Young people learning about health: the role of apps and wearable devices     

Victoria A. Goodyear  Kathleen M. Armour  Hannah Wood 《Learning, Media and Technology》2019,44(2):193-210

ABSTRACT

Young people’s engagement with digital health technologies is dominated by risk narratives. Yet, there are very limited understandings, from the perspectives of young people, about the health-related issues and opportunities generated by digital health technologies. This article presents new evidence on the types of health-related apps and devices young people find, select and use, and the reasons for their choices. Data were generated from a participatory mixed method design with 245 young people (age 13–18). The data were analysed using a content-led pedagogical framework. The data illustrate, vividly, young people’s agency in digital health contexts and the complexity and fluidity of young people’s decision-making. Schools, PE lessons and sport, as well as family members and peers, were powerful influencers on young people’s digital health-related knowledge and behaviours. It is argued that better understanding young people’s agency in digital health contexts offers important insights into developing effective health-related pedagogies.  相似文献   

Conflict and Friendship Relations in Middle Childhood: Behavior in a Closed-Field Situation   总被引：1，自引：0，他引：1  

Willard W. Hartup  Doran C. French  Brett Laursen  Mary Kathleen Johnston  John R. Ogawa 《Child development》1993,64(2):445-454

Disagreements between school-aged children were examined as a function of friendship status. 66 same-sex dyads were selected, including equal numbers of "best friends" and nonfriends, who were then observed while playing a board game (a closed-field situation). Conflicts occurred more frequently among friends than among nonfriends and lasted longer. Friends did not talk more during their conflicts than nonfriends, but assertions were used selectively according to friendship and sex: With friends, girls used assertions accompanied by rationales more frequently than boys whereas boys used assertions without rationales more frequently than girls. These sex differences were not evident during conflicts between nonfriends. Results are discussed in relation to the social constraints intrinsic to closed-field competitive conditions as these apply to friendship relations in middle childhood.  相似文献   

Sexually dimorphic extinction of a conditioned taste aversion in rats     

Kathleen C. Chambers  Cord B. Sengstake 《Learning & behavior》1976,4(2):181-185

The existence of a sexual dimorphism in the extinction of conditioned taste aversions in both fluid-deprived and nondeprived rats was investigated. When nondeprived rats were poisoned with LiCl after consuming a sucrose solution, males extinguished the subsequent conditioned taste aversion more slowly than females. There was no difference in the rate of extinction of a LiCl-induced conditioned taste aversion in fluid-deprived rats. Using marihuana extract distillate as the toxin, it was shown that the dimorphism found in the nondeprived rats is not a toxin-specific effect, and does not appear to be due to the males being made more ill. Possible explanations for the appearance of the dimorphism and its relation to the deprivational state of the organism are discussed.  相似文献   

Perspectives on Childrearing Competence     

Robert Strom  Kathleen McCalla 《International Journal of Disability, Development & Education》1988,35(3):155-164

Some families cannot rely on children's intellectual achievement as a prime indicator of parenting success. This study juxtaposes how well 130 parents of mildly mentally handicapped children are doing in their own estimate and the opinion of 21 key school personnel. A surprisingly high level of home‐school disagreement is identified along with implications for more effective collaboration.  相似文献   

Stability and change in attachment security across adolescence   总被引：1，自引：0，他引：1  

Allen JP  McElhaney KB  Kuperminc GP  Jodl KM 《Child development》2004,75(6):1792-1805

This study examined both continuity and familial, intrapsychic, and environmental predictors of change in adolescent attachment security across a 2-year period from middle to late adolescence. Assessments included the Adult Attachment Interview, observed mother-adolescent interactions, test-based data, and adolescent self-reports obtained from an ethnically and socioeconomically diverse sample of moderately at-risk adolescents interviewed at ages 16 and 18. Substantial stability in security was identified. Beyond this stability, however, relative declines in attachment security were predicted by adolescents' enmeshed, overpersonalizing behavior with their mothers; depressive symptoms; and poverty status. Results suggest that although security may trend upward for nonstressed adolescents, stressors that overwhelm the capacity for affect regulation and that are not easily assuaged by parents predict relative declines in security over time.  相似文献   

Enhancing the quality of early childhood education: A follow-up evaluation of an experiential, collaborative training model for head start     

John Fantuzzo  Stephanie Childs  Virginia Hampton  Marika Ginsburg-Block  Kathleen Coyle Coolahan  Darlena Debnam 《Early childhood research quarterly》1997,12(4):425-437

The study is a follow-up evaluation of a Collaborative Training curriculum for Head Start. The previous curriculum was enhanced by adding parent exemplars and demonstrations in trainees' classrooms. Two Head Start teachers and two parent volunteers from each of 70 classrooms were randomly assigned to either the enhanced Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential training that included receiving guided practice and feedback from exemplary peers. WT consisted of a series of workshops conducted by outside trainers for separate groups of parents and teachers. Training methods were compared with respect to (a) trainees' reports of satisfaction with training and collaboration, and (b) observed levels of adult-adult and adult-child classroom interactions. CT teachers and parents reported significantly greater levels of satisfaction with the training, as well as significantly greater levels of collaboration than WT participants. Teacher-teacher and parent-teacher observations indicate that CT trainees showed higher levels of positive classroom interactions than WT trainees. With respect to adultchild classroom interactions, CT teachers demonstrated significantly more praise, supportive physical contact, and positive interactions in instruction than WT teachers. CT parents showed higher levels of adult-child classroom interactions across all observed categories compared to their WT counterparts. Implications of these findings for further research were discussed.  相似文献   

Both Sides Now: Examining Transformative Learning and Professional Development of Educators     

Kathleen P. King 《Innovative Higher Education》2004,29(2):155-174

The purpose of this mixed method research is to understand and support educators' continuing learning and growth better by using a lens of transformative learning to examine their experience and professional development practice and responsibility. Data from 58 participants and the course professor are analyzed to consider the occurrence of transformative learning and the related needs that emerged. This article also presents trends across the learning experiences and recommendations for practice and responsibility. Additionally, there are implications of the research for higher education professors, administrators, and developers reflecting on their concepts and planning of formal professional development.  相似文献   

And Baby Makes Four: Predictors of Attachment Security among Preschool-Age Firstborns during the Transition to Siblinghood     

Douglas M. Teti  Julie Wolfe Sakin  Elizabeth Kucera  Kathleen M. Corns  Rina Das Eiden 《Child development》1996,67(2):579-596

The present study examined preschool-age firstborns' adjustment to siblinghood, as indexed by security of firstborn-mother attachment, in a sample of 194 2-parent families. Security of firstborn attachment decreased significantly after a secondborn's birth, but the size of the decrease was smaller among firstborns under 24 months relative to 2–5-year-olds. Mothers' marital harmony and affective involvement with firstborns predicted firstborn security before and after the baby's birth, whereas mothers' psychiatric symptoms predicted firstborn security only after the birth. Post-hoc analyses of select subgroups revealed that mothers of firstborns with high security scores before the newborn's birth, regardless of whether scores remained high or dropped after the birth, showed higher levels of psychosocial and behavioral functioning than did mothers of firstborns with consistently low security scores at both time points. However, substantial drops in firstborn security after a secondborn's birth were associated with higher maternal psychiatric symptom scores both prior to and following the birth. Results suggest that quality of firstborn adjustment to siblinghood can be predicted from both structural and familial aspects of the firstborn environment.  相似文献   

Forced conscription of children during armed conflict: experiences of former child soldiers in northern Uganda     

Vindevogel S  Coppens K  Derluyn I  De Schryver M  Loots G  Broekaert E 《Child abuse & neglect》2011,35(7):551-562

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Examining the Black-White achievement gap among low-income children using the NICHD study of early child care and youth development   总被引：1，自引：0，他引：1  

Burchinal M  McCartney K  Steinberg L  Crosnoe R  Friedman SL  McLoyd V  Pianta R;NICHD Early Child Care Research Network 《Child development》2011,82(5):1404-1420

The Black–White achievement gap in children’s reading and mathematics school performance from 4½ years of age through fifth grade was examined in a sample of 314 lower income American youth followed from birth. Differences in family, child care, and schooling experiences largely explained Black–White differences in achievement, and instructional quality was a stronger predictor for Black than White children. In addition, the achievement gap was detected as young as 3 years of age. Taken together, the findings suggest that reducing the Black–White achievement gap may require early intervention to reduce race gaps in home and school experiences during the infant and toddler years as well as during the preschool and school years.  相似文献