Early manifestations of intellectual performance: Evidence that genetic effects on later academic test performance are mediated through verbal performance in early childhood     

Chloe Austerberry  Pasco Fearon  Angelica Ronald  Leslie D. Leve  Jody M. Ganiban  Misaki N. Natsuaki  Daniel S. Shaw  Jenae M. Neiderhiser  David Reiss 《Child development》2022,93(2):e188-e206

Intellectual performance is highly heritable and robustly predicts lifelong health and success but the earliest manifestations of genetic effects on this asset are not well understood. This study examined whether early executive function (EF) or verbal performance mediate genetic influences on subsequent intellectual performance, in 561 U.S.-based adoptees (57% male) and their birth and adoptive parents (70% and 92% White, 13% and 4% African American, 7% and 2% Latinx, respectively), administered measures in 2003–2017. Genetic influences on children's academic performance at 7 years were mediated by verbal performance at 4.5 years (β = .22, 95% CI [0.08, 0.35], p = .002) and not via EF, indicating that verbal performance is an early manifestation of genetic propensity for intellectual performance.  相似文献   

Developmental trajectories of behavioral inhibition from infancy to age seven: The role of genetic and environmental risk for psychopathology     

Berenice Anaya  Jenae M. Neiderhiser  Koraly Pérez-Edgar  Leslie D. Leve  Jody M. Ganiban  David Reiss  Misaki N. Natsuaki  Daniel S. Shaw 《Child development》2023,94(4):e231-e245

The present study leveraged data from a longitudinal adoption study of 361 families recruited between 2003 and 2010 in the United States. We investigated how psychopathology symptoms in birth parents (BP; M_age = 24.1 years; 50.5–62.9% completed high school) and adoptive parents (AP; M_age = 37.8 years; 80.9% completed college; 94% mother–father couples) influenced children's behavioral inhibition (BI) trajectories. We used latent growth models of observed BI at 18 and 27 months, and 4.5 and 7 years in a sample of adopted children (Female = 42%, White = 57%, Black = 11%, Multi-racial = 21%, Latinx = 9%). BI generally decreased over time, yet there was substantial variability in these trajectories. Neither BP nor AP psychopathology symptoms independently predicted systematic differences in BI trajectories. Instead, we found that AP internalizing symptoms moderated the effects of BP psychopathology on trajectories of BI, indicating a gene by environment interaction.  相似文献   

Science,Art and Education     

Leslie M. Pafe 《The Educational forum》2013,77(3):279-284

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On the flow of water through pipes and orifices     

J. Leslie 《Journal of The Franklin Institute》1855,59(5):335-338

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Vain games of no value? A social history of association football in Britain during its first long century     

Graham Curry 《Sport in History》2017,37(2):251-254

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Managing violent behaviour in the secondary school: A European perspective     

Leslie Caul    Michael Shevlin  Frances Leahy 《Irish Educational Studies》2013,32(1):84-96

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The world's largest diesel     

Leslie R. Bacon 《Journal of The Franklin Institute》1935,219(3):398-399

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The industrial lot and its sampling implications     

Leslie E. Simon 《Journal of The Franklin Institute》1944,237(5):359-370

It is shown that wrong inferences are drawn from samples because of failure to understand what constitutes a lot and because of failure to verify the existence of a lot in the practically useful sense. Time-tried methods of making valid inferences from samples without increased cost are pointed out.  相似文献   

Effects of student-facilitated learning on instructional facilitators     

Sarah M. Bonner  Jennifer A. Somers  Gwendelyn J. Rivera  Leslie S. Keiler 《Instructional Science》2017,45(4):417-438

We investigated perceptions about learning strategy use and instructional roles among a sample of high needs adolescents (n = 230) who acted as near-peer instructional facilitators. The sample was drawn from science and mathematics classes in nonselective public secondary schools in New York City. Students participated in an inschool intervention that draws on social constructivism, theory and research on metacognition and learning strategies, role theory, and empirical findings from the peer-to-peer learning literature to promote advanced achievement among students who act as facilitators. Using a pre- and post-test single group design, we surveyed student instructional facilitators before and after program participation and related their perceptions about learning strategy use and perceptions about teaching roles to data about academic achievement. We found no survey gains in student perceptions about learning strategies or instructional roles between pre-survey (fall) and post-survey (spring). We found small but significant effects of individual perceptions about learning strategies and teaching roles on academic gains among instructional facilitators. The study also suggests that an in-school near-peer facilitated learning program can be an effective means to raise achievement in urban high schools. The study provides partial support for theories that hold that metacognition and role perceptions are involved in the academic gains of instructional facilitators, as gains in these dimensions were small compared to achievement gains.  相似文献   

Innovative Experiential Learning Activities in Aging: The Experiences of Four BEL Projects     

Kristina M. Hash  Jay Poole  Melissa Floyd  Crystal Dea Moore  Anissa T. Rogers  Leslie E. Tower 《Journal of Teaching in Social Work》2017,37(2):156-170

The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs.  相似文献