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The Impact of Postnatal Depression and Associated Adversity on Early Mother-Infant Interactions and Later Infant Outcome 总被引：15，自引：0，他引：15
Lynne Murray Agnese Fiori-Cowley Richard Hooper Peter Cooper 《Child development》1996,67(5):2512-2526
The impact of maternal depression and adversity on mother-infant face-to-face interactions at 2 months, and on subsequent infant cognitive development and attachment, was examined in a low-risk sample of primiparous women and their infants. The severe disturbances in mother-infant engagement characteristic of depressed groups in disadvantaged populations were not evident in the context of postpartum mood disorder in the present study. However, compared to well women, depressed mothers were less sensitively attuned to their infants, and were less affirming and more negating of infant experience. Similar difficulties in maternal interactions were also evident in the context of social and personal adversity. Disturbances in early mother-infant interactions were found to be predictive of poorer infant cognitive outcome at 18 months. Infant attachment, by contrast, was not related to the quality of 2-month interactions, but was significantly associated with the occurrence of adversity, as well as postpartum depression. 相似文献
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Vasco d’Agnese 《Educational Philosophy and Theory》2016,48(3):251-266
In his 2012 article Philosophy of Education for the Public Good: Five Challenges and an Agenda, Gert Biesta identifies five substantial issues about the future of education and the work required to address these issues. This article employs a Heideggerian reading of education to evaluate ‘Biesta’s truth’. I argue that Biesta’s point of view (a) underestimates knowledge’s predominance and relativism; (b) frames intentionality in pre-Heideggerian terms, which—although not a problem in itself because an individual is free to choose a particular perspective on the concept—raises the issue of consistency in Biesta’s theoretical framework; and (c) a final criticism concerns Biesta’s choice of tools for engaging with the identified challenges: The primary tools Biesta uses are intrinsic to the perspective he challenges. The use of a ‘first person perspective’ to frame pedagogy that focuses on the subject and ‘subjectification’ reaffirms the fundamental Western gesture that makes human beings subjects who ‘stand-over-and-against’ the world. I argue that it is possible to penetrate Plato’s ‘theoretical gaze’ and find a ‘weak’ alternative to an all-encompassing point of view of education through a Heideggerian approach that regards intentionality and thinking as ‘hearing’. 相似文献
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Agnese Karaseva Pille Pruulmann-Vengerfeldt Andra Siibak 《Technology, Pedagogy and Education》2018,27(1):33-47
This study explored the relationship of in-service teacher achievement goal orientation and practices of educational technology use. Semi-structured individual interviews with secondary school teachers in Latvia (N = 16) and Estonia (N = 10) revealed that the use of information and communication technology (ICT) in pedagogical work and the ways in which teachers learn ICT-related skills are associated with individual differences in teacher achievement goal orientation. Based on their findings, the authors argue that achievement goal theory is a promising framework for understanding how the integration and application of ICT in teaching happens. Directions for future research and implications for teacher training are discussed. 相似文献
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Vasco d’Agnese 《Educational Philosophy and Theory》2017,49(10):946-956
Over the last couple of decades, Heideggerian philosophy has become an important resource for educationalists. A growing body of literature has demonstrated its educational potential, thus illumining pivotal educational features and phenomena. Whereas my research is situated in the critical space opened by this literature, I adopt a slightly different perspective: in this paper, I discuss what we may refer to as the thoroughly educational nature of Heideggerian philosophy. I contend that Heideggerian thought is not only anchored by questions and features that are quintessentially pedagogical but also represents a passionate and ethical call to freedom, becoming and the space of the ‘not-yet’, a call that appeals to the self to overturn his gesture and position; a call that is, in and of itself, educational. Rather than abandoning the initiative towards Being, Heidegger, in the late 1920s, created an ethic of resoluteness and choice that places freedom and responsibility centre stage. Hence, when analysing Heidegger’s thought, we need not necessarily place educational concerns and demands from without, nor must we necessarily apply Heideggerian insights to analyse educational features and phenomena, for Heideggerian philosophy is always already rooted in, and in a sense is, an educational endeavour. 相似文献
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Vasco d’Agnese 《Interchange》2017,48(1):97-115
In the last two decades, a decisive anti-foundationalist turn has emerged in educational philosophy and theory. With such a shift, both the possibility and the desirability to conceive of educational processes and practices in terms of mastery and predictability has been challenged. In this paper, by locating my work on such an anti-foundationalist horizon and by staging a comparison between Dewey and Heidegger, I wish to frame the issue in terms of what is behind and what is beyond the detached and self-assured subject that is supposed to found the kind of managerial frameworks that dominate educational practice worldwide. Specifically, it is my contention that for both Heidegger and Dewey, we are, on the one hand, vulnerable from the very beginning, delivered to an uncanny and uncertain condition; even knowledge is dependent upon a wider, non-discursive context. On the other hand, such an uncanniness and dependency, rather than flowing in some nihilistic defeat of educational purposes, puts radical responsibility on the side of the subject. For both Dewey and Heidegger, being a subject means being-with-others while transcending and advancing one’s boundaries. The notion of education that will emerge through the comparison between Dewey and Heidegger is a type of both subtraction and overstepping, a type of event that we cannot manage, and yet requires our attention, our educational effort in dealing with it, in loading it upon ourselves, thus reconsidering our existence. 相似文献
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During election campaigns, candidates, parties, and media share their relevance on Twitter with a group of especially active users, aligned with a particular party. This paper introduces the profile of “party evangelists,” and explores the activity and effects these users had on the general political conversation during the 2015 Spanish general election. On that occasion, the electoral expectations were uncertain for the two major parties (PP and PSOE) because of the rise of two emerging parties that were disrupting the political status quo (Podemos and Ciudadanos). This was an ideal situation to assess the differences between the evangelists of established and emerging parties. The paper evaluates two aspects of the political conversation based on a corpus of 8.9 million tweets: the retweeting effectiveness, and the sentiment analysis of the overall conversation. We found that one of the emerging party’s evangelists dominated message dissemination to a much greater extent. 相似文献
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