Not another ID model     

Stephanie Roberts  Cynthia Conn  Linda Lohr  Erin Hunt  Annmari Duffy 《TechTrends》2003,47(4):15-20

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Hard-to-Manage Preschool Boys: Symptomatic Behavior across Contexts and Time   总被引：5，自引：0，他引：5  

Susan B. Campbell  Elizabeth W. Pierce  Cynthia L. March  Linda J. Ewing  Emily K. Szumowski 《Child development》1994,65(3):836-851

Preschool boys identified by their parents and/or teachers as active, inattentive, and impulsive ( N = 69) at age 4 were compared with boys without problem ( N = 43) on observational measures of symptm-related behaviors, obtained across context (home, laboratory, and preschool). Problem boys differed from comparison boys on measures of activity/inattention, noncompliance, and impulsivity obtained in the 3 settings. At a 2-year follow-up, when they were 6 years old, problem boys continued to differ from comparison boys on laboratory measures of activity and impulsivity; there also was some stability in these symptomatic behaviors. Implications of these findings for the emergence and persistence of externalizing problems in preschool boys are addressed.  相似文献   

Does Temperament Underlie Infant Novel Food Responses?: Continuity of Approach–Withdrawal From 6 to 18 Months          下载免费PDF全文

Kameron J. Moding  Cynthia A. Stifter 《Child development》2018,89(4):e444-e458

This study investigated whether temperamental approach–withdrawal underlies infants' responses to novel foods. Data were drawn from a longitudinal study of mother–infant dyads (n = 136). Approach–withdrawal responses to novel foods and novel toys were coded when infants were 6 and 12 months of age. When infants were 18 months of age, approach–withdrawal behaviors, positive affect, and negative affect were used in a latent profile analysis to identify groups of toddlers who exhibited similar responses to novelty. As predicted, novel food and novel toy responses were concurrently associated at 12 months and followed a similar developmental pattern across the 1st year. Furthermore, novel food acceptance at 12 months of age, but not 6 months, predicted greater toddler approach.  相似文献   

Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment     

Cynthia K. Buettner  Lieny Jeon  Eunhye Hur  Rachel E. Garcia 《Early education and development》2016,27(7):1018-1039

Research Findings: Early care and education has pronounced implications for young children’s social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers’ personal social–emotional capacity has only recently been recognized as an indicator of quality. This study reviewed and identified indicators of teachers’ social-emotional capacity and established a two factor structure of psychological load and coping abilities. We also explored correlational associations between teachers’ social-emotional capacity and their professional commitment and responsiveness to children’s negative emotions. The sample consisted of 1,129 teachers in center-based child-care programs and public preschools in the US. We found that teachers’ psychological load (depression, stress and emotional exhaustion) was associated with teachers’ negative reactions to children and teachers’ professional commitment after controlling for a wide range of teacher/classroom characteristics. Conversely, teachers’ coping abilities (reappraisal emotion regulation and problem-focused coping strategies) were related to their positive reactions to children’s negative emotions. Practice or Policy: The findings suggest further studies to identify training and professional development program components that might address early childhood teachers’ psychological difficulties and coping strategies. Child-care programs may also need efforts that support teachers’ social–emotional capacity as a way to improve teachers’ responsiveness and professional commitment.  相似文献   

Maze-arm length affects a choice criterion in the radial-arm maze     

Michael F. Brown  Cynthia K. Huggins 《Learning & behavior》1993,21(1):68-72

Male rats were tested in a 12-arm radial maze with 6 arms that were standard in length and 6 arms that were half the standard length. As previously reported by Brown (1990), revisits to short arms were more likely than revisits to long arms. Two explanations of this effect of mazearm length on choice accuracy were experimentally contrasted. The first attributes the effect to diminished discriminability of visited and unvisited arms when the arms are short. The second attributes the effect to a relatively lax choice criterion being applied to short arms. An analysis of the microstructure of choices, applying the logic of signal detection theory, provided evidence for the latter explanation.  相似文献   

Using three-dimensional models to teach molecular structures in high school chemistry     

Cynthia E Copolo  Paul B. Hounshell 《Journal of Science Education and Technology》1995,4(4):295-305

The purpose of this study was to compare the effects of using two- and three-dimensional model representations of molecular structures on student learning of organic chemical structures. Organic structures were taught to high school students using one of four methods of molecular representation: (1) two-dimensional textbook representations, (2) three-dimensional computer models, (3) three-dimensional ball and stick models, and (4) combination of the computer molecular models and the ball and stick models. The computer software used in this study wasMolecular Editor. Students in the combination group of using both computer and ball and stick models scored significantly higher on the retention test of isomeric identification compared to the other groups. Molecules were represented in this test in the same mode as the instructional representation. However, on a similar two-dimensional post-instructional test of isomeric identification, this group had a significantly lower mean than the other groups; the two-dimensional group had the highest mean. This difference was not observed with the two-dimensional retention test of isomeric identification. When given a two-dimensional test of isomeric construction, no significant difference was found among the group means with either the posttest or the retention test.  相似文献   

The Suitability of Web Analytics Key Performance Indicators in the Academic Library Environment     

Jody Condit Fagan 《The Journal of Academic Librarianship》2014

As the demand for library assessment grows, academic libraries are becoming more interested in Web analytics. Data are automatically gathered and provide information about a wide variety of online interactions. Libraries have long used simple counts such as visits and page views, but have more recently begun to choose strategic benchmarks, also known as key performance indicators (KPIs). Many common KPIs were created for commercial websites and are challenging to adapt for libraries. However, the underlying concepts are sufficiently valuable that libraries should explore their use. By evaluating the validity of web metrics, libraries can further the development of standards and benchmarks to support future investigations. This article discusses how commercial web metrics might be adapted for use in academic libraries. First, the limitations of web analytics are presented. Major key performance indicators used in the commercial sector are reviewed in the academic library context. Finally, the article discusses how the various indicators might support specific library website goals and decisions and uses local data to illustrate one example case. As libraries choose web analytic methods, they should deliberately evaluate their validity. Over time, this will slowly build the profession's ability to use web analytics more effectively for library assessment.  相似文献   

The dimensions of library service quality: A confirmatory factor analysis of the LibQUAL + instrument     

Jody Condit Fagan 《Library & information science research》2014

The LibQUAL + instrument has been widely adopted by libraries to evaluate user perceptions of library service quality. Studies combining groups (e.g., Lane et al., 2012) have shown high correlations between two factors, suggesting the possibility that a two-factor model may fit as well as the three-factor model theorized by the developers. Also, previous studies have not closely examined residuals to analyze local misfit in the context of theory but instead have often correlated error terms to improve model fit. This study uses LibQUAL + responses from undergraduates at a public, comprehensive university to test three-factor, two-factor, and one-factor models of user perceptions of library service quality. Global fit indices indicated that both two-factor and three-factor models were empirically supported, but the three-factor model had better theoretical support. Furthermore, this article adds to the literature the unique perspective of residual analysis and builds theoretical arguments in the interpretation of the final model. Areas of local misfit suggest the need for independent studies to examine residuals. If areas of misfit repeat across institutional populations, that could suggest the potential for further instrument development, while if areas of misfit are unique to institutional populations, this could target areas for institutions to investigate more closely.  相似文献   

Evolution education across the life sciences: making biology education make sense     

Wei CA  Beardsley PM  Labov JB 《CBE life sciences education》2012,11(1):10-16

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Goal-Directed Behavior in Children with Down Syndrome: The Role of Joint Play Situations     

Susan H. Landry  Cynthia L. Miller-Loncar  Paul R. Swank 《Early education and development》1998,9(4):375-392

Children's goal-directed behaviors were examined in independent play sessions before and after a joint-play interaction with their mothers for a group of children with Down syndrome (n = 22) and a control group of mental and language age matched typically developing children (n = 24). While both groups showed comparable amounts of time spent in independent goal-directed play during the pre session and similar play responses with their mothers during the joint play session, only the control children significantly increased their goal-directed behavior from the pre to the post session. Maternal behaviors that provided information about how to use the toy predicted increases from the pre to post sessions in independent goal-directed play but only for the control children. These findings suggest that children with Down syndrome may have more difficulty transferring the goal-directed play behaviors they can use with support from their mothers to an independent play situation. Findings are discussed in relation to early education program design for children with Down syndrome.  相似文献