Cortisol in Neonatal Mother's Milk Predicts Later Infant Social and Cognitive Functioning in Rhesus Monkeys          下载免费PDF全文

Amanda M. Dettmer  Ashley M. Murphy  Denisse Guitarra  Emily Slonecker  Stephen J. Suomi  Kendra L. Rosenberg  Melinda A. Novak  Jerrold S. Meyer  Katie Hinde 《Child development》2018,89(2):525-538

Milk provides not only the building blocks for somatic development but also the hormonal signals that contribute to the biopsychological organization of the infant. Among mammals, glucocorticoids (GCs) in mother's milk have been associated with infant temperament. This study extended prior work to investigate rhesus monkey (Macaca mulatta) mother–infant dyads (N = 34) from birth through 8 months postpartum. Regression analysis revealed that cortisol concentrations in milk during the neonatal period predicted impulsivity on a cognitive task, but not global social behaviors, months later. During this time period, sex‐differentiated social behavior emerged. For female infants, milk cortisol concentrations predicted total frequency of play. Collectively, these findings support and extend the “lactational programming” hypothesis on the impact of maternal‐origin hormones ingested via milk.  相似文献   

Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities   总被引：1，自引：0，他引：1  

Sheila Riddell  Elisabet Weedon  Mary Fuller  Mick Healey  Alan Hurst  Katie Kelly  Linda Piggott 《Higher Education》2007,54(4):615-628

This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes and legislation have had some positive effect on improving access for disabled students; however, local factors and type of institution also have a major impact on the way that national policies are expressed in particular contexts.  相似文献   

The language of mathematics: Telling mathematical tales. Bill Barton. 2008     

George Brian Greer  Swapna Mukhopadhyay 《Educational Studies in Mathematics》2010,73(2):211-215

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Schooling and local environmental knowledge: Do they complement or substitute each other?     

Victoria Reyes-García  Eric Kightley  Isabel Ruiz-Mallén  Nuria Fuentes-Peláez  Katie Demps  Tomás Huanca  Maria Ruth Martínez-Rodríguez 《International Journal of Educational Development》2010

Schooling and the knowledge acquired at school have been considered both a cause of loss of indigenous knowledge (because it opens pathways to the non-indigenous world and worldviews) and a potential remedy to its demise (if educational curricula is aligned with indigenous realities by giving instruction in local languages and incorporating local knowledge in school content). We test the association between academic and local environmental knowledge using data from a society of forager-horticulturalists in the Bolivian Amazon who were exposed to a partially contextualized school curriculum. We found that although schooling and academic knowledge bear a negative association with local knowledge the magnitude is low, probably because schooling was partially contextualized. Contextualized learning might help avoid that the provision of universal education comes at the cost of humanity's cultural diversity.  相似文献   

My Religious Education Sangha and Dharma: Learning-Teaching as an Asian in the North American Diaspora     

Greer Anne Wenh-In Ng 《Religious education (Chicago, Ill.)》2018,113(2):165-172

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A preliminary exploration of uppercase letter-name knowledge among students with significant cognitive disabilities     

Claire W. Greer  Karen A. Erickson 《Reading and writing》2018,31(1):173-183

There are several factors known to impact the alphabet knowledge of young children without disabilities. The impact of these factors on the alphabet knowledge of students with significant cognitive disabilities is unknown. The purpose of this preliminary investigation was to explore the impact of three factors that might influence uppercase alphabet knowledge among students with significant cognitive disabilities: own name, letter order in the alphabet string, and letter frequency. Archival data documenting identification of each of the 26 uppercase letters of the alphabet for 131 8- to 21-year-old students were analyzed using a multilevel logistic regression model. While the use of extant data has limitations, results indicated that own-name advantage gave students a 10% greater likelihood of knowing the first letter of their own first name/nickname than any other alphabet letter. Letter-order analysis showed there were differences between letters found earlier in the alphabet string versus those that were found later in the alphabet string; however, the results were not statistically significant. Letter-frequency analysis did not reveal a significant impact of frequency on letter name knowledge in this sample. The findings provide preliminary evidence that at least some of the factors that influence alphabet knowledge in young children without disabilities also impact students with significant cognitive disabilities and point to the need for more research in this area.  相似文献   

Dimensions of coping and anxiety symptoms in a community sample of young children     

Katie Quy  Jennifer Gibb  Louise Neil  Charlie Owen  Marjorie Smith 《Emotional and Behavioural Difficulties》2018,23(3):230-244

Coping style plays an important role in children’s wellbeing. This paper describes the patterns of associations between children’s self-reported coping styles and symptoms of anxiety in order to determine whether particular dimensions are associated with better adjustment. Participants were 2566 children (1268 girls, 1298 boys) aged 7–11 years attending 15 schools in the South East of England. Results showed that aspects of coping were differentially associated with children’s self-reported anxiety. Patterns of association also varied by age and gender. Dimensions of coping were shown to form distinct adaptive and maladaptive coping styles which were also differentially associated with anxiety. Analysis of these styles indicated that it is the absence of maladaptive coping strategies, rather than the presence of adaptive strategies, that is significant in emotional wellbeing. These findings suggest that interventions designed to reduce or extinguish maladaptive coping styles may be of particular benefit in facilitating emotional wellbeing.  相似文献   

A comparison of accelerometry analysis methods for physical activity in older adult women and associations with health outcomes over time     

Katie J. Thralls  Suneeta Godbole  Todd M. Manini  Eileen Johnson  Loki Natarajan  Jacqueline Kerr 《Journal of sports sciences》2013,31(20):2309-2317

ABSTRACT

This study compared five different methods for analyzing accelerometer-measured physical activity (PA) in older adults and assessed the relationship between changes in PA and changes in physical function and depressive symptoms for each method. Older adult females (N = 144, M_age = 83.3 ± 6.4yrs) wore hip accelerometers for six days and completed measures of physical function and depressive symptoms at baseline and six months. Accelerometry data were processed by five methods to estimate PA: 1041 vertical axis cut-point, 15-second vector magnitude (VM) cut-point, 1-second VM algorithm (Activity Index (AI)), machine learned walking algorithm, and individualized cut-point derived from a 400-meter walk. Generalized estimating equations compared PA minutes across methods and showed significant differences between some methods but not others; methods estimated 6-month changes in PA ranging from 4 minutes to over 20 minutes. Linear mixed models for each method tested associations between changes in PA and health. All methods, except the individualized cut-point, had a significant relationship between change in PA and improved physical function and depressive symptoms. This study is among the first to compare accelerometry processing methods and their relationship to health. It is important to recognize the differences in PA estimates and relationship to health outcomes based on data processing method.

Abbreviation: Machine Learning (ML); Short Physical Performance Battery (SPPB); Center of Epidemiologic Studies Depression Scale (CES-D); Physical Activity (PA); Activity Index (AI); Activities of Daily Living (ADL)  相似文献   

Validity of Palpation Recovery Pulse Rate to Estimate Exercise Heart Rate Following Four Intensities of Bench Step Exercise     

Nancy L. Greer  Frank I. Katch 《Research quarterly for exercise and sport》2013,84(4):340-343

Abstract

Previous investigations regarding activity during the post-knowledge of results (KR) interval have considered the performance of interference groups over KR-supplied acquisition trials as indicative of effects upon learning. The absence of transfer tests in these studies, however, preclude such an assumption. Indeed, the use of a retention test in the present investigation (no-KR trials following an interpolated phase) provided evidence suggesting that, while activity during the post-KR interval is detrimental to performance, no such assumption can be made regarding this effect upon learning. These findings are discussed relative to recent arguments that some of the commonly accepted “Laws of KR” may be contradictory when applied simultaneously to motor learning and performance.  相似文献   

Modelling reality in mathematics classrooms: The case of word problems     

Brian Greer 《Learning and Instruction》1997,7(4):293-307

An abundance of recent research, in many countries, has documented a very widespread tendency of children to answer school mathematics word problems with apparent disregard for the reality of the situations described by the text of these problems. Analysis of this behaviour strongly suggests that an explanation is not to be found in some cognitive deficit of the children, but rather in the culture of the classroom wherein word problems are presented in stereotyped fashion, with an implicit assumption that a solution involving the application of one or more of the basic arithmetical operations to the numbers mentioned in the text is appropriate and unproblematical. Taking such contextual influences into account, the observed behaviour of the children may be considered a reasonable response. An alternative conceptualisation of word problems, as situations calling for mathematical modelling taking into account real-world knowledge where appropriate, is proposed, with suggestions as to how it could be implemented.  相似文献