Expressive Vocabulary Predicts Nonverbal Executive Function: A 2-year Longitudinal Study of Deaf and Hearing Children     

Anna Jones  Joanna Atkinson  Chloe Marshall  Nicola Botting  Michelle C. St Clair  Gary Morgan 《Child development》2020,91(2):e400-e414

Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6–11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. These tasks were completed again 2 years later. Both groups improved their scores on all tasks over this period. DHH children performed significantly less well than hearing peers on some EF tasks and the vocabulary test at both time points. Cross-lagged panel models showed that vocabulary at Time 1 predicted change in EF scores for both DHH and hearing children but not the reverse.  相似文献   

Childhood homelessness,resilience, and adolescent mental health: A prospective,person-centered approach     

Janette E. Herbers  J. J. Cutuli  Joanna N. Keane  Jake A. Leonard 《Psychology in the schools》2020,57(12):1830-1844

School districts and other service providers are increasingly aware of the substantial mental health needs of students experiencing family homelessness. Past findings are mixed regarding whether homelessness conveys unique risk beyond the risks associated with extreme poverty. With prospective longitudinal data on homelessness experiences across childhood, we utilized latent profile analysis as a person-centered approach to conceptualizing mental health outcomes in adolescence for 3,778 youth. We considered literal family homelessness as well as families living doubled-up, and we employed propensity score matching to identify a comparison group of nonhomeless students balanced across a range of covariates to address systematic bias. Results indicated that students who experienced literal homelessness during childhood were significantly less likely to demonstrate profiles of resilience in mental health functioning. We considered our approach and findings in light of challenges and opportunities particularly relevant to the school context.  相似文献   

Introducing the National Library of Poland Descriptors to the Polish National Bibliography     

Joanna Cieloch-Niewiadomska 《Cataloging & classification quarterly》2019,57(1):37-58

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What's in a Policy? Evaluating the Privacy Policies of Children's Apps and Websites     

Joanna C. Zimmerle 《学校用计算机》2019,36(1):38-47

Although the Children’s Online Privacy Protection Act (COPPA) was enacted 20?years ago, the recently updated General Data Protection Regulation (GDPR) has renewed public interest in privacy policies. Under both COPPA and GDPR, companies must abide by strict regulations protecting children’s personal data. Lengthy and oftentimes ambiguous policies contribute to misinformed users agreeing to terms that might compromise a child’s data. This article provides guidelines for evaluating privacy policies for children that can be used by teachers, parents, and, where appropriate, even the children themselves. Resources from Common Sense Education, including free digital citizenship lesson plans and a review repository of popular apps and websites for children, are also highlighted.  相似文献   

Book reviews     

Edelman  Hendrik  Hurst  Kenneth Thurston  Nugent  S. Georgia  Hitchcock  Joanna 《Publishing Research Quarterly》1986,2(2):88-91

Publishing Research Quarterly -  相似文献   

How Are We the Same or Different: Information Needs and Barriers of Domestic and International Students     

Sei-Ching Joanna Sin  Kyung-Sun Kim 《The Journal of Academic Librarianship》2018,44(6):712-723

The study sought to (1) investigate whether international students differ from domestic students in their information needs and barriers encountered, and (2) test the relative importance of students' domestic/international status against their gender and level of study. A survey was used to collect data from international and domestic undergraduate and graduate students in a US public university. The study collected 1259 responses. Regression analysis was used for analyzing the data. International and domestic students were found to be similar in their top-ranked needs (e.g., career information) and barriers (e.g., irrelevant and non-credible information). Compared to their gender and level of study, students' domestic/international status resulted in fewer significant differences in their needs and barriers. However, for the areas where domestic/international status was significant, its effect size was often prominent. Differences between domestic and international students are more notable in the barriers than in the information needs. Based on the findings, six propositions were developed. The implications for research and practice are discussed.  相似文献   

Future Models for the Study of Individual Differences in Motivation During Infancy     

Joanna Castaldi  Elizabeth J. Hrncir  Constance B. Caldwell 《Early education and development》1990,1(5):385-393

In this article, we propose a model for framing the influences on variation in infant spontaneous mastery at 12 months of age. Using the perspective of our model, we discuss the differences and similarities that our work shares with that of the other authors in this Special Issue. We hope that using our model in this way can foster integration and expansion of ideas for future studies of motivation in infancy. In addition, our model provides a roadmap for the study of important variables in risk groups. Empirical examination of the wide variation in infant capabilities and maternal emotional resources in risk groups and developmental transformations across the first two years of life can highlight important touchpoints for intervention.  相似文献   

Prevalence of poor sleep quality,sleepiness and obstructive sleep apnoea risk factors in athletes     

Richard Swinbourne  Nicholas Gill  Joanna Vaile  Daniel Smart 《European Journal of Sport Science》2016,16(7):850-858

Purpose: Despite the perceived importance of sleep for athletes, little is known regarding athlete sleep quality, their prevalence of daytime sleepiness or risk factors for obstructive sleep apnoea (OSA) such as snoring and witnessed apnoeic episodes. The purpose of the present study was to characterise normative sleep quality among highly trained team sport athletes.

Methodology:175 elite or highly trained rugby sevens, rugby union and cricket athletes completed the Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Score (ESS) and Quality of Life questionnaires and an OSA risk factor screen.

Results: On average, athletes reported 7.9?±?1.3?h of sleep per night. The average PSQI score was 5.9?±?2.6, and 50% of athletes were found to be poor sleepers (PSQI?>?5). Daytime sleepiness was prevalent throughout the population (average global score of 8.5) and clinically significant (ESS score of ≥10) in 28% of athletes. OSA may be an important clinical consideration within athletic populations, as a considerable number of athletes (38%) defined themselves as snorers and 8% reported having a witnessed apnoeic episode. The relationship between self-rated sleep quality and actual PSQI score was strong (Pearson correlation of 0.4?±?0.1, 90% confidence limits).

Conclusion: These findings suggest that this cohort of team sport athletes suffer a preponderance of poor sleep quality, with associated high levels of daytime sleepiness. Athletes should receive education about how to improve sleep wake schedules, extend total sleep time and improve sleep quality.  相似文献   

“Doing the Math”: Maternal Beliefs About Early Mathematics Versus Language Learning     

Joanna Cannon  Herbert P. Ginsburg 《Early education and development》2008,19(2):238-260

Research Findings: Little is known about how parents approach preschoolers' mathematics learning and how this aligns with early mathematics education research and policy. This study examined these questions by contrasting parents' approaches to early mathematics and language and by exploring key themes in parents' talk about mathematics learning and education. Consistent with current research and policy, parents reported helping preschoolers learn mathematics and attempting to connect this learning to children's interests and everyday experiences. However, parents admitted to lacking goals for and knowledge about early mathematics. In addition, compared to language, parents reported that mathematics was taught less often at home, should be emphasized less in preschools, was less interesting to preschoolers, required more direct instruction, and was less of a personal interest and strength. Practice or Policy: Parent interventions could capitalize on parents' beliefs and practices by providing parents with concrete examples of what mathematics preschoolers learn through daily activities, how to maximize children's mathematics interests, and what the similarities are between early mathematics and language. These efforts will also need to help parents overcome their mathematics anxieties and show parents why early mathematics education is important. Similar strategies could be used to help early childhood teachers improve their mathematics practice.  相似文献   

Olomouc and Durham: an interdisciplinary curriculum project     

Michael McPartland  Joanna Semple  Michael Byram 《Compare》1998,28(1):105-114

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