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1.
Masten CL Guyer AE Hodgdon HB McClure EB Charney DS Ernst M Kaufman J Pine DS Monk CS 《Child abuse & neglect》2008,32(1):139-153
OBJECTIVE: The purpose of this study is to examine processing of facial emotions in a sample of maltreated children showing high rates of post-traumatic stress disorder (PTSD). Maltreatment during childhood has been associated independently with both atypical processing of emotion and the development of PTSD. However, research has provided little evidence indicating how high rates of PTSD might relate to maltreated children's processing of emotions. METHOD: Participants' reaction time and labeling of emotions were measured using a morphed facial emotion identification task. Participants included a diverse sample of maltreated children with and without PTSD and controls ranging in age from 8 to 15 years. Maltreated children had been removed from their homes and placed in state custody following experiences of maltreatment. Diagnoses of PTSD and other disorders were determined through combination of parent, child, and teacher reports. RESULTS: Maltreated children displayed faster reaction times than controls when labeling emotional facial expressions, and this result was most pronounced for fearful faces. Relative to children who were not maltreated, maltreated children both with and without PTSD showed enhanced response times when identifying fearful faces. There was no group difference in labeling of emotions when identifying different facial emotions. CONCLUSIONS: Maltreated children show heightened ability to identify fearful faces, evidenced by faster reaction times relative to controls. This association between maltreatment and atypical processing of emotion is independent of PTSD diagnosis. 相似文献
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Infant Attachment Security and Early Childhood Behavioral Inhibition Interact to Predict Adolescent Social Anxiety Symptoms 
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下载免费PDF全文 Erin Lewis‐Morrarty Kathryn A. Degnan Andrea Chronis‐Tuscano Daniel S. Pine Heather A. Henderson Nathan A. Fox 《Child development》2015,86(2):598-613
Insecure attachment and behavioral inhibition (BI) increase risk for internalizing problems, but few longitudinal studies have examined their interaction in predicting adolescent anxiety. This study included 165 adolescents (ages 14–17 years) selected based on their reactivity to novelty at 4 months. Infant attachment was assessed with the Strange Situation. Multimethod BI assessments were conducted across childhood. Adolescents and their parents independently reported on anxiety. The interaction of attachment and BI significantly predicted adolescent anxiety symptoms, such that BI and anxiety were only associated among adolescents with histories of insecure attachment. Exploratory analyses revealed that this effect was driven by insecure‐resistant attachment and that the association between BI and social anxiety was significant only for insecure males. Clinical implications are discussed. 相似文献
3.
In this study we test a number of different claims about the nature of stylistic variation at the "single-word" stage by examining the relation between variation in early vocabulary composition, variation in early language use, and variation in the structural and functional propreties of mothers' child-directed speech. Maternal-report and observational data were collected for 26 children at 10, 50, and 100 words, These were then correlated with a variety of different measures of maternal speech at 10 words, The results show substantial variation in the percentage of common nouns and unanalyzed phrases in children's vocabularies, and singficant relations between this variation and the way in which language is used by the child. They also reveal singficant relations between the way in whch mothers use language at 10 words and the way in chich their children use language at 50 words and between certain formal properties of mothers speech at 10 words and the percentage of common nouns and unanalyzed phrases in children's early vocabularies, However, most of these relations desappear when an attempt is made to control for ossible effects of the child on the mother at Time 1. The exception is a singficant negative correlation between mothers tendency to produce speech that illustrates word boundaries and the percentage of unanalyzed phrases at 50 and 100 words. This suggests that mothers whose sprech provides the child with information about where new words begin and end tend to have children with few unanalyzed. phrases in their early vocabularies. 相似文献
4.
Findings are presented from the first randomized control trial of the effects of encouraging symbolic gesture (or “baby sign”) on infant language, following 40 infants from age 8 months to 20 months. Half of the mothers were trained to model a target set of gestures to their infants. Frequent measures were taken of infant language development and dyadic interactions were scrutinized to assess mind‐mindedness. Infants exposed to gesture did not differ from control conditions on language outcomes; thus, no support was found for previous claims that encouraging gesturing with infants accelerates linguistic development. Microgenetic analysis revealed mothers in the gesture training conditions were more responsive to their infants' nonverbal cues and encouraged more independent action by their infant. 相似文献
5.
Relationship between leg stiffness and lower body injuries in professional Australian football 总被引：2，自引：2，他引：0
Pruyn EC Watsford ML Murphy AJ Pine MJ Spurrs RW Cameron ML Johnston RJ 《Journal of sports sciences》2012,30(1):71-78
Leg stiffness is a modifiable mechanical property that may be related to soft tissue injury risk. The purpose of this study was to examine mean leg stiffness and bilateral differences in leg stiffness across an entire professional Australian Football League (AFL) season, and determine whether this parameter was related to the incidence of lower body soft tissue injury. The stiffness of the left and right legs of 39 professional AFL players (age 24.4 ± 4.4 years, body mass 87.4 ± 8.1 kg, stature 1.87 ± 0.07 m) was measured using a unilateral hopping test at least once per month throughout the season. Injury data were obtained directly from the head medical officer at the football club. Mean leg stiffness and bilateral differences in leg stiffness were compared between the injured and non-injured players. There was no difference between the season mean leg stiffness values for the injured (219.3 ± 16.1 N x m(-1) x kg(-1)) and non-injured (217.4 ± 14.9 N x m(-1) x kg(-1); P = 0.721) groups. The injured group (7.5 ± 3.0%) recorded a significantly higher season mean bilateral difference in leg stiffness than the non-injured group (5.5 ± 1.3%; P = 0.05). A relatively high bilateral difference in leg stiffness appears to be related to the incidence of soft tissue injury in Australian football players. This information is of particular importance to medical and conditioning staff across a variety of sports. 相似文献
6.
Jerome Pine Pamela Aschbacher Ellen Roth Melanie Jones Cameron McPhee Catherine Martin Scott Phelps Tara Kyle Brian Foley 《科学教学研究杂志》2006,43(5):467-484
A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006 相似文献
7.
In three experiments, we assessed the role of signals for changes in the consequences of cues as a potential account of the
renewal effect. Experiment 1 showed recovery of responding following extinction when acquisition, extinction, and test phases
occurred in different contexts. In addition, extinction treatment in multiple contexts attenuated context-induced response
recovery. In Experiment 2, we used presentations of an extraneous stimulus (ES), instead of context shifts, and found that
responding recovered from extinction only when the ES was presented both between acquisition and extinction and between extinction
and test. In Experiment 3, we used a reversal learning design in which, during training, two cues were first paired with different
outcomes, then paired with the alternative outcomes, and finally paired again with the original outcomes. In this experiment,
presentation, just prior to testing, of an ES that had previously been presented between the different phases produced an
expectation of reversal in the meaning of the cues. 相似文献
8.
When pre‐school children count an array of objects containing one that is broken in half, most count the halves as two separate objects. Two studies explore this predisposition to count discrete physical objects (DPOs) and investigate its robustness in the face of various manipulations. In Experiment 1, 32 children aged three–four years counted arrays of intact and broken objects, comprising familiar objects known to be separable (e.g. a lolly and its stick) or non‐separable (e.g. a toothbrush). The meaning of presenting a broken object was made explicit as some children saw a ‘naughty Ted’ causing the breakage. The DPO bias was robust in the face of these familiarity and context manipulations. Experiment 2 tested whether the DPO bias could be overcome by teaching children a strategy for counting two parts as one whole and also considered whether children’s prior knowledge of cardinality was associated with the bias. Only eight children (33%) benefited from the strategy teaching. At a second post‐test two to three days later, half of these had reverted to their DPO bias. Cardinality knowledge was not associated with improvement. The robustness of the bias to count DPOs is discussed in terms of innate predispositions and abstracted representations. 相似文献
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Family Ecologies of Ethnic Minority Children 总被引：12，自引：0，他引：12
Algea O. Harrison Melvin N. Wilson Charles J. Pine Samuel Q. Chan Raymond Buriel 《Child development》1990,61(2):347-362
This article discusses a proposed interconnectedness between the ecologies of ethnic minority families, adaptive strategies, socialization goals, and child behavioral outcomes. The ethnic minority groups included are African American, American Indian/Alaskan Native, Asian Pacific Americans, and Hispanics. Demographic information on population size, geographic area of concentration, and preferred identity terms is provided. It is argued that adaptive strategies, including extendedness of families and role flexibility, biculturalism, and ancestral worldview, emerge from the ecological challenges of ethnic stratification status. These adaptive strategies foster the child-rearing goals of positive orientation to the ethnic group and socialization for interdependence, which in turn enhance the developmental outcomes of cognitive flexibility and sensitivity to discontinuities among ethnic minority children. 相似文献