When Teachers' and Parents' Values Differ: Teachers' Ratings of Academic Competence in Children From Low-Income Families.

The authors examined predictors of teachers' ratings of academic competence of 105 kindergarten children from low-income families. Teachers rated target children's expected competence in literacy and math and completed questions about their perceptions of congruence-dissonance between themselves and the child's parents regarding education-related values. Independent examiners assessed children's literacy and math skills. Teachers' instructional styles were observed and rated along dimensions of curriculum-centered and student-centered practices. Controlling for children's skills and socioeconomic status, teachers rated children as less competent when they perceived value differences with parents. These patterns were stronger for teachers who exhibited curriculum-centered, rather than student-centered, practices. The findings suggest a mechanism by which some children from low-income families enter a path of diminished expectations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Vasopressin and the transmission of paternal behavior across generations in mated, cross-fostered Peromyscus mice.

The role of arginine vasopressin (AVP) in the nongenomic transfer of paternal behavior from fathers to offspring was examined in Peromyscus. Male California mice (P. californicus) exposed to fewer retrievals by white-footed mouse (P. leucopus) foster parents displayed fewer retrievals of biological offspring. In contrast, white-footed mice were retrieved equally rarely by California mouse foster parents and by biological parents and displayed no changes in pup retrieval behavior. AVP-immunoreactive staining in the bed nucleus of the stria terminalis may predict paternal behavior because it correlated positively with retrievals and with a score consisting of huddling, grooming, and time inside the nest. The authors discuss AVP as a possible mechanism by which early experience shapes adult paternal behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Alliance and Dropout in Family Therapy for Adolescents With Behavior Problems: Individual and Systemic Effects.

This study examined the relationship between alliance and retention in family therapy. Alliance was examined at the individual (parent and adolescent) and family levels (within-family differences). Participants were 34 families who received functional family therapy for the treatment of adolescent (aged 12-18 years) behavior problems. Families were classified as treatment dropouts (n=14) or completers (n=20). Videotapes of the first sessions were rated to identify parent and adolescent alliances with the therapist. Results demonstrated that individual parent and adolescent alliances did not predict retention. However, as hypothesized, dropout cases had significantly higher unbalanced alliances (parent minus adolescent) than did completer cases. These findings highlight the importance of alliances in functional family therapy and suggest that how the alliance operates in conjoint family therapy may be a function of systemic rather than of individual processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Understanding source effects in ADHD rating scales: Reply to DuPaul (2003).

G. J. DuPaul (see record 2003-02033-012) offered two suggestions for additional research to understand the strong source effects reported by R. Gomez, G. L Burns, J. A. Walsh, and M. A. de Moura (see record 2003-02033-001) in attention-deficit/ hyperactivity disorder (ADHD) rating scales. The first suggestion was to determine whether the source effects represent mostly bias or accuracy. The second suggestion was to minimize source effects through the development of better ADHD rating scales. Because source effects can represent bias or accuracy, it is important to minimize the bias aspect through content validation procedures prior to attempts to determine whether source effects better reflect bias or accuracy. This comment offers various suggestions to reduce the bias in ADHD rating scales. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Media ratings for violence and sex: Implications for policymakers and parents.

This article reviews research on the implementation of media-rating systems, parents' use and evaluation of them, and the impact of ratings on children. Although half or more of parents report using media-rating systems, understanding of various components of the systems is low, particularly for television ratings. A meta-analysis of national polls shows that parents overwhelmingly prefer that ratings specify content, rather than giving age recommendations. A second meta-analysis, of experiments testing the effects of ratings on children's interest in programs, shows that ratings indicating restricted or controversial content have a deterrent effect for children under age 8 but that, by age 11 and especially for boys, the ratings show a small enticement effect. This effect occurs for both age-based and content-based ratings. Implications for policymakers and parents are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Resilience to Loss in Bereaved Spouses, Bereaved Parents, and Bereaved Gay Men.

Recent research has indicated that many people faced with highly aversive events suffer only minor, transient disruptions in functioning and retain a capacity for positive affect and experiences. This article reports 2 studies that replicate and extend these findings among bereaved parents, spouses, and caregivers of a chronically ill life partner using a range of self-report and objective measures of adjustment. Resilience was evidenced in half of each bereaved sample when compared with matched, nonbereaved counterparts and 36% of the caregiver sample in a more conservative, repeated-measures ipsative comparison. Resilient individuals were not distinguished by the quality of their relationship with spouse/partner or caregiver burden but were rated more positively and as better adjusted by close friends. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

建立大网概念在计算机网络教学和人才培养中的作用

针对通信技术发展对高等教育计算机网络课程教学提出的新要求,以及高校计算机网络课程教学中存在的问题,文章从当前社会经济发展所需的可雇用服务型网络人才培养需求出发,探讨建立大网概念在计算机网络教学和人才培养中具有的重要作用,提出在计算机网络教学中建立大网概念的关键在于深入浅出地把握逻辑网络和物理网络之间的关系,实现理论网络与实际网络的统一。     

Parents,pre‐schoolers and learning with technology at home: some implications for policy

Schemes that seek to ensure that children have access to technology at home have, so far, been aimed at children over the age of 8. However, there is likely to be an increasing policy interest in extending similar schemes to pre‐school children given widespread commitment to the value of early intervention in children's education and family life. We draw on three research studies conducted by the authors to discuss the range of technologies that children encounter at home, the different forms their learning takes and family support for learning. We use these findings to provide starting points for considering the implementation of similar schemes for pre‐school children and their parents in the future, identifying several questions to consider when developing policy on home access to technology for pre‐schoolers: which technologies are most appropriate? Will access to technology at home lead to increased use? What roles do parents play in supporting learning? Which forms of learning are most likely to be promoted?     

美感是学生的创新动力

从探讨美感的心理过程出发,以达到培养学生创新能力为目的,把“美感”这一审美心理作为论证基础,从认知领域、伦理领域和情感领域三个方面入手,分析了美感和创新力之间的关系,得出美感是创新动力的结论.提出在教书育人活动中培养学生的美感,就是培养学生创新力的观点.     

The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents: Lessons for Policy and Programs.

Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression-adjusted impact analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early. (PsycINFO Database Record (c) 2010 APA, all rights reserved)