experienced their teaching–learning environment more positively than law students. Significant differences in students’ perceptions were found between disciplines on the four scales of Alignment, Staff Enthusiasm and Support, Constructive Feedback and Support from Other Students. Comparisons between the disciplines helped in recognising special features of each discipline from novice students’ points of view. The questionnaire was found to provide valuable information about the quality of teaching and learning.  相似文献   

Languages of higher education in contemporary Israel     

Nina G. Kheimets and  Alek D. Epstein 《Journal of educational administration and history》2005,37(1):55-70

In Israel as elsewhere, English has become the de facto second language of academic life 1 Spolsky B. and Shohamy, E. The Languages of Israel. Policy, Ideology and Practice. Clevedon: Multilingual Matters, 1999, 165 [emphasis added]. View all notes  相似文献   

‘Education is as important for me as water is to sustaining life’: perspectives on the higher education of women in Afghanistan     

Nina Burridge  Nasima Rahmani 《Gender and education》2016,28(1):128-147

Progress in education in Afghanistan since the fall of the Taliban has been described as ‘fragile, limited in reach, depth and uncertainty of sustainability' [UNICEF. 2013 UNICEF. 2013. Annual Report – Afghanistan. United Nations International Children's Emergency Fund. http://www.unicef.org/about/annualreport/files/Afghanistan_COAR_2013.pdf. [Google Scholar]. Basic Education and Gender Equality: Afghanistan. United Nations International Children's Emergency Fund. http://www.unicef.org/afghanistan/education_2206.htm]. This is particularly true for Afghan women participating in higher education, within a culture that remains resistant to women's education. This article documents the views and attitudes of Afghan women who have sought to gain a higher education, within a context where only 5% of the Afghan population attends university, and less than 20% of university students are female [The World Bank. 2013. World Development Indicators: Poverty Headcount Ratio at National Poverty Lines. The World Bank Group. http://data.worldbank.org/country/afghanistan]. It is an attempt to listen to the voices of Afghan women to ascertain what they see as the best ways to improve their educational outcomes. Findings illustrate that while progress has been made in enabling a small percentage of women to pursue higher education, there are still significant and enduring obstacles for Afghan women seeking such a path.  相似文献   

"No! The lambs can stay out because they got cozies": constructive and destructive sibling conflict,pretend play,and social understanding     

Howe N  Rinaldi CM  Jennings M  Petrakos H 《Child development》2002,73(5):1460-1473

  相似文献