The Consistency and Concomitants of Inhibition: Some of the Children, All of the Time   总被引：6，自引：1，他引：6  

Kenneth H. Rubin  Paul D. Hastings  Shannon L. Stewart  Heather A. Henderson  Xinyin Chen 《Child development》1997,68(3):467-483

Toddlers displaying extremely inhibited behavior may be at risk for becoming socially withdrawn. However, behavioral inhibition may be a multifaceted characteristic, and its concurrent relation to toddler wariness with peers has not been examined. In this study, 108 toddlers (54 females) and their mothers were observed in novel situations involving unfamiliar settings, adults, and peers. Vagal tone, temperament, separation-reunion behavior, and maternal oversolicitousness also were assessed. There was little consistency of inhibited behavior across the 3 situations. Consistently inhibited toddlers had fearful temperaments, showed distress following maternal separation, and had mothers who were warm and controlling but unresponsive to children's cues during interaction. Toddlers with highly fearful temperaments and highly oversolicitous mothers were the most inhibited across contexts.  相似文献   

The other half of international teaching assistant training: Classroom communication workshops for international students     

Donald L. Rubin 《Innovative Higher Education》1993,17(3):183-193

ITAs often experience particular difficulty balancing their roles as teachers with their roles as students. Student communication skills training is warranted for ITAs because it may be more motivating than instructional skills training, because it captures an otherwise elusive segment of the clientele, and because learning can transfer to ITAs' own teaching repertoires. Such a program can begin with a focus on naming and social identity. The bulk of the program focuses on communication practices for participative learning such as small group problem solving and whole-group responding. A typical workshop concludes with a forum for student concerns, often focusing upon how to interact with one's academic advisor.He obtained his Ph.D. in 1978 at the University of Minnesota. Among the courses he teaches are offerings in intercultural communication, applied linguistics, and composition research. He has also conducted research pertaining to perceptions of international instructors.  相似文献   

Toward a description of deaf college students' written English: overuse, avoidance, and mastery of function words     

Channon R  Sayers EE 《American annals of the deaf》2007,152(2):91-103

The use of function words in 135 essays written by deaf college underclassmen in developmental and credit-bearing English composition classes is described and compared with Standard English (SE) versions of teh same essay. If student and SE version were the same, this was considered mastery; if the student omitted a word, this was considered avoidance; and if the student added a word, this was considered overuse. The deaf students varied from SE more for function than for content words. They demonstrated low mastery of independent clause markers, demonstratives, third-person singular neuter pronouns, and modals related to possibility, but had relatively high mastery of the first-person singular; and some punctuation. These students strongly avoided some dependent clause markers, some demonstratives, the indefinite article, punctuation except for periods and commas, and the modal verbs may, might and should , but greatly overused other dependent clause markers, the second person and third-person pronouns, quantifiers, the verb do, and the modals could and will. They were also more likely to produce run-ons than fragments.  相似文献   

Self-esteem and school performance     

Rosalyn A. Rubin  Jeanne Dorle  Susanne Sandidge 《Psychology in the schools》1977,14(4):503-507

Self-esteem was found to have a moderate relationship with, but not a strong independent effect on, school achievement and behavior for a sample of 530 twelve-year-olds. From multiple correlation coefficients predicting school outcomes from measures of socioeconomic status, IQ, and self-esteem, it was concluded that much of the relationship between self-esteem and school performance for the general school population can best be explained as reflecting common underlying factors such as ability and background.  相似文献   

济莱协作区体育产业的发展路径研究     

王汝斌  亓永顺 《体育科技文献通报》2015,(2)

文章通过走访面谈、问卷调查法和文献资料分析相结合的研究方法,并且在全面审视济莱协作区体育产业的现状和问题的情况下,提出了济莱协作区体育产业发展路径的对策与措施。  相似文献   

Age differences explain social class differences in students’ friendship at university: implications for transition and retention     

Mark Rubin  Chrysalis L. Wright 《Higher Education》2015,70(3):427-439

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In memoriam Isabelle Liberman     

Hyla Rubin 《Reading and writing》1991,3(2):99-100

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The Pell and the Poor: A Regression-Discontinuity Analysis of On-Time College Enrollment     

Rachel B. Rubin 《Research in higher education》2011,52(7):675-692

In this study, I capitalize on a natural experiment to examine the effect of federal Pell Grant eligibility on college enrollment for students who graduated from high school in spring 2004 and who completed the Free Application for Federal Student Aid (FAFSA). Data from the Education Longitudinal Study of 2002 are used to array students on the continuous Expected Family Contribution (EFC) variable, attained from the FAFSA, and divide them into two categories—those with an EFC at or below the federally designated amount for Pell eligibility, and those above. This regression-discontinuity approach allows me to measure whether students who vary regarding their Pell Grant eligibility, but who have essentially identical family incomes, differ in their college enrollment rates. I find no effect. While confirming prior studies examining the impact of the Pell Grant on college enrollment for traditional students, this finding remains inconsistent with findings on other need-based grants. This result suggests that the minimum Pell Grant amount, currently less than 10% of an average college’s tuition and fees, may be insufficient.  相似文献   

切开复位锁定钢板内固定治疗跟骨骨折100例临床观察     

姚汝斌  杨开舜  尚学红 《大理师专学报》2014,(4):36-38

目的：探讨切开复位锁定钢板内固定治疗跟骨骨折的临床疗效。方法：分析2008年9月至2011年9月,行切开复位植骨锁定钢板内固定治疗跟骨骨折100例（共103足）。男性76例,女性24例,其中单侧97例,双侧3例。年龄18-64岁,平均（33.19±5.97）岁。按Sanders分型Ⅱ型28例,Ⅲ型62例,IV型10例。均采用跟骨外侧L型切口,切开复位锁定钢板内固定。结果：92例获得随访,随访时间6-30个月,平均18个月。应用Maryland评分系统进行疗效评定。优46例、良40例、中4例（1例双侧跟骨骨折）,优良率93.4%。其中1例出现骨不愈合,再次行距下关节融合术,1例出现皮肤坏死经换药后治愈,1例出现腓肠神经症状。结论：切开复位植骨锁定钢板内固定是治疗跟骨骨折的有效方法。  相似文献   

Differing over fulbright     

Richard T. Arndt  David Lee Rubin 《Academic Questions》1995,8(1):7-10

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