排序方式： 共有55条查询结果，搜索用时 15 毫秒
1.
2.
3.
Gliboff S 《Endeavour》2005,29(4):162-167
Paul Kammerer's career ended in scandal in 1926 over tampering with his evidence for "Lamarckian" evolution--the infamous midwife toad. But although Kammerer's conclusions proved false, his evidence was probably genuine. In any case his arguments were not simply for Lamarckism and against Darwinism, as the theories are understood today. If we look beyond the scandal, the Kammerer story shows us a great deal about early 20th-century biology: the range of new ideas about heredity and variation, competing theories of biological and cultural evolution and their applications in eugenics, new kinds of laboratories and professional roles for biologists, and changing standards for documenting experimental results. 相似文献
4.
Heleen A. Van der Stege Sander R. Hilberink Adriaan P. Visser AnneLoes Van Staa 《Sex education》2014,14(6):635-651
The objective of this study was to identify determinants of professionals’ intention to use the new board game SeCZ TaLK to facilitate sexual health discussions with young people with chronic health conditions and disabilities, and to gauge whether intention led to actual use. A cross-sectional web-based survey of 336 professionals before they received the game sought to measure their intention to use SeCZ TaLK, their attitudes towards discussing sexuality, social professional environment, self-efficacy, opinion on the feasibility of using the game and experience discussing sexuality. Actual use of SeCZ TaLK was assessed at follow-up (N = 105). Professionals with higher self-efficacy and more experience in discussing sexual health were more likely to intend to use the game. At follow-up, intention to use explained 21% of the variance in actual use. SeCZ TaLK fits easily into the daily practice of professionals working in assisted-living and day-care facilities; other professionals experienced greater difficulty integrating the game into their practice. Despite this, SeCZ TaLk was also used across a wide range of settings including in psycho-educational groups, group consultations in hospitals and group therapy in rehabilitation centres. Professionals appreciated the board game SeCZ TaLK, but actual use depended on their own motivation and skills and compatibility with work routines. 相似文献
5.
This study investigates the degree to which grades based solely on constructed-response (CR) questions differ from grades based solely on multiple-choice (MC) questions. If CR questions are to justify their higher costs, they should produce different grade outcomes than MC questions. We use a data set composed of thousands of observations on individual students in introductory economics classes at a large public university. We note that the instructors of these classes made conscientious efforts to write CR questions that assessed higher levels of learning (Bloom, 1956). Despite this, we find relatively little difference in grade outcomes. Our analysis suggests that switching from an all-CR assessment to an all-MC assessment would produce grade variations that are similar to the differences that are observed for students across different tests. Although other studies have focused on test scores, frequently AP test scores, our study is the first to focus attention on university grades. We hope that our inability to identify substantial benefits to CR questions in terms of grades will stimulate further research to identify substantive benefits from using the more costly CR questions. 相似文献
6.
Mengtian Xia Astrid M. G. Poorthuis Qiang Zhou Sander Thomaes 《Child development》2022,93(2):e207-e221
Western literature suggests that young children overestimate their performance across a range of tasks. Research in non-Western cultures, however, is lacking. In 2019, 101 Chinese (52% girls) and 98 Dutch (49% girls) children, ages 4 and 5, were asked to estimate how well they would perform on both a motor and a memory task. Children from both countries overestimated their performance to the same extent ( = .077 and .027 for the motor and memory tasks, respectively). They generally persevered in doing so despite receiving realistic performance feedback. Yet, children overestimated their peers’ performance about as much as their own performance, in some cases even more. This is the first demonstration of performance overestimation in children growing up in a non-Western culture. 相似文献
7.
8.
The effects of Buddhism, Islam, and Judaism on educational attainment in the United States are examined. OLS estimates of educational attainment and Probit estimates of college attainment are undertaken. It is shown that Islam and Judaism have similar positive effects on attainment relative to Protestants and Catholics. The effect of Buddhism is specific to respondents who were living in the United States at age sixteen and/or were born in the United States. Data from the National Opinion Research Center's “General Social Survey: 1998–2008” are used. 相似文献
9.
Does Parent–Child Discussion of Peer Provocations Reduce Young Children's Hostile Attributional Bias? 
下载免费PDF全文
下载免费PDF全文 Anouk van Dijk Astrid M.G. Poorthuis Sander Thomaes Bram O. de Castro 《Child development》2018,89(5):1908-1920
Two studies investigated whether parent–child discussion of peer provocations reduces young children's hostile attributional bias. Study 1 (N = 109, age 4–7)—an observational study—showed that parent–child discussion of nonhostile attributions (when reading a picture book) predicted reductions in children's hostile attributional bias from pre‐ to postdiscussion. Study 2 (N = 160, age 4–6)—an experimental study—showed that stimulating parents to discuss either nonhostile attributions or normative beliefs (vs. a control condition) reduced children's hostile attributional bias in response to hypothetical vignettes, but not in response to a staged peer provocation. These findings suggest that by framing social situations, parents may help their children perceive less hostility in their social worlds. 相似文献
10.
The role of false belief in establishing children's social relationships during the transition to school was examined and compared to other social cognitive constructs. One hundred and fourteen 5‐year‐olds were recruited during their 1st year of school (Time 1); 106 children were retained 1 year later. False belief, emotion expression recognition, empathy, verbal ability, and peer‐rated social preference were measured at both times. False belief at Time 1 had a direct influence on concurrent social preference, over and above the influence of emotion expression recognition and empathy. False belief made no independent contribution to later social preference accounting for stability in social preference. The role of social cognitive development is discussed with respect to how children establish and maintain their position in a peer group. 相似文献