儿童用品TBT通报数据可视化预警研究

探索采用数据可视化技术分析儿童用品TBT通报数据,以可视化图形图像呈现通报热点并揭示趋势信息,提出对策与建议,助力为儿童用品产业升级、TBT预警数据分析和信息传播工作提供新思路,提高中小企业的国外市场准入机会。     

Preschool Competency in Context: An Investigation of the Unique Contribution of Child Competencies to Early Academic Success.

The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Specific Approaches to Learning, and Interpersonal Classroom Behavioral Problems). The first 2 of these dimensions were found to be uniquely associated with early academic success. Findings from typological (person-centered) analyses supported the dimensional findings. Typological analyses revealed 7 profiles of classroom competency distinguished by high scores on the dimensions of General Competencies and Approaches to Learning, and these profiles were found to relate differentially to the indicator of early academic success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Treatment of Dissociation in Sexually Abused Children From a Family/Attachment Perspective.

This article outlines an approach to treatment of sexually abused children with dissociative symptoms. Dissociated self-states are seen as competing interpersonal approaches to handling the many emotional sequela of abuse, including anger, fear, and regressive needs. Parents' responses to their sexually abused children, complicated by guilt and their own histories of trauma, can promote dissociative coping in the children as they have difficulty processing their own real feelings of anger, fear, and responsibility. Children and parents may alternatively take victimizer, victim, and rescuer roles, thus mutually reinforcing a dissociative style of coping with these events. This article illustrates how sensitivity to these family dynamics, along with a problem-solving approach to the child's symptoms, can treat dissociative psychopathology in these children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"I know, you know": Epistemic egocentrism in children and adults.

This article reviews the evidence and theory pertaining to a form of perspective-taking failure--a difficulty in setting aside the privileged information that one knows to be unavailable to another party. The authors argue that this bias (epistemic egocentrism, or EE) is a general feature of human cognition and has been tapped by 2 independent and largely uncommunicating research traditions: the theory-of-mind tradition in developmental psychology and, with more sensitive probes, the "heuristics and biases" tradition in the psychology of human judgment. This article sets the stage for facilitating communication between these traditions as well as for the recognition of EE's breadth and potential interdisciplinary significance. The authors propose a life-span account and a tentative taxonomy of EE; and they highlight the interdisciplinary significance of EE by discussing its implications for normative ethics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in computerised and conventional educational tests

Abstract Research has demonstrated girls to outperform boys on conventional literacy tests. The present studies concern gender differences on computerised educational tests. Seventy-one children were tested using LASS Secondary and a set of seven conventional measures. No significant gender differences were found on any of the LASS Secondary modules, although females did outperform males on a conventional spelling test. A further 126 pupils were tested on computerised and paper versions of the LASS Secondary reading, spelling and reasoning modules. No gender differences were found on the computerised versions, but there were significant differences on the paper versions of the reading and spelling modules favouring females. In a third study, 45 children were administered computerised and paper versions of the LASS Junior reading and spelling modules. There were no significant differences on the computerised modules, but girls performed significantly higher than boys on the paper version of the spelling module. It is possible that computerised assessment does not detect the established gender effect due to differences between males and females in motivation, computer experience and competitiveness. Further large-scale studies are necessary to confirm these findings.     

Children's Physiological Indices of Empathy and Their Socioemotional Adjustment: Does Caregivers' Expressivity Matter?

Relations of heart rate and skin conductance reactions to mildly evocative empathy-inducing slides with socioemotional functioning were examined for 154 children (mean age = 9 years, 5 months). In addition, maternal expressivity was tested as a moderator of these relations. Parents and teachers rated children's socioemotional functioning, and a behavioral measure of children's regulation was obtained. Boys who exhibited higher skin conductance and higher heart rate to slides depicting negative emotions were better regulated, less emotionally intense, and better adjusted than their peers. Furthermore, boys' regulation and adjustment were positively related to such physiological responding to negative slides if maternal negative expressivity was relatively low or moderate, but not high. Fewer findings were obtained for girls or for positive slides. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child negative emotionality and parenting from infancy to preschool: A meta-analytic review.

This meta-analytic review (k = 62 studies; N = 7,613 mother-child dyads) shows that effect sizes for the association between child negative emotionality and parenting were generally small and were moderated by sample and measurement characteristics. The association between more child negative emotionality and less supportive parenting was relatively strong in lower socioeconomic status families, reversed in higher socioeconomic status families, and limited to studies with relatively high percentages of participants from ethnic minorities and studies using parent report to assess negative emotionality. Higher levels of child negative emotionality were associated with more restrictive control in samples with less than 75% 1st-born children, as well as in infants and preschoolers, and in studies using parent report or composite measures to assess both negative emotionality and restrictive parenting. Finally, more child negative emotionality was associated with less inductive control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From children's hands to adults' ears: Gesture's role in the learning process.

Children can express thoughts in gesture that they do not express in speech--they produce gesture-speech mismatches. Moreover, children who produce mismatches on a given task are particularly ready to learn that task. Gesture, then, is a tool that researchers can use to predict who will profit from instruction. But is gesture also useful to adults who must decide how to instruct a particular child? We asked 8 adults to instruct 38 third- and fourth-grade children individually in a math problem. We found that the adults offered more variable instruction to children who produced mismatches than to children who produced no mismatches--more different types of instructional strategies and more instructions that contained two different strategies, one in speech and the other in gesture. The children thus appeared to be shaping their own learning environments just by moving their hands. Gesture not only reflects a child's understanding but can play a role in eliciting input that could shape that understanding. As such, it may be part of the mechanism of cognitive change. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neighborhood disadvantage moderates associations of parenting and older sibling problem attitudes and behavior with conduct disorders in African American children.

Data from 296 sibling pairs (mean ages 10 and 13 years), their primary caregivers, and census records were used to test the hypothesis that African American children's likelihood of developing conduct problems associated with harsh parenting, a lack of nurturant-involved parenting, and exposure to an older sibling's deviance-prone attitudes and behavior would be amplified among families residing in disadvantaged neighborhoods. A latent construct representing harsh-inconsistent parenting and low levels of nurturant-involved parenting was positively associated with younger siblings' conduct disorder symptoms, as were older siblings' problematic attitudes and behavior. These associations were strongest among families residing in the most disadvantaged neighborhoods. Future research and prevention programs should focus on the specific neighborhood processes associated with increased vulnerability for behavior problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Can being scared cause tummy aches? Naive theories, ambiguous evidence, and preschoolers' causal inferences.

Causal learning requires integrating constraints provided by domain-specific theories with domain-general statistical learning. In order to investigate the interaction between these factors, the authors presented preschoolers with stories pitting their existing theories against statistical evidence. Each child heard 2 stories in which 2 candidate causes co-occurred with an effect. Evidence was presented in the form: AB→E; CA→E; AD→E; and so forth. In 1 story, all variables came from the same domain; in the other, the recurring candidate cause, A, came from a different domain (A was a psychological cause of a biological effect). After receiving this statistical evidence, children were asked to identify the cause of the effect on a new trial. Consistent with the predictions of a Bayesian model, all children were more likely to identify A as the cause within domains than across domains. Whereas 3.5-year-olds learned only from the within-domain evidence, 4- and 5-year-olds learned from the cross-domain evidence and were able to transfer their new expectations about psychosomatic causality to a novel task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)