Influence of mother, father, and child risk on parenting and children's cognitive and social behaviors   总被引：1，自引：0，他引：1  

Cabrera NJ  Fagan J  Wight V  Schadler C 《Child development》2011,82(6):1985-2005

The association among mothers', fathers', and infants' risk and cognitive and social behaviors at 24 months was examined using structual equation modeling and data on 4,200 on toddlers and their parents from the Early Childhood Longitudinal Study, Birth Cohort. There were 3 main findings. First, for cognitive outcomes, maternal risk was directly and indirectly linked to it through maternal sensitivity whereas paternal risk was only indirectly related through maternal sensitivity. Second, for social behaviors, maternal and paternal risks were indirectly linked through maternal sensitivity and father engagement. Third, maternal and paternal levels of risk were linked to maternal supportiveness whereas mothers' and children's risk were linked to paternal cognitive stimulation. Implications are that policy makers must take into account effects of mothers', children's, and fathers' risk on young children's functioning.  相似文献   

A life in science     

Brewster J 《CBE life sciences education》2011,10(3):237-238

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Effects of Diverse STEM Role Model Videos in Promoting Adolescents’ Identification     

Steinke  Jocelyn  Applegate  Brooks  Penny  Jay R.  Merlino  Sean 《International Journal of Science and Mathematics Education》2022,20(2):255-276

International Journal of Science and Mathematics Education - Role models are critical for broadening participation in science, technology, engineering, and mathematics (STEM); however, little is...  相似文献   

A process for the critical analysis of instructional theory     

Jay A. Bostwick  Isaac Wade Calvert  Jenifer Francis  Melissa Hawkley  Curtis R. Henrie  Frederick R. Hyatt  Janeel Juncker  Andrew S. Gibbons 《Educational technology research and development : ETR & D》2014,62(5):571-582

Some have argued for a common language in the field of instructional design in an effort to reduce misunderstandings and simplify a multitude of synonymous terms and concepts. Others feel that this goal is undesirable in that it precludes development and flexibility. In this article we propose an ontology-building process as a way for readers to compare and analyze terms and concepts across theories. This process entails the development of categories that emerge from the literature, and the comparison of theories across categories. Such a process can reveal broader concepts that exist beyond specific theoretical terminology, differences in meanings behind common terms used by theorists, a greater understanding of the theorists’ intent, and discontinuities and gaps within the theoretical literature.  相似文献   

Contextual cues and depth of processing in short prose passages     

Raymond W. Kulhavy  Jay L. Sherman  Richard F. Schmid 《Contemporary educational psychology》1978,3(1):62-68

Two experiments compared context and depth-of-processing strategies applied to the learning of short aurally presented prose passages. In the first study, contextual orientation led to significantly higher recall than a continue-paragraph condition, and both strategy groups performed significantly better than a nonstrategy control group. In the second experiment, continuing paragraphs was superior to generating contextual theme statements, with both strategies again superior to the controls. These results were discussed in terms of the ways in which processing demands effect memory for connected discourse.  相似文献   

The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities     

Laura M. Steacy  Lesly Wade-Woolley  Jay G. Rueckl  Kenneth R. Pugh  James D. Elliott  Donald L. Compton 《Scientific Studies of Reading》2013,17(6):523-532

ABSTRACT

In a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child’s ability to address the mismatch between decoded form and stored word pronunciation, referred to as a child’s set for variability, and the word’s relative transparency, measured here using a spelling to pronunciation transparency rating. Item-level analyses were used to explore the relationship between general child performance on the set for variability mispronunciation task, word specific set for variability (predicting reading of that word), spelling to pronunciation transparency rating, and irregular word reading. Significant predictors included general word reading, general set for variability performance, and item-specific set for variability performance; word frequency and spelling to pronunciation transparency rating; and an interaction between word reading and the transparency rating. Results underscore the importance of considering both general and item-specific factors affecting irregular word reading.  相似文献   

Don’t worry. It won’t hurt a bit!     

Jay Garfield 《Metascience》2001,10(2):180-189

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Predicting who will major in a science discipline: Expectancy–value theory as part of an ecological model for studying academic communities     

Ellen S. Sullins  Delia Hernandez  Carol Fuller  Jay Shiro Tashiro 《科学教学研究杂志》1995,32(1):99-119

Research on factors that shape recruitment and retention in undergraduate science majors currently is highly fragmented and in need of an integrative research framework. Such a framework should incorporate analyses of the various levels of organization that characterize academic communities (i.e., the broad institutional level, the departmental level, and the student level), and should also provide ways to study the interactions occurring within and between these structural levels. We propose that academic communities are analogous to ecosystems, and that the research paradigms of modern community ecology can provide the necessary framework, as well as new and innovative approaches to a very complex area. This article also presents the results of a pilot study that demonstrates the promise of this approach at the student level. We administered a questionnaire based on expectancy-value theory to undergraduates enrolled in introductory biology courses. Itself an integrative approach, expectancy-value theory views achievement-related behavior as a joint function of the person's expectancy of success in the behavior and the subjective value placed on such success. Our results indicated: (a) significant gender differences in the underlying factor structures of expectations and values related to the discipline of biology, (b) expectancy-value factors significantly distinguished biology majors from nonmajors, and (c) expectancy-value factors significantly predicted students' intent to enroll in future biology courses. We explore the expectancy-value framework as an operationally integrative framework in our ecological model for studying academic communities, especially in the context of assessing the underrepresentation of women and minorities in the sciences. Future research directions as well as practical implications are also discussed.  相似文献   

Further Reflections on an Evolutionary Theory of Socialization   总被引：1，自引：0，他引：1  

Jay Belsky  Laurence Steinberg  Patricia Draper 《Child development》1991,62(4):682-685

In response to Maccoby's and Hinde's thoughtful commentaries, we highlight points of concurrence and disagreement. In particular, we note that mating and reproduction are affected by many factors beyond those to which our theory draws immediate attention; that the data linking socialization experiences and social structural conditions with pubertal timing are not restricted to either correlational studies or investigations of contemporaneous associations; that there may be more reason to question the theory's applicability to males than to females; that the question of whether male behave and develop the way we propose and Maccoby doubts is an empirically testable one; and that the data on relations between antecedent socialization conditions and pubertal timing and on variation in parental investment in the case of females run counter to Maccoby's doubts about the theory's applicability to females. Attention is drawn to the potential benefits of asking questions about proximal and ultimate causation simultaneously, and thus the need for child developmentalists to think both about the how and why of development.  相似文献   

Childhood Experience, Interpersonal Development, and Reproductive Strategy: An Evolutionary Theory of Socialization   总被引：19，自引：1，他引：19  

Jay Belsky  Laurence Steinberg  Patricia Draper 《Child development》1991,62(4):647-670

The concept of "reproductive strategy" drawn from the field of behavioral ecology is applied to the study of childhood experience and interpersonal development in order to develop an evolutionary theory of socialization. The theory is presented in terms of 2 divergent development pathways considered to promote reproductive success in the contexts in which they have arisen. One is characterized, in childhood, by a stressful rearing environment and the development of insecure attachments to parents and subsequent behavior problems; in adolescence by early pubertal development and precocious sexuality; and, in adulthood, by unstable pair bonds and limited investment in child rearing, whereas the other is characterized by the opposite. The relation between this theory and prevailing theories of socialization, specifically, attachment, social-learning, and discrete-emotions theory, is considered and research consistent with our evolutionary theory is reviewed. Finally, directions for future research are discussed.  相似文献