For sale: the state of Alabama (A commentary on litigation and the institutionalized retarded)     

Burton TA  Burton SF  Hirshoren A 《The Journal of special education》1977,11(1):59-64

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Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献   

Factors associated with exclusive breastfeeding 2 to 4 weeks following discharge from a large, urban, academic medical center striving for baby-friendly designation     

Difrisco E  Goodman KE  Budin WC  Lilienthal MW  Kleinman A  Holmes B 《The Journal of perinatal education》2011,20(1):28-35

Substantial evidence documents the superiority of breastfeeding for mothers and breastmilk for babies. Although the American Academy of Pediatrics and the U.S. Healthy People 2010 initiative promote breastfeeding, current breastfeeding rates often fall short of recommendations. This study determined factors associated with exclusive breastfeeding 2 to 4 weeks following discharge from a large, urban, academic medical center striving for Baby-Friendly designation. Results indicated that mothers who breastfed within the first hour of birth (61%) were significantly more likely to be exclusively breastfeeding 2 to 4 weeks after discharge. Incorporating care practices that include a number of the "Ten Steps to Successful Breastfeeding," as recommended by the Baby-Friendly Hospital Initiative, may increase the duration of exclusive breastfeeding after discharge.  相似文献   

Theory of mind in dogs?: examining method and concept     

Horowitz A 《Learning & behavior》2011,39(4):314-317

In line with other research, Udell, Dorey, and Wynne’s (in press) finding that dogs and wolves pass on some trials of a putative theory-of-mind test and fail on others is as informative about the methods and concepts of the research as about the subjects. This commentary expands on these points. The intertrial differences in the target article demonstrate how critical the choice of cues is in experimental design; the intersubject-group differences demonstrate how life histories can interact with experimental design. Even the best-designed theory-of-mind tests have intractable logical problems. Finally, these and previous research results call for the introduction of an intermediate stage of ability, a rudimentary theory of mind, to describe subjects’ performance.  相似文献   

Choice and goal-directed behavior in preschool children     

Klossek UM  Yu S  Dickinson A 《Learning & behavior》2011,39(4):350-357

Preschool children (3–4 years old) were trained to perform two actions to gain different outcomes, in the form of video clips from different cartoons, before one of these outcomes was devalued by noncontingent exposure. The effect of outcome devaluation was subsequently assessed in an extinction test by giving children the opportunity to perform both actions in the absence of any outcomes. When the two actions were trained concurrently, performance during the test was modulated by outcome value and children showed a preference for the action trained with the currently valued outcome. By contrast, when each action was trained separately on different trials, test performance was insensitive to outcome devaluation. These effects of the training schedules are interpreted in terms of dual-process theories of action control.  相似文献   

我的吻在哪里     

M·A·尤契哈特 《中华家教》2011,(1):43

小女孩儿名叫辛迪。她有一个和睦的家,日子过得很不错。但这个家从一开始就缺少了一样东西,只不过辛迪还没有意识到。辛迪9岁那年,有一天到朋友德比家去玩儿,留在那儿过夜。睡觉时,德比的妈妈给两个女孩儿盖上被子,并亲吻了她们,祝她们晚安。"我爱你。"德比的妈妈说。"我也爱你。"德比说。辛迪惊奇得睡不着觉。因为在这之前从没人吻  相似文献   

“铁匠儿子”的“电磁学”之路     

弋戈 《科学启蒙》2011,(7):9-11

法拉第出身于英国一个贫困铁匠家庭,但他却通过自学成为了物理学家和化学家。他作出了关于力场的关键性突破,创立了电磁学,让人类从蒸汽时代走向电气时代。是什么让他登上科学的巅峰？在他的成功路上又有着怎样的故事呢？  相似文献   

“疯狂”的实验者     

弋戈 《科学启蒙》2011,(6):9-11

不招人喜欢的“坏学生” 17岁时,他按照父亲的意愿进了比萨大学学医,可他对医学并没有兴趣,一上课就对老师提出诸如“行星为什么不沿着直线前进”的问题,让老师难于回答。在老师眼里,他就是个不招人喜欢的坏学生。  相似文献   

“大头孩子”的故事     

弋戈 《科学启蒙》2011,(Z1):17-19

"大头孩子"的奇怪行为大头孩子的后脑勺特别大,有棱有角的,他已经两岁半了,可还不会说话,成天自顾自地玩,不想搭理谁。一天,家里来了一个骑脚踏车的小妹妹。大头孩子目不转睛地看着脚踏车,觉得很新奇,突然冒出一句:  相似文献   

让我们学会礼仪     

若泽·萨拉马戈  孙成敖 《中学生百科》2016,(8):9

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