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OBJECTIVE: The current study examines homotypic stability in mother-child interactions, applying similar rating scales of mother-child interactions at 1 and 4.5 years, and heterotypic stability from 1 to 13 years and 4.5 to 13 years, using conceptually similar but not identical rating scales at age 13. DESIGN: We coded videotaped mother-child interactions in 202 families when children were 1, 4.5, and 13 years of age during age-appropriate and developmentally salient structured tasks for relationship quality. RESULTS: Multiple regression analyses controlled for the effects of child birth order and gender as well as maternal age and education. Maternal and dyadic, but not child, mother-child interaction qualities at 1 year significantly predicted similar or equivalent constructs at 4.5 and 13 years. Heterotypic stability from 1 to 13 years was partially or fully mediated by the same constructs at 4.5 years. CONCLUSIONS: Maternal behaviors showed a pattern of homotypic and heterotypic stability, whereas dyadic behaviors were somewhat less stable. Child behaviors showed evidence of both homotypic and heterotypic instability. 相似文献
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美国图书馆协会的<职业道德规范声明>提出了以图书馆事业为中心的具体原则,其<图书馆权利法案>则明确了图书馆的责任和义务.目前,美国社会和政治环境的变化为图书馆职业带来了越来越多的忧虑和压力."9·11"后出台的<爱国者法案>明显与图书馆职业道德规范中所阐述的重要原则相冲突.因此,美国图书馆协会决心抵制<爱国者法案>对知识、信息自由开放以及行使个人隐私权的限制. 相似文献
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Numerous studies have been conducted on the impact of dual-earner parents' employment on their children, yet the reverse process-the impact of children and their behavior on the work functioning of their parents-has been ignored. This study investigated spillover from the mother role to the work role in a sample of more than 300 families. At 4 months, 12 months, 3.5 years, and 4.5 years of age, child's difficult temperament was significantly associated with mother's work outcomes, including work role quality and rewards from combining work and family. The evidence was consistent with a structural model in which maternal sense of parenting competence and maternal depressed affect mediated these effects. 相似文献
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多词动词是英语教学和英语学习中的难点之一.作为一种特殊的动词,它有其本身特有的一些词汇特征,如转类性、动态性以及表达形式的丰富性等.了解这些特征有助于更好地掌握和使用多词动词. 相似文献
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