Young Children's Long-Term Retention of a Pediatric Examination   总被引：2，自引：0，他引：2  

Lynne Baker-Ward  Betty N. Gordon  Peter A. Ornstein  Deanna M. Larus  Patricia A. Clubb 《Child development》1993,64(5):1519-1533

Children at ages 3, 5, and 7 ( N = 187) provided reports of their physical examinations immediately following the checkup and after a delay of either 1, 3, or 6 weeks, or only after 3 weeks. The protocol used for all interviews consisted of initial general prompts, followed by increasingly specific questions as needed. Recall of standard features of the examinations was scored, along with responses to questions concerning acts that did not occur. Retention of the event was extensive and accurate. Although clear age effects were observed in recall, the delay interval did not strongly affect performance over the 6-week period. The amount of forgetting was significant at ages 3 and 5, but not at age 7. With increasing age, a greater percentage of the features was spontaneously recalled. When presented with incongruous questions, all children evidenced rates of correct denials that exceeded chance and few errors of commission. The initial interview did not affect delayed recall. Implications for children's testimony are discussed.  相似文献   

Student knowledgeability,student sex,class size,and class level: Their interactions and influences on student ratings of instruction     

Betty J. Haslett 《Research in higher education》1976,5(1):39-65

Student knowledgeability, class size, and class level were found to significantly influence students' ratings of instruction. In general, the more knowledgeable the student in an area, the higher his ratings of courses and instructors in that area. Also, large courses and advanced courses were most highly rated by students. The effect of student sex on student ratings of instruction varied as a function of the particular aspect of instruction being evaluated. Significant interactions among the four main effects were also found across the judgmental dimensions students utilized in evaluating instruction, as assessed by factor analysis. Student knowledgeability and class size were found to be the main predictors of student ratings on these dimensions.  相似文献   

Prediction of School Outcomes Based on Early Language Production and Socioeconomic Factors   总被引：7，自引：0，他引：7  

Dale Walker  Charles Greenwood  Betty Hart  Judith Carta 《Child development》1994,65(2):606-621

Early differences in family SES, child language production, and IQ were related to outcomes in early elementary school in the present prospective, 10-year longitudinal study. In a prior study of family interactional variables associated with language learning, major differences in parenting (i.e., time, attention, and talking) were found to be associated with differences in child productive vocabulary between 7 to 36 months of age, and child IQ, favoring higher-SES parents. Lower-SES children were exposed less often than higher-SES children to diverse vocabulary through their parents' attention and talking, and they were prohibited from talking more often. In the current study, 32 children involved in the earlier study were repeatedly assessed between 5 to 10 years of age, while in kindergarten through third grade. Results indicated that SES-related differences in child language prior to school were predictive of subsequent verbal ability, receptive and spoken language, and academic achievement assesed on standardized tests in kindergarten through grade 3. However, none of the predictor variables were related to direct measures of elementary schooling. When combined with a composite SES indicator, early child language production significantly increased the variance accounted for in the prediction of elementary language and academic competencies in each subsequent year in elementary school. Implications are discussed in terms of the stability of performance on language and academic performance measures of children who entered school with different early language learning experiences, and the need to consider early home- and school-based intervention designed to prevent or ameliorate these trends.  相似文献   

Links between Communication Patterns in Mother-Child, Father-Child, and Child-Peer Interactions and Children's Social Status     

Betty Black  Arliss Logan 《Child development》1995,66(1):255-271

Black, Betty, and Logan, Arliss. Links between Communication Patterns in Mother-Child, Father-Child, and Child-Peer Interactions and Children's Social Status . Child Development, 1995, 66 , 255–271. In this study, we examined communication in the family and peer systems in relation to children's sociometric status. Codes measured turn-taking skills and utterance types for 43 children (ages 24–60 months) with mothers, fathers, and peers. Communication differences in the family and peer systems were strongest for popular versus rejected status children and their parents, but differences were also found for controversial and neglected status children and their parents. Rejected status children demonstrated turn-taking styles that included irrelevant turns, interruptions, simultaneous talking, and noncontingent responding. Parents of rejected children used higher proportions of requests than parents of popular children but failed to allow their children time to respond to the requests. Popular status children were more likely to alternate turns, provide explanations to peers, and participate in episodes of cohesive discourse. Interaction patterns were examined for potential mechanisms of transfer between family and peer systems.  相似文献   

妈妈的作家梦     

贝蒂·麦克法兰  王启国 《海外英语》2005,(11):24-25

“总有一天,妈妈会成为一名作家的。”她告诉我们。要是我没有打开那个旧松木箱子就好了,因为在我找到的那层褥子下面放着那个熟悉的盒子,上面用铅笔写着“采用信”。如今,上面残存的妈妈平素最喜欢佩戴的玫瑰的淡淡芳香扑面而来,我再次凝视着妈妈的作品盒。此刻,如烟的往事潮水般汹涌而来, 无尽的悲伤像浓雾一样弥漫了我的整个身心。她那成为一名作家的美好梦想最终也没能成为现实。我最初知道妈妈非常想成为一名作家  相似文献   

Matters of HEARTS: health,experience of abuse,resilience, technology use,and safety of older adults     

Rose E. Constantino  Andrew Thomas Reyes  Claudia M. Kregg-Byers  Betty Braxter  Paul Wesley Scott  Jordan Cobb 《Educational gerontology》2020,46(7):367-381

ABSTRACT

The purpose of this study was to assess the HEARTS (Health, Experience of Abuse, Resilience, Technology use, and Safety) of older adults (OAs). More particularly, we aimed to assess three components of the HEARTS (health, experience of abuse, and resilience) of OAs and explore the relationships among health, resilience, the experience of abuse, and other demographic variables. Forty-two male and female OAs in Pittsburgh, Pennsylvania, USA participated in the study. A correlational design was used in this study. The variables correlated were health, the experience of abuse, and the resilience of OAs. We used a community-engaged research approach in that participants were more than research volunteers but stakeholders in the research project. Findings showed that the means for more positive health features (physical function, and social roles) increased with increases in education, while more negative health features (anxiety, depression, fatigue, sleep disturbance, pain interference, and pain intensity) decreased with higher levels of education. Regression models indicated that above and beyond demographic features, resilience had a significant prediction of anxiety and depression. None of the other health outcomes were significantly predicted by either resilience or older adults’ abuse suspicion.

Adding health to years in older adults is a collaborative effort with healthcare providers, healthcare systems, families, and communities. This study has identified three components of HEARTS (Health, Experience of Abuse, and Resilience) that blend with successful aging and provide data and possible prevention and intervention strategies, and family and community education programs that could add health to years in older adults.  相似文献   

Developments in the use of microcomputers in North American schools: To what extent is the teacher's role changing?     

Betty Collis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(3):331-338

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Addressing Disparities in Parent Education: Examining the Effects of Learn the Signs/Act Early Parent Education Materials on Parent Outcomes     

Emily Graybill  Shannon Self-Brown  Betty Lai  Erin Vinoski  Tia McGill  Daniel Crimmins 《Early Childhood Education Journal》2016,44(1):31-38

Early intervention is critical for improved prognosis and quality of life for young children with developmental delays and disabilities. Yet, disparities persist among underserved families with young children. These disparities include knowledge of child development, use of medical providers as referral sources, and later diagnosis. The current study employed a mixed method, randomized controlled trial to examine participant outcomes among low-income, underserved families who received child development information. The information included the 42-page Milestone Moments booklet that was developed by the Centers for Disease Control and Prevention’s Learn the Signs/Act Early initiative. Participants (n = 108) included parents or legal guardians of children ages birth through 5 years. The participants were predominantly Black/African American (86 %) and female (90 %), and all had incomes below the federal poverty level. Study variables related to the location (home vs. child care center) and context (single session vs. extended visits) for delivering the information did not yield significant differences. Yet, there were clear findings that parents who received the booklet reported increased knowledge about child development, a decrease in concern about their own children’s developmental progress, and a positive perception of the booklet. On interview, parents reported learning new information about child development or being reminded of developmental information they had forgotten and the importance of following up with professionals when concerns arose. While not statistically significant, there was a consistent trend toward greater participant outcomes for parents who received materials in the child care setting relative to the home.  相似文献   

What do Underprepared Students Learn about Measurement from Introductory Laboratory Work?     

Rollnick  Marissa  Lubben  Fred  Lotz  Sandra  Dlamini  Betty 《Research in Science Education》2002,32(1):1-18

This study investigates changes in students' understanding of various aspects of measurement before and after participating in two different introductory laboratory courses at two universities in South Africa. Students' ideas were sought using a probe into their understanding of data collection, data processing and data comparison. The responses were analysed using a model which identified subjects as adhering to either a point or set paradigm. Considerable gains were made during instruction with both groups, though some important differences were identified between them. Neither group could be identified after instruction as full adherents to the set paradigm which was a goal of the instruction. Rather, the majority were found to use ad hoc or rote set action, while using point reasoning.  相似文献   

Reviews     

Ivan Dalley Crozier  Susan Hardy  David Rutledge  Niall Shanks  Ian J. Slater  Daryn Lehoux  Alan Chalmers  Shaughan Lavine  Richard McDonough  Paul Redding  Katherine Neal  David J. Stump  Nicolas Rasmussen  Fa-ti Fan  David Oldroyd  Iain Davidson  Hanne Andersen  Vassiliki Betty Smocovitis  Ivan Crozier  Anjan Chakravartty  King’s College  John Laurent  Ian Tyrell  Susan Spath  Roy MacLeod 《Metascience》2001,10(3):412-506

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