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71.
Erin L. Meyer Barbara A. Schaefer Cesar Merino Soto Crystal S. Simmons Rebecca Anguiano Jeremy Brett Alea Holman Justin F. Martin Heidi K. Hata Kimberly J. Roberts Zena R. Mello Frank C. Worrell 《Psychology in the schools》2011,48(10):931-942
Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc. 相似文献
72.
Susanna Meyer Ann Veneziano‐Korzec Linda Larrivee Katrina Stacy 《Curator: The Museum Journal》2016,59(1):55-60
This article presents the results of a study evaluating a program to help museum docents improve accessibility for visitors with communication challenges (such as hearing, language and/or speech disorders). This was done by adapting docent presentations. The docents' speech patterns were evaluated before and after a training program, and showed significant improvements in the rate, duration, and use of pauses in their speech. There also was significant improvement in ensuring that view of their faces remained unobstructed—important for people with communication disorders—in order to facilitate the consistent visibility of their facial expressions and visual cues. The training was found to be effective in adjusting the docents' presentations so that the museum experience would be improved for visitors with communication challenges. 相似文献
73.
Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders 总被引:1,自引:0,他引:1
Meyer ML Salimpoor VN Wu SS Geary DC Menon V 《Learning and individual differences》2010,20(2):101-109
The contribution of the three core components of working memory (WM) to the development of mathematical skills in young children is poorly understood. The relation between specific WM components and Numerical Operations, which emphasize computation and fact retrieval, and Mathematical Reasoning, which emphasizes verbal problem solving abilities in 48 2nd and 50 3rd graders was assessed using standardized WM and mathematical achievement measures. For 2nd graders, the central executive and phonological components predicted Mathematical Reasoning skills; whereas the visuo-spatial component predicted both Mathematical Reasoning and Numerical Operations skills in 3rd graders. This pattern suggests that the central executive and phonological loop facilitate performance during early stages of mathematical learning whereas visuo-spatial representations play an increasingly important role during later stages. We propose that these changes reflect a shift from prefrontal to parietal cortical functions during mathematical skill acquisition. Implications for learning and individual differences are discussed. 相似文献
74.
Hobson PR Chidambi G Lee A Meyer J 《Monographs of the Society for Research in Child Development》2006,71(2):vii-166
Developmental psychopathology holds promise for elucidating the structure of self-awareness. Here we studied social emotions in matched groups of children and adolescents with and without autism. Our aims were to determine whether there are potentially dissociable aspects of self-awareness, and to reconsider how the qualities of young children's engagement with other persons influences the development of their sense of self. Parent interviews yielded evidence that children with autism are limited in social-relational and emotional domains of self-awareness; for example, few were reported to show guilt, embarrassment, or shame. Yet according to parent report, most were affected by the moods of others, showed some degree of pity and concern, and manifested jealousy. When presented with videotaped scenes, participants with autism were similar to those without autism in identifying pride, guilt, and shame, and they were able to describe their own experiences of pride and, more rarely, guilt. In situations designed to elicit emotions, participants with autism were rated as showing pride, but they manifested lesser degrees and atypical qualities of guilt and coyness. Relatively few showed personal forms of self-consciousness when asked to pose for a photograph. We argue that in order for children to achieve depth in self-awareness, and to relate to themselves as occupying a distinctive stance within a framework of mutual self-other relatedness, they need to identify with the attitudes of other people. We interpret the present studies in terms of dissociations among three forms of social emotion: "person-centered" qualities of relational self-awareness that require identification and are specifically limited among children with autism, more diffuse modes of relational self-consciousness, and a third group of social emotions, epitomized by jealousy, situated in a separate developmental line. We propose a rebalancing of emotion theory that gives greater prominence to children's developing forms of interpersonal and intra-psychic relatedness. 相似文献
75.
To better inform and improve classroom teaching and learning, now more than ever before, educational researchers need to effectively and efficiently describe essential components of positive learning environments. In this article, we discuss how our research findings about motivation in classrooms have led to a closer examination of emotions. We describe how motivation theories such as Academic Risk Taking, Flow Theory, and Goal Theory have helped us better understand emotions in our classroom research. Our findings suggest that engaging students in learning requires consistently positive emotional experiences, which contribute to a classroom climate that forms the foundation for teacher–student relationships and interactions necessary for motivation to learn. We conclude that we need to integrate emotion, motivation, and cognition theoretically and methodologically to move our research forward. New theories and methods, even new forms of intellectual discourse, are required. Therefore, we end this article by beginning a discussion of new directions for conceptualizing and researching classrooms in ways that will involve examining the emotions of students and teachers.
相似文献
Debra K. MeyerEmail: |
76.
Katrina A. Meyer 《Innovative Higher Education》2010,35(3):143-160
Given the explosive growth of online communications, new forms of discourse are an intriguing topic of study. This research
focused on ten online discussions hosted by The Chronicle of Higher Education, using content and discourse analysis of the postings to answer several questions. What is the “conversational scaffolding”
used by posters in higher education-related online discussions? Are academic online discussions more like speech or writing?
Additional questions dealt with how posters identify themselves, who their audience is, what motivates them, how accurate
and political they are, and what the experience of reading these online discussions is like. Based on the analyses, these
posters were more likely to write correctly although with diary-like personal insights. Through the analysis I also identified
both positive and negative aspects of the online discussion experience. 相似文献
77.
78.
Universities are challenged to maintain a work environment where academic staff fulfil traditional academic duties while responding to a diverse student population, a competitive research environment, and an escalation of administrative tasks within an accountability‐based climate. This paper analyses the development and implementation of a workloads policy at a New Zealand university through a joint university management and staff union initiative. The workloads policy was built on the principles of equity, transparency, reasonableness, safety and acceptability to staff. The integrity and effectiveness of adoption is evaluated through analyses of work requirements, workloads models and the findings from case studies of implementation by six diverse units from across the university. Based on our evaluation, we highlight aspects of the policy and procedures that have promise and suggest modifications where particular processes and outcomes fell short of stated goals for institutional change. 相似文献
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