Predicting long-term outcomes for women sexually abused in childhood: contribution of abuse severity versus family environment     

Fassler IR  Amodeo M  Griffin ML  Clay CM  Ellis MA 《Child abuse & neglect》2005,29(3):269-284

OBJECTIVE: Child sexual abuse (CSA) has been associated with adverse adult psychosocial outcomes, although some reports describe minimal long-term effects. The search for explanations for the heterogeneous outcomes in women with CSA has led to an examination of a range of CSA-related factors, from the severity of individual CSA incidents to the childhood family environment. This study compares three factors for predicting adult outcomes: a multidimensional CSA Severity Scale, the presence or absence of CSA, and family environment. METHODS: The effect of CSA on adult outcomes was examined among 290 community-dwelling women raised in intact families. Standardized measures and a focused interview were used to collect data, with siblings as collateral informants. RESULTS: Comparison of a multidimensional CSA Severity Scale to a dichotomous measure of the presence or absence of CSA showed that the Severity Scale did not have greater predictive value for adult outcomes than the dichotomous measure, nor was it as parsimonious. Childhood family environment scales added significantly to the predictive ability of the dichotomous measure. CONCLUSION: The specific characteristics of a CSA experience may be less important than the occurrence of CSA and the family environment of women for predicting long-term outcomes.  相似文献   

Influences of Suprasystems on Systemic Change     

Charles M. Reigeluth  Susan Patrick  Gerardo M. Gónzalez  Kathy Christie  Irene Brock  Hongsoo Lee 《TechTrends》2006,50(2):26-32

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An Explanation for School Failure: Moving Beyond Black Inferiority and Alienation as a Policy-Making Agenda     

Kimberly Lenease King  Irene S. Houston  & Renée A. Middleton 《British Journal of Educational Studies》2001,49(4):428-445

Numerous authors identify a white supremacist ideology that shapes the educational opportunities for racially diverse students. We contend that this ideology informs educational policy and hampers the likelihood that racially diverse populations can achieve success at levels similar to students of European descent. In this paper we define the white supremacist ideology as it informs education policy and practices. Three examples from the United States are then used to illustrate the influence of such an ideology. These examples include the creation and protection of racially segregated schooling; desegregation policies; and the current uses of school report cards. We conclude with the relevance of this discussion to educational debates in Great Britain and South Africa, and recommendations to minimise the influence of this ideology on education policy and school reform efforts.  相似文献   

The emergence of gestures in the first year of life in the Infant School classroom     

Guevara  Irene  Moreno-Llanos  Iván  Rodríguez  Cintia 《European Journal of Psychology of Education - EJPE》2020,35(2):265-287

European Journal of Psychology of Education - The psychological literature on the development of gestures during the first year of life has been limited. It has mainly focused on the development of...  相似文献   

Erratum zu: Pulmonale Hypertension     

Maria Klara Frey  Roela Sadushi-Kolici  Irene Lang 《Wiener klinische Wochenschrift Education》2016,11(1-4):63-63

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Object permanence in the African Grey parrot (Psittacus erithacus)     

Irene M. Pepperberg  Florence A. Kozak 《Learning & behavior》1986,14(3):322-330

An African Grey parrot was assessed for object permanence using tasks designed for human infants. The subject showed concepts of object permanence directly comparable to primate and nonprimate mammalian species similarly tested. Because the subject has also been the focus of a study on interspecies communication, the results are discussed in terms of the possible relationship between sensorimotor intelligence and language-like behaviors.  相似文献   

Learning English Spellings: strategies employed by primary school boys     

Irene F. Turner  Elizabeth Quinn 《教育心理学》1986,6(3):231-241

Abstract The use of visual and auditory information in learning to spell is explored, together with the effect, if any, of semantic information. One hundred boys aged from seven to eleven were tested, using eight nonsense words with contrived meanings. It was expected that visual information would be helpful in spelling irregular words and that, with age, use of strategies would become more flexible, incorporating semantic (along with visual and phonological) information. Contrary to expectations, it was only with the 10‐ and 11‐year‐olds that visual information produced better results than auditory presentation alone but for them, in conjunction with oral responses, it did aid spelling. Such a finding is in keeping with Ehri's Amalgamation Theory (1980) which suggests that, in order to be able to manipulate printed words, the learner must draw on several strategies and accepts that no single strategy can be used to overcome all irregularities in written English.  相似文献   

Going Beyond Mathematics Anxiety in Primary and Middle School Students: The Role of Ego‐Resiliency in Mathematics     

Enrica Donolato  Enrico Toffalini  David Giofr  Sara Caviola  Irene C. Mammarella 《Mind, Brain, and Education》2020,14(3):255-266

Previous research examined the influence of math anxiety (MA) on performance in mathematics, but few studies compared the contribution of MA to other forms of anxiety, such as test and general anxiety (GA). Unlike MA, ego‐resiliency promotes the management of challenges, and has been positively associated with mathematics performance. In this study, we investigated the specific influence of MA, test‐ and GA, and ego‐resiliency on mathematics performance after controlling for intelligence. Children from grades 5 to 8 (N = 274) were assessed with self‐report tools measuring MA, test and GA, and ego‐resiliency, and completed intelligence and mathematical tasks. The results of structural equation models showed that MA had a main negative effect on mathematics performance, over and above the effect of test‐ and GA. Ego‐resiliency had a positive effect on mathematics performance, and was negatively associated with GA. Our findings are discussed in terms of the implications for intervention programs to reduce anxiety and sustain ego‐resiliency.  相似文献   

太阳系外行星大小是木星两倍     

Irene Brown 《海外英语》2003,(7):19

After two years of painstaking(艰苦的)research,scientists have determinedthe precise size of a planet beyond oursolar system by measuring tiny shifts in the flit of light comingfrom its parent star.The team studied tiny variations in the tilt of light comingfrom a small star called Gliese 876,which iS about one-thirdthe size of our sun and about 15 light years away.Astronomersalready had determined that at least two planets are orbiting(绕轨道飞行)around the star,though they could not say specifi-cally how large the objects were.The new findings show that the more distant planet isbetween 1.89 and 2.4 times the size of Jupiter.Previous es-timates ranged from 1.9 to 100 times the mass of Jupiter.The technique.called astrometry(天体测定),has beenaround for decades,but has never before been used to deter-  相似文献   

The Developmental Roots of Disaffection?   总被引：1，自引：0，他引：1  

Neil Humphrey  John P. Charlton  Irene Newton 《教育心理学》2004,24(5):579-594

Recent studies have shown that self‐esteem may play an important role in the onset of disaffection among secondary age pupils. It has been suggested that low‐achieving pupils deal with the threat posed to their self‐esteem by poor academic achievement by re‐organising their domain‐specific evaluations so that investment is increased in potentially more rewarding areas (in being part of a scholastic counter‐culture). In this vein, an exploratory study was conducted in which self‐esteem, mood/affect, and perceptions of social support were examined in 62 high and low achieving Year 7 (mean age: 11.8) pupils. We found differences between high‐ and low‐achieving pupils in a variety of constructs, including academic self‐esteem, mood/affect, and global self‐worth. Further, within‐group correlations revealed distinct differences between high and low achieving pupils, in the relationships between self‐esteem, mood/affect, and social support. The findings are discussed in relation to suggested psychosocial mechanisms in the onset of disaffection. In particular, differences between the findings of this and other studies involving older participants are examined, and Year 7 is tentatively suggested as a critical period of self‐esteem re‐organisation for low achievers.  相似文献