DISCIPLINED EMOTIONS: PHILOSOPHIES OF EDUCATED FEELINGS     

Megan Boler 《Educational theory》1997,47(2):203-227

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Civic Science for Public Use: Mind in the Making and Vroom          下载免费PDF全文

Ellen Galinsky  Jackie Bezos  Megan McClelland  Stephanie M. Carlson  Philip D. Zelazo 《Child development》2017,88(5):1409-1418

Mind in the Making and Vroom are partner initiatives that exemplify a unique “civic science” approach to “bringing developmental science into the world.” Mind in the Making offers families and professionals working with children 0–8 access to developmental research, by engaging them in an active process of professional development and community outreach. Vroom is an outreach and communication initiative that brings “brain building basics” to communities, inviting parents to participate in the science of early learning through partnerships with trusted entities. These initiatives use collaborative, iterative processes in disseminating findings and implications of child development research. Preliminary evidence shows early promise of these initiatives to help promote engaged learning and life skills based on executive function in adults and children.  相似文献   

Developing Digital Privacy: Children's Moral Judgments Concerning Mobile GPS Devices          下载免费PDF全文

Susan A. Gelman  Megan Martinez  Natalie S. Davidson  Nicholaus S. Noles 《Child development》2018,89(1):17-26

New technology poses new moral problems for children to consider. We examined whether children deem object tracking with a mobile GPS device to be a property right. In three experiments, 329 children (4–10 years) and adults were asked whether it is acceptable to track the location of either one's own or another person's possessions using a mobile GPS device. Young children, like adults, viewed object tracking as relatively more acceptable for owners than nonowners. However, whereas adults expressed negative evaluations of someone tracking another person's possessions, young children expressed positive evaluations of this behavior. These divergent moral judgments of digital tracking at different ages have profound implications for how concepts of digital privacy develop and for the digital security of children.  相似文献   

Learning in digital environments: a model for cross-cultural alignment     

Shonfeld  Miri  Cotnam-Kappel  Megan  Judge  Miriam  Ng  Carolyn Yeehan  Ntebutse  Jean Gabin  Williamson-Leadley  Sandra  Yildiz  Melda N. 《Educational technology research and development : ETR & D》2021,69(4):2151-2170

Educational technology research and development - This article presents a conceptual model of cross-cultural alignments in education in the digital era. The intention was to explore and respond to...  相似文献   

Stress and Coping in the Lives of Recent Immigrants and Refugees: Considerations for Counseling   总被引：1，自引：1，他引：0  

Oksana Yakushko  Megan Watson  Sarah Thompson 《International journal for the advancement of counseling》2008,30(3):167-178

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Using Retest Data to Evaluate and Improve Effort‐Moderated Scoring     

Steven L. Wise  Megan R. Kuhfeld 《Journal of Educational Measurement》2021,58(1):130-149

There has been a growing research interest in the identification and management of disengaged test taking, which poses a validity threat that is particularly prevalent with low‐stakes tests. This study investigated effort‐moderated (E‐M) scoring, in which item responses classified as rapid guesses are identified and excluded from scoring. Using achievement test data composed of test takers who were quickly retested and showed differential degrees of disengagement, three basic findings emerged. First, standard E‐M scoring accounted for roughly one‐third of the score distortion due to differential disengagement. Second, a modified E‐M scoring method that used more liberal time thresholds performed better—accounting for two‐thirds or more of the distortion. Finally, the inability of E‐M scoring to account for all of the score distortion suggests the additional presence of nonrapid item responses that reflect less‐than‐full engagement by some test takers.  相似文献   

The Effects of Morning Naps, Car Trips, and Maternal Separation on Adrenocortical Activity in Human Infants   总被引：3，自引：0，他引：3  

Mary C. Larson  Megan R. Gunnar  Louise Hertsgaard 《Child development》1991,62(2):362-372

3 studies of adrenocortical activity in healthy 9-month-old infants were conducted to examine unanticipated results obtained in previous research. In the first study, morning naps were examined and found to be associated with significant decreases in salivary cortisol. These decreases were followed by a significant return to prenap cortisol concentrations. In the second study, riding for 40 min in the car was also shown to significantly lower salivary cortisol concentrations. This effect was obtained both for infants who did and who did not sleep during the car trip. In the third study, the effect of 30 min of maternal separation in the laboratory on salivary cortisol was compared to the effect of 30 min of play with mother present. Separation resulted in significantly higher salivary cortisol concentrations as compared to play with mother present. In general, correlations between cortisol and behavior were found to be nonsignificant under conditions that did not produce stress elevations in cortisol, while less positive, more distressed behaviour was significantly correlated with cortisol under separation or stress conditions.  相似文献   

Intelligence and Neurophysiological Markers of Error Monitoring Relate to Children's Intellectual Humility     

Judith H. Danovitch  Megan Fisher  Hans Schroder  David Z. Hambrick  Jason Moser 《Child development》2019,90(3):924-939

This study explored developmental and individual differences in intellectual humility (IH) among 127 children ages 6–8. IH was operationalized as children's assessment of their knowledge and willingness to delegate scientific questions to experts. Children completed measures of IH, theory of mind, motivational framework, and intelligence, and neurophysiological measures indexing early (error-related negativity [ERN]) and later (error positivity [Pe]) error-monitoring processes related to cognitive control. Children's knowledge self-assessment correlated with question delegation, and older children showed greater IH than younger children. Greater IH was associated with higher intelligence but not with social cognition or motivational framework. ERN related to self-assessment, whereas Pe related to question delegation. Thus, children show separable epistemic and social components of IH that may differentially contribute to metacognition and learning.  相似文献   

Now Tell Us What You Want: Information-Seeking Habits of Health Sciences Faculty     

Megan Inman  Amy E. Blevins  Elizabeth Ketterman  Kristen L. Young 《Medical reference services quarterly》2019,38(2):131-142

Over the years, library collections have vastly changed due to an ever-growing presence of resources available online. Many libraries have experienced a dramatic decrease in the circulation of physical materials with the shift to online availability of materials. It is of great value to ensure libraries are meeting the needs of their users, and this can be accomplished by identifying their information-seeking patterns. The aim of this article is to examine how faculty use the library and to identify what services and resources are of value to their work.  相似文献   

Comparison of Self-Reported and Objectively Measured Sedentary Behavior and Physical Activity in Undergraduate Students     

Megan C. Nelson  Katie Taylor 《Measurement in physical education and exercise science》2013,17(3):237-248

ABSTRACT

The aim of this study was to investigate differences between estimates of sedentary behavior and physical activity (PA) from the International Physical Activity Questionnaire (IPAQ) and accelerometry in undergraduate students. 91 students participated in the study. Sedentary behavior and PA were objectively measured by an accelerometer for 7 days and then self-reported with the IPAQ. Partial correlations were used to assess associations among PA variables and participant characteristics between the methods. Agreement was assessed via the Bland–Altman method. Correlation coefficients between self-reported and objectively measured PA ranged from 0.21 to 0.38 (p≤ 0.05 for all). A higher proportion of students were classified as meeting PA guidelines via self-report compared to objective measurements. Bland–Altman plots revealed acceptable agreement between methods, however, bias was evident for all PA intensities. Sex and lean body mass impacted these differences. Researchers should exercise caution when interpreting PA assessed via the IPAQ in undergraduate students.  相似文献