Interpretations of child compliance in individuals at high- and low-risk for child physical abuse     

Dopke CA  Lundahl BW  Dunsterville E  Lovejoy MC 《Child abuse & neglect》2003,27(3):285-302

OBJECTIVE: Our studies compared individuals at high- and low-risk for child physical abuse on measures of social information processing. METHOD: Two studies were conducted using similar methods. Twenty-eight childless women in Study 1 and 36 mothers in Study 2 read vignettes of parent-child interactions in which the child's level of compliance was difficult to interpret. Participants were asked a series of questions about the child's behavior and their own reactions. RESULTS: Accuracy and bias in identifying compliant behavior were assessed using a signal detection paradigm. In both samples, high- and low-risk participants did not differ in their overall accuracy in identifying children's behaviors. However, they used different evaluation standards such that high-risk participants were biased toward seeing more noncompliance and low-risk participants were biased toward seeing more compliance. High- and low-risk participants also made different types of errors in interpreting children's behavior. Low-risk participants were more likely to misinterpret noncompliant behavior as compliant, and there was a trend for high-risk participants to not perceive compliant behavior when it occurred. There were no differences in reported disciplinary responses in either study and the results for affective reactions were mixed. CONCLUSIONS: Specific differences in social information processing between high- and low-risk individuals replicated across samples, suggesting a reliable association between evaluation standards and risk of child physical abuse. However, the absence of differences in reported discipline and inconsistent findings on affective reactions indicate the need to identify the mechanism through which cognition influences parenting behavior.  相似文献   

Exploring pre-service teachers’ literacy practices with children from diverse backgrounds: Implications for teacher educators     

Cynthia H. Brock  Dorothy K. Moore  Laura Parks 《Teaching and Teacher Education》2007

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Equating Error and Statistical Bias in Small Sample Linear Equating     

Cynthia G. Parshall  Pansy Du Bose Houghton  Jeffrey D. Kromrey 《Journal of Educational Measurement》1995,32(1):37-54

A resampling study was conducted to compare the statistical bias and standard errors of nonequivalent-groups linear test equating in small samples of examinees. Sample sizes of 15, 25, 50, and 100 were examined. One thousand samples of each size were drawn with replacement from each of 5 archival data files from teacher subject area tests. For each test, data files from 2 parallel forms were used. Results suggest trivial levels of equating bias even with small samples, but substantial increases in standard errors as sample size decreases. Results were interpreted in terms of applications to testing situations in which small numbers of examinees are available.  相似文献   

Bottom line—Beyond the degree checklist     

Cynthia Demetriou 《About Campus》2007,12(4):27-29

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Computer Technology,Science Education,and Students with Learning Disabilities     

Kumar  David  Wilson  Cynthia L. 《Journal of Science Education and Technology》1997,6(2):155-160

The ways computer technology could be used to teach science to students with learning disabilities (LD) are explored. Science is for all students and that includes students with LD. Learning science has both cognitive and affective implications for students with LD. In this context, computer technology provides cognitively engaging and motivating instructional tools for individualizing the mode of delivery; developing expert tutors; anchoring instruction; integrating science with other subjects; reducing cognitive load on working memory; and motivating students to stay on task. These applications are discussed with implications for teaching science to students with LD.  相似文献   

Elephants Dancing in My Head: A Developmental Approach to Children''s Concepts of Specific Pains     

Cynthia Harbeck  Lizette Peterson 《Child development》1992,63(1):138-149

The present study produced an empirically derived, developmental continuum of children's understanding of specific pains. Subjects of 5 age groups: preschool (ages 3-4), first grade (ages 6-7), third grade (ages 8-10), sixth grade (ages 11-12) and college freshmen (ages 18-23) were interviewed with open-ended questions. The subjects were questioned extensively about 3 specific types of pain: an injury (skinned knee), a medical intervention (injection), and an illness (headache). Subjects were asked to describe each pain, tell why the pain hurt, and state the value of the pain. Their answers were then categorized and the categories ordered developmentally by experts in pediatric pain who were unaware of the children's ages. Then children's specific answers were given developmental scores. Multivariate analyses revealed that older children had more complex and precise understandings of pain, and this pattern differed by type of pain and by aspect of pain being considered. The subjects were also asked to report the frequency of their own pains and their parents' pain; parental and self-reported pains were closely related.  相似文献   

How is radial arm maze behavior in rats related to locomotor search tactics?     

Cynthia M. Hoffman  William Timberlake  Joseph Leffel  Rory Gont 《Learning & behavior》1999,27(4):426-444

Norway rats have been shown to depend on short-term spatial memory to find food on a radial arm maze (RAM), but what locomotor search tactics are involved in using this memory effectively? Four experiments distinguished tactics of distance minimizing, central-place search, trail following, thigmotactic search, and random search by using different configurations of a RAM placed flat on the floor of an arena. These search tactics make similar predictions on an elevated RAM but predict different outcomes on a floor RAM because the rats are free to approach the food from any direction. After initial trials dominated by exploration, rats traveled along arms to food, even when the resultant distance was up to three times the minimum distance. With no food present, rats also traveled along arms; with no arms up to present, they traveled along walls to food. It appears that both maze arms and arena walls engage mechanisms related to trail following in rats.  相似文献   

Attachment and Adolescent Psychosocial Functioning   总被引：9，自引：1，他引：8  

Joseph P. Allen  Cynthia Moore  Gabriel Kuperminc  Kathy Bell 《Child development》1998,69(5):1406-1419

To explore the meaning and function of attachment organization during adolescence, its relation to multiple domains of psychosocial functioning was examined in a sample of 131 moderately at-risk adolescents. Attachment organization was assessed using the Adult Attachment Interview; multiple measures of functioning were obtained from parents, adolescents, and their peers. Security displayed in adolescents' organization of discourse about attachment experiences was related to competence with peers (as reported by peers), lower levels of internalizing behaviors (as reported by adolescents), and lower levels of deviant behavior (as reported by peers and by mothers). Preoccupation with attachment experiences, seen in angry or diffuse and unfocused discussion of attachment experiences, was linked to higher levels of both internalizing and deviant behaviors. These relations generally remained even when other attachment-related constructs that had been previously related to adolescent functioning were covaried in analyses. Results are interpreted as suggesting an important role for attachment organization in a wide array of aspects of adolescent psychosocial development.  相似文献   

Creativity Is About Being Free ...     

Cynthia A. Mitchell 《European Journal of Engineering Education》1998,23(1):23-34

I began this journey with the notion that creativity is somehow linked to having the freedom to explore and discover and dissemble and reassemble in whatever form we choose. This notion is compared with the ideas of researchers in the field of creativity. As an engineer who believes in a holistic approach, I am most comfortable with the idea of creativity as a multifarious beast, influenced by both personality and the cultural, social and professional environment in which engineers, in this case, find themselves. This being the case, engineering educators therefore have some opportunity to influence these factors, and hence the development of creative thinking in our students. I then examine a case study of a design project in second‐year chemical and environmental engineering in an attempt to ground these ideas about creativity in engineering education practice, and present the lessons learned from this experience.  相似文献   

Multiple perceptions of children's aggression: Differences across neighborhood,age, gender,and perceiver     

Cynthia Hudley  William D. Wakefield  Brenda Britsch  Su‐Je Cho  Tara Smith  Marlene Demorat 《Psychology in the schools》2001,38(1):43-56

We investigated how overtly aggressive behavior was differentially perceived by two types of perceivers, teachers and peers, as a function of student neighborhood, gender, and grade level. Participants (N= 765) were predominantly African American students in grades 3‐5 recruited from two urban public schools in southern California. The neighborhoods surrounding the two schools differed in levels of identified violent crime and economic levels. Teachers in the community experiencing more violence perceived student behavior to be relatively less aggressive and more similar across genders than did teachers in the less violent community. Peers in the community experiencing more violent crime perceived both boys and girls to be somewhat aggressive, whereas in the less violent community, boys were perceived as aggressive more so than were girls. In general, agreement between teacher and peer perceptions was stronger for boys than for girls. © 2001 John Wiley & Sons, Inc.  相似文献