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Identification of Alcohol by Smell among Preschoolers: Evidence for Early Socialization about Drugs Occurring in the Home 总被引：1，自引：0，他引：1
This study tested preschoolers' ability to provide accurate verbal associations to alcoholic beverage odors and whether this ability was related to parental drinking patterns and motivations. Older preschoolers performed better than younger preschoolers; photographic cues improved performance; children who correctly identified a substance by smell had socially appropriate knowledge of the culturally appropriate users of the substance; children reported liking substances that are used mainly by children and adults, and generally reported disliking substances whose use is legally limited to adults only; children were better at identifying substances they commonly use, but success at recognition of alcoholic beverages was related to heavier parental drinking and use of alcohol for escape reasons. Findings have implications for theories of socialization to drug use and for models of prevention. 相似文献
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Noll Victor H. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1958,4(1):77-87
International Review of Education - 相似文献
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Robert B. Noll Kathryn Vannatta Kristine Koontz Karen Kalinyak William M. Bukowski W. Hobart Davies 《Child development》1996,67(2):423-436
Comparisons with measures of peer relationships and emotional well-being were made between youngsters with sickle cell disease (SCD) and same-classroom comparison peers. Relative to the comparison subjects, females with SCD were perceived by peers as being less sociable and less well accepted; males with SCD were perceived as being less aggressive than comparison peers. For both males and females with SCD, no other differences were identified on numerous measures of emotional well-being. None of the multiple measures of illness severity were significantly related to measures of psychological adjustment. The common side effects of SCD, chronic fatigue and small physical size, may divert males with the illness from manifesting difficulties related to aggressive behavior with peers. For females with the illness, the common side effects of the illness may hinder the development of normal social relationships. Despite chronic exposure to numerous stressful life events associated with SCD, the youngsters with the illness were remarkably similar to comparison peers, showing evidence of considerable hardiness. 相似文献
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Hiram E. Fitzgerald Linda A. Sullivan Hazen P. Ham Robert A. Zucker Stefan Bruckel rew M. Schneider Robert B. Noll 《Child development》1993,64(1):110-123
We investigated risk factors in a population-based sample of alcoholic (father) and comparison families with 3-year-old sons. Alcoholic and comparison parents did not differ in socioeconomic status (SES), education, years married, family size, or cognitive functioning. Anti-social behavior and depression were significantly greater in alcoholic parents. High risk children were more impulsive than comparison children, but there were no differences in developmental age, IQ, or behavior problems. A higher percentage of high-risk children were rated in the extreme clinical range for behavior problems than were comparison children. For alcoholic families, mothers' ratings of their children's total behavior problems, externalizing behavior problems, and internalizing behavior problems were predicted by mothers' lifetime alcohol problems, current depression, and family SES. Father variables failed to predict children's behavior problems. Maternal variables were stronger predictors of their 3-year-old sons' problem behaviors than were paternal variables. 相似文献
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Adults modify the way they speak to children to support children’s learning across several domains. However, no previous research has studied whether adults change their language when explaining science to children. The current study examined if and how adults change the manner in which they talk about science when providing explanations to children vs. providing explanations to other adults. Participants (N = 81) were video recorded while explaining basic science concepts to children and adults. Recordings were later analyzed to determine if and how participants changed the quality and content of their explanations. The results confirmed that adults did change their explanations when talking to children about science by providing more potentially beneficial, but also disadvantageous, information. Participants perceived that they provided more accurate explanations to children, but appeared to be making metacognitive judgments largely based upon the changes made that could be beneficial to learning. Taken together, this work suggests that science may be a domain in which adults are not well equipped to modify and monitor their language to children. 相似文献
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A. Michael Noll 《Communication quarterly》2013,61(2):51-56
Interactions between two pairs of subjects were conducted face‐to‐face and over a two‐way closed‐circuit television medium and were tape recorded. The speech for each subject over each medium was edited to remove silent intervals and the resulting edited speech segments, each about 1 minute in duration, were analyzed by a computer implementation of the cepstrum method of fundamental‐frequency determination. The speech of all four subjects showed a statistically significant rise in fundamental frequency ranging from 3.89% to 7.83% for the closed‐circuit television condition relative to the face‐to‐face condition. This result could imply that two‐way closed‐circuit television is a more tense or stressful medium than face‐to‐face communication. Alternatively, the effect could be explained by such other factors as a rise in speech level caused by a greater perceived distance between the participants in the closed‐circuit television condition. 相似文献
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Carolina Rodrigues Mendonça Karla Tais de Oliveira Souza Jalsi Tacon Arruda Matias Noll Nilza Nascimento Guimarães 《Anatomical sciences education》2021,14(5):682-692
In Brazil, a federal law ensures that all students with disabilities are entitled to enrollment in higher education institutions. Higher courses in human anatomy stand out for their complexity in both theoretical and practical contents. Therefore, adaptation is required to accommodate students with special educational needs. This study aimed to describe the experience of a Support Teacher in the development of inclusive pedagogical practices for the discipline of Human Anatomy offered in the physiotherapy course for a student with low vision and blindness. The challenges and learning difficulties faced by a visually impaired student are reported. Qualitative analysis was performed by interviewing a student with low vision and blindness and a Support Teacher. The audio recordings were transcribed, categorized, and analyzed using content analysis. The Support Teacher created schematics and drawings of anatomical structures, reviewed theoretical and practical contents, developed adaptations of the examinations, and applied palpatory anatomy to facilitate the student’s learning process. The findings illustrate that the student faced the greatest difficulty in dealing with the emotional aspects, due to the inability to visualize the anatomical details in human cadavers. Thus, the presence of a Support Teacher was fundamental to ensure that the student could learn the content and overcome this limitation. In conclusion, personalized adaptation, commitment, and collaborative work between the Support Teacher and students with low vision and blindness improve their learning conditions. 相似文献
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As the field of data science evolves with advancing technology and methods for working with data, so do the opportunities for re-conceptualizing how we teach undergraduate statistics and data science courses for majors and non-majors alike. In this paper, we focus on three crucial components for this re-conceptualization: Developing research questions, professional ethics, and team collaborations. We share vignettes from two teams of undergraduate statistics or data science majors at two different stages of their development (novice and expert) while they worked on a DataFest data challenge. These vignettes shed light on opportunities for re-conceptualizing introductory courses to give more attention to issues of the process of developing focused research questions when given a complex data set, professional ethics and bias, and how to collaborate effectively with others. We provide some implications for teaching and learning as well as an example activity for educators to use in their courses. 相似文献