Early Childhood Parenting Predicts Late Childhood Brain Functional Connectivity During Emotion Perception and Reward Processing     

Daniel C. Kopala-Sibley  Marilyn Cyr  Megan C. Finsaas  Jonathan Orawe  Anna Huang  Nim Tottenham  Daniel N. Klein 《Child development》2020,91(1):110-128

Seventy-nine 3-year olds and their mothers participated in a laboratory-based task to assess maternal hostility. Mothers also reported their behavioral regulation of their child. Seven years later, functional magnetic resonance imaging data were acquired while viewing emotional faces and completing a reward processing task. Maternal hostility predicted more negative amygdala connectivity during exposure to sad relative to neutral faces with frontal and parietal regions as well as more negative left ventral striatal connectivity during monetary gain relative to loss feedback with the right posterior orbital frontal cortex and right inferior frontal gyrus. In contrast, maternal regulation predicted enhanced cingulo-frontal connectivity during monetary gain relative to loss feedback. Results suggest parenting is associated with alterations in emotion and reward processing circuitry 7–8 years later.  相似文献   

Humankind,human nature,and misanthropy     

Kidd  Ian James 《Metascience》2020,29(3):505-508

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Retaking departments     

James D. Preston  Graves E. Enck 《Academic Questions》1992,5(1):70-74

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A New Approach to Quality Assurance for Higher Education     

James D. T. Tannock 《Higher Education Quarterly》1992,46(1):108-123

This article describes the Engineering Professors' Conference (EPC) approach to quality assurance for Higher Education Institutions, which is currently the only formalized alternative to British Standard 5750 'Quality Systems'. The EPC approach is based on principles of quality assurance and Total Quality Management which have been developed in industry. These ideas are briefly outlined, and an opinion expressed on the interpretation and application of BSS7S0 for HE. The EPC model is explained, illustrated with example elements taken from the EPC Specification and Guidelines for Quality Assurance in Higher Education. A top-down approach to the development of an institutional quality system is described, based on a quality policy statement. Areas of activity which have an important impact on the quality of education are identified, emphasising the quality assurance requirements of academic departments. Supporting and administrative quality system requirements are also described, as these also play an important role in the quality of education. Formal quality procedures and documentation in key areas are proposed.  相似文献   

Social Perceptions of Students with Learning Disabilities Who Differ in Social Status     

Hedda Meadan  James W. Halle 《Learning disabilities research & practice》2004,19(2):71-82

As a group, students with learning disabilities (LD) have social difficulties. One possible explanation for these difficulties is the unique way they process social information. Although students with LD may differ from their nondisabled peers in their social cognition, investigators have suggested the presence of subgroups within the population of students with LD who may differ in their social competence and, thereby, shed light on the source of the difficulties. The present exploratory study examined how two subgroups of students with LD in inclusive settings, students with high and low social status, perceive social situations. Using a sociometric technique, three students with LD receiving high social‐status ratings and three students with LD receiving low social‐status ratings were identified. A qualitative approach was used to gather and evaluate data from the participants and their teachers. Results suggested differences between the two subgroups in their (1) sensitivity to cues in the environment, (2) interpretation of social situations in relation to their own experiences, and (3) levels of self‐control. Implications of these findings for practice and future research are discussed.  相似文献   

Book reviews     

James Heilbrun  Dick Netzer 《Journal of Cultural Economics》1995,19(1):81-85

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Steps Toward More Effective Implementation of the Standards for Educational and Psychological Testing     

Daniel Koretz 《Educational Measurement》2006,25(3):46-50

The goal of the Standards for Educational and Psychological Testing is to improve testing practices, but their impact on practice appears spotty. Self-regulation clearly fails in some instances. The establishment of an external agency to oversee testing practices and adherence to the Standards would face substantial hurdles, and the ambiguity of many of the Standards would hobble such an organization if one were created. Many of the Standards are general statements of principle, and past controversies make clear that we in the field often disagree about the reasons for them, their applicability to specific cases, and their practical meaning in specific contexts. This paper argues that the field should follow two approaches to lessen this ambiguity. First, using journals, conferences, and other vehicles, we should foster more frequent and more protracted debate about the practical meaning of key Standards, such as 13.6 and 13.7, which mandate that a decision that will have a "major impact" on a student should not be based on a single score. Second, future revisions of the Standards should use concrete examples of testing practices to clarify the meaning of the Standards, much as the legal system uses case law to clarify the meaning of the general principles embodied in statutes .  相似文献   

冠军由基因决定吗?     

JamesS.Skinner Ph  .D. 《体育科学》2003,23(3):135-139

本文要点: ◆遗传型是机体全部遗传基因的总和,代表了个体的遗传潜力.在决定个体的解剖、生化、生理、行为等特性或遗传表型(如褐色的眼睛、75kg的体重、50 ml/kg/min的最大摄氧量等)上起主导作用.  相似文献   

Should American studies study itself?     

James E. Hartley 《Academic Questions》2004,17(2):33-44

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The new social studies,textbooks, and reform in social studies     

James P. Shaver 《Publishing Research Quarterly》1992,8(4):23-32

The New Social Studies curriculum development movement was short-lived, in part because project staff were not sensitive to the realities of the educational context within which their materials and methods would be used. Although textbook-based recitation persists in social studies classrooms, textbooks are not a ready mechanism for reform. Among the reasons are the institutional constraints on publishers and the difficulty in effecting curricular change without appropriate teacher preparation and modifications in the educational environment. James P. Shaver id professor of secondary education, associate dean for research, College of Education, and acting dean of the School of Graduate Studies, Utah State University, Logan. He has been president of the National Council for the Social Studies and has received NCSS’s Citation for Exemplary Research. His numerous books and articles include materials for students, research reports, and discussion of educational rationale-building, rationales for social studies education, and research philosophy.  相似文献