The Effects of Early Experience on Face Recognition: An Event-Related Potential Study of Institutionalized Children in Romania     

Margaret C. Moulson  Alissa Westerlund  Nathan A. Fox  Charles H. Zeanah  Charles A. Nelson 《Child development》2009,80(4):1039-1056

Data are reported from 3 groups of children residing in Bucharest, Romania. Face recognition in currently institutionalized, previously institutionalized, and never-institutionalized children was assessed at 3 time points: preintervention ( n  = 121), 30 months of age ( n  = 99), and 42 months of age ( n  = 77). Children watched photographs of caregiver and stranger faces while event-related potentials were recorded. Results demonstrate that institutionalized children show pervasive cortical hypoarousal in response to faces and that foster care is somewhat effective in remediating this deficit by 42 months of age. All 3 groups of children distinguished between the familiar and unfamiliar faces. These results have the potential to inform an understanding of the role of early experience in the development of the neural systems that subserve face recognition.  相似文献   

Child maltreatment as a risk factor for opioid dependence: Comparison of family characteristics and type and severity of child maltreatment with a matched control group     

Elizabeth Conroy  Louisa Degenhardt  Richard P. Mattick  Elliot C. Nelson 《Child abuse & neglect》2009,33(6):343-352

ObjectiveTo examine the prevalence, characteristics and risk factors for child maltreatment among opioid-dependent persons compared to a community sample of similar social disadvantage.MethodThe study employed a case-control design. Cases had a history of opioid pharmacotherapy. Controls were frequency matched to cases with regard to age, sex and unemployment and were restricted to those with a lifetime opioid use of less than five times. The interview covered child maltreatment, family environment, drug use and psychiatric history.ResultsThis study found a high prevalence of child maltreatment among both cases and controls. Despite the elevated prevalence among controls, opioid-dependent males had a higher prevalence of physical and emotional abuse; female cases had a higher prevalence and greater severity of sexual abuse. The prevalence of neglect was similar for both groups. Early parental separation was more prevalent among female cases compared to female controls; otherwise the prevalence of the risk factors was comparable for both groups. The risk factors significantly associated with child maltreatment were also similar for both cases and controls.ConclusionsGiven the documented association between child maltreatment and adult mental disorder, child maltreatment may be an important antecedent of current psychological distress in persons presenting to treatment for opioid dependence. Apart from a possible association between early parental separation and sexual abuse among female cases, the increased prevalence of child maltreatment associated with opioid dependence did not appear to be related to differences in early childhood risk factors considered in this paper. Other risk factors may be more pertinent for those with opioid dependence.Practice implicationsThe high prevalence of child maltreatment among the opioid-dependent sample has implications for the assessment and treatment of clients presenting with opioid dependence. Assessment of child maltreatment history could help inform the development of individual treatment plans to better address those factors contributing to the development and maintenance of opioid dependence. Specifically, management of co-morbid mental disorder associated with child maltreatment could be the focus of relapse prevention programmes and also have a positive influence on treatment retention.  相似文献   

留学的可知风险(1780～1880):国家主义、国际主义与美国大学的起源     

亚当·R.尼尔逊  朱知翔 《北京大学教育评论》2010,8(3):111-133,190

在美国从殖民地走向独立的过程中,政治领袖们常常将教育视为国家进步的工具之一.学校和学院成为培养国家认同感和民族统一的理想场所,教育的"功用"与对国家繁荣、安全、和谐的追求紧密结合.美国革命初期,民族领袖们就教育与国家发展提出了一系列提议.其中,他们着重考虑了国立大学的提议--即建立一所确保美国立于世界开化国家之列的研究生教育机构.每一个关于国立大学的提案中都包含追求国家独立与清楚认识美国与欧洲的持续联系的深层矛盾.一些人认为欧洲能提供最好的高等教育机会,另一些人则警示国人有可能遭受来自海外的政治和学术"污染".因此.美国独立战争后主要的矛盾就在于留学海外的可知风险.本文认为,1780～1800年间,阻止未来的领导者留学海外的希望是推动美国高等教育发展的主要动力.  相似文献   

Collaboration modality, cognitive load, and science inquiry learning in virtual inquiry environments     

Benjamin E. Erlandson  Brian C. Nelson  Wilhelmina C. Savenye 《Educational technology research and development : ETR & D》2010,58(6):693-710

Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of multi-modal messages present in MUVEs can lead to cognitive overload, with learners unable to effectively process the rich information encountered in virtual space. In this study, we investigated the effect of communication modality on cognitive load and science inquiry learning in students completing a science inquiry curriculum in an educational MUVE. Seventy-eight undergraduate education majors from a large southwestern university participated in this control-treatment study. Significant positive results were found for reducing cognitive load for participants communicating through voice-based chat, although this reduction was not found to influence learning outcomes. We conclude that use of voice-based communication can successfully reduce cognitive load in MUVE-based inquiry curricula.  相似文献   

School psychologists' perceptions regarding the practice of identifying reading disabilities: Cognitive assessment and response to intervention considerations     

Greg R. Machek  Jason M. Nelson 《Psychology in the schools》2010,47(3):230-245

This study surveyed a national sample of school psychologists with respect to the identification of reading disabilities (RD). It covers school psychologists' opinions regarding perceived benefits of the use of cognitive assessment in RD identification, both within and outside of an IQ–achievement discrepancy model. The survey also solicited opinions about the nature of RD, particularly conceptions of general slow learners (and readers) versus those evidencing a discrepancy. Results related to school psychologists' concerns about job security, should IQ testing be reduced, are presented. Furthermore, the perceived benefits of a Response to Intervention (RTI) model, how school psychologists see themselves contributing to an RTI effort, as well as possible hurdles to RTI implementation are covered. Measurement of these perceptions may be beneficial in informing current and future service delivery models for RD identification as well as possible training needs of currently practicing school psychologists. Finally, the current work represents an effort to measure assessment acceptability for RD identification techniques. © 2010 Wiley Periodicals, Inc.  相似文献   

Agency,sociomateriality, and configuration work     

Mohammad Hossein Jarrahi  Sarah Beth Nelson 《The Information Society》2018,34(4):244-260

Social informatics research offers insights into the relationship between information technologies and social contexts. However, the material roles of information technologies, and their interplay with the agentic work of social actors, have not been addressed. Drawing on a field study of 37 mobile knowledge workers, we examine the dual material roles (enabling and constraining) played by information technologies in their work practices. We also investigate how these workers exert agency by fashioning multiple information technologies into a functioning digital assemblage. Although information technologies provide consequential affordances that enable mobilization of work across spaces and times, they simultaneously present design-driven, local, organizational, and temporal technological constraints that require mobile knowledge workers to engage in “configuration work” to make information technologies function effectively. Building on a sociomaterial perspective, we further discuss the interplay of information technologies and work practices enacted by mobile knowledge workers, in which both human and technological agency are materialized.  相似文献   

Shifting Lenses to Deepen Reflection and Connection in Human Sexuality Education     

Lauren F. Lichty  Emily A. Parks  Amy Nelson 《American journal of sexuality education》2018,13(2):232-244

Photovoice, a participatory action research method, supports deep, personal reflection through the use of photography, personal narrative development, and group discussion. This lesson plan describes the use of Photovoice as a pedagogical tool in an undergraduate human sexuality course. The goal of this activity is to encourage students to 1) think beyond the texts presented in class, 2) make critical connections to their own lived experience and community context, and 3) deepen reflection through sharing and discussing with others. The lesson plan describes the process of bringing Photovoice into the classroom as well as student insights on the activity.  相似文献   

Statistical Procedures Used in Multiple-group Experiments     

Richard C. Nelson  Chauncey A. Morehouse 《Research quarterly for exercise and sport》2013,84(3):441-445

Abstract

The purpose of this study was to determine if differences in mental imagery exist among groups of university women varying in experience, interests, and abilities in motor skills. Subjects for this study were 77 women, all of whom were associated with the Pennsylvania State University. Included were 14 physical education faculty members, 18 senior physical education majors, 19 freshman physical education majors, and 26 freshman nonmajors. Mental imagery was measured with three imagery tests developed specifically for this study. Test data were analyzed and treated statistically using analysis of variance and Duncan's new multiple-range test. The four groups did not differ significantly in their ability to recognize previously presented geometric forms or previously presented motor acts. The three major groups were significantly superior in remembering details of motor demonstrations when compared to the least experienced.  相似文献   

Frequency Distributions and Standards of Anthropometric and Physical Performance Measures for College Women     

Janet A. Wessel  Richard Nelson  Eva Lou Dillon 《Research quarterly for exercise and sport》2013,84(3):523-533

Abstract

Frequency distributions of the records of a random selection of 200 college women in a nonmajor required program on anthropometric and physical performance measures commonly employed in physical education were compared with best-fitting normal curves for the same data. A table of random numbers was used to secure the sample. A percentile table for the various measurements was constructed. It was concluded that various measurements commonly employed by physical educators give a non-normal distribution. Hence, the obtained distribution as found on various measurements in this study does not warrant treating these data as normal.  相似文献   

Carl Rogers,learning and educational practice: critical considerations and applications in sports coaching     

Lee Nelson  Christopher J. Cushion  Paul Potrac  Ryan Groom 《Sport, Education and Society》2013,18(5):513-531

Discussions about ‘athlete-centered’ coaching and ‘coach-centered’ coach education have started to gain increasing popularity in the field of coaching science. While it has been suggested that these ‘learner-centered’ approaches arguably align with the theoretical ideals of humanistic psychology, an in-depth examination of the implications of this learning orientation to sports coaching remains elusive. Rather, discussions have tended to be detached from theory, focusing instead on practices and methods. In light of this development, the present paper provides a detailed and critical overview of one of the leading humanistic thinkers' work, namely Carl Rogers, in order to consider what implications his theorising about ‘person-centered’ learning could have for the development of athletes and coaches. In doing so, we hope that this article will serve to advance understanding and theoretically underpin what have tended to be largely a-theoretical and superficial discussions about ‘athlete-centered’ coaching and ‘coach-centered’ coach education.  相似文献