scholarly journals Culturally Sensitive Approaches to Research on Child Development and Family Practices in First Peoples Communities

2020 ◽  
Vol 1 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Kelly E. McShane ◽  
Paul D. Hastings
Keyword(s):  
Child Development ◽  
Psychological Research ◽  
Culturally Sensitive ◽  
Extensive Literature ◽  
Children And Families ◽  
Limited Perspective ◽  
Problem Behaviours ◽  
First Peoples ◽  
Family Practices ◽  
New Perspective

This paper focuses on highlighting some of the concerns that need to be addressed in conducting psychological research with First Peoples children and families. The extensive literature on healthy child development and family practices in Caucasian families is contrasted with the limited perspective on First Peoples families. We suggest that this is, in part, due to an unnecessary focus on problem behaviours of children from First Peoples communities. We contend that it is imperative for developmental psychologists to adopt a new perspective, by acknowledging the strengths and competencies of First Peoples families, and using more culturally-sensitive approaches to working with First Peoples.

scholarly journals Modeling Second-Language Learning from a Psychological Perspective

2018 ◽  
Author(s):  
Alexander Rich ◽  
Pamela Joy Osborn Popp ◽  
David Halpern ◽  
Anselm Rothe ◽  
Todd Matthew Gureckis
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Educational Software ◽  
Psychological Theory ◽  
Psychological Research ◽  
Small Scale ◽  
Boosted Decision Trees ◽  
New Perspective

Psychological research on learning and memory has tended to emphasize small-scale laboratory studies. However, large datasets of people using educational software provide opportunities to explore these issues from a new perspective. In this paper we describe our approach to the Duolingo Second Language Acquisition Modeling (SLAM) competition which was run in early 2018. We used a well-known class of algorithms (gradient boosted decision trees), with features partially informed by theories from the psychological literature. After detailing our modeling approach and a number of supplementary simulations, we reflect on the degree to which psychological theory aided the model, and the potential for cognitive science and predictive modeling competitions to gain from each other.

scholarly journals Pathways to a more peaceful and sustainable world: The transformative power of children in families

2020 ◽  
pp. 1-12
Author(s):  
Pia R. Britto ◽  
Suna Hanöz-Penney ◽  
Liliana Angelica Ponguta ◽  
Diane Sunar ◽  
Ghassan Issa ◽  
...  
Keyword(s):  
United States ◽  
Early Childhood ◽  
Child Development ◽  
Young Children ◽  
Early Childhood Development ◽  
The United States ◽  
Childhood Development ◽  
Policy Advocacy ◽  
Children And Families ◽  
Transformative Power

Abstract This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child.

scholarly journals A New Look at Cardiac Defense: Attention or Emotion?

2003 ◽  
Vol 6 (1) ◽  
pp. 60-78 ◽  
Author(s):  
Jaime Vila ◽  
María Carmen Fernández ◽  
Joaquín Pegalajar ◽  
María Nieves Vera ◽  
Humbelina Robles ◽  
...  
Keyword(s):  
Psychological Research ◽  
Cognitive Approach ◽  
Psychological Mechanisms ◽  
Health And Illness ◽  
Parametric Studies ◽  
Parasympathetic Influences ◽  
New Perspective ◽  
Natural Settings ◽  
Traditional Approaches ◽  
New Look

The study of cardiac defense has a long tradition in psychological research both within the cognitive approach—linked to Pavlov, Sokolov, and Graham's work on sensory reflexes—and within the motivational one—linked to the work of Cannon and subsequent researchers on the concepts of activation and stress. These two approaches have been difficult to reconcile in the past. We summarize a series of studies on cardiac defense from a different perspective, which allows integration of the traditional approaches. This new perspective emphasizes a sequential process interpretation of the cardiac defense response. Results of descriptive and parametric studies, as well as those of studies examining the physiological and psychological mechanisms underlying the response, show a complex response pattern with both accelerative and decelerative components, with both sympathetic and parasympathetic influences, and with both attentional and emotional significance. The implications of this new look at cardiac defense are discussed in relation to defensive reactions in natural settings, the brain mechanisms controlling such reactions, and their effects on health and illness.

Examining Racial Bias in Education

2016 ◽  
Vol 45 (9) ◽  
pp. 508-514 ◽  
Author(s):  
Natasha Warikoo ◽  
Stacey Sinclair ◽  
Jessica Fei ◽  
Drew Jacoby-Senghor
Keyword(s):  
Racial Inequality ◽  
Racial Bias ◽  
School Personnel ◽  
Psychological Research ◽  
Social Psychological ◽  
Racial Equity ◽  
Inequality In Education ◽  
Social Psychological Research ◽  
New Perspective

In this article we argue that social-psychological research on implicit racial associations—relatively unconscious associations based on race—is a fruitful area to explore for a greater understanding of how racial bias affects children in schools. We highlight the key insights of research on implicit racial associations and their implications for education. Further, we identify areas for research on implicit racial associations in education, calling for collaboration between scholars of racial inequality in education and scholars of implicit racial associations. This research is likely to provide a productive new perspective for understanding why and when teachers and other school personnel engage in behaviors that reproduce racial inequality, often in spite of best intentions and commitments to racial equity.

The Pediatrician's Role in Helping Children and Families Deal with Separation and Divorce

PEDIATRICS ◽  
1995 ◽  
Vol 95 (2) ◽  
pp. 318-319
Author(s):  
Bernard A. Yablin
Keyword(s):  
Mental Health ◽  
Child Development ◽  
American Academy ◽  
Family Court ◽  
Adjustment Process ◽  
Court System ◽  
Children And Families ◽  
American Academy Of Pediatrics ◽  
The Family

The Psychosocial Committee is to be commended for its report on the pediatrician and divorce in the July issue of Pediatrics. I would like to add the following: The role of the pediatrician should extend well beyond the divorce and immediate adjustment process. Firstly, there should be greater involvement between both the pediatrician and the Family Court system to help prevent misplacement of the child in custody decisions. (I believe that various groups within the American Academy of Pediatrics are already working with judicial/legal groups to bring to them a greater knowledge of child development and mental health).

Presentation of the C. Anderson Aldrich Award: Introductory Remarks

PEDIATRICS ◽  
1977 ◽  
Vol 59 (3) ◽  
pp. 386-386
Author(s):  
David B. Friedman
Keyword(s):  
United States ◽  
Child Development ◽  
Academic Career ◽  
The United States ◽  
Children And Families ◽  
Development Section ◽  
Scholarly Publications ◽  
Development Movement

When the Aldrich Award was established in 1964 there was no doubt in anyone's mind as to who was most deserving of the first award. Dr. Milton J. E. Senn was and is a pioneer and a giant in the field of pediatrics and child development. His brilliant academic career at Cornell and Yale, his excellent studies, his scholarly publications, and, most of all, his inspiring teaching of countless numbers of young pediatricians have earned him the respect and esteem of all of us. In a volume published in his honor in 1963, Drs. Solnit and Provence wrote, "He has built his career on the conviction that children and families are our most important resources and on his scientific fascination with the intricacies of child development." An S.R.C.D. monograph by Dr. Senn on the child development movement in the United States is now in press and he is now preparing a second book for the Yale Press. Dr. Senn made me promise to make my remarks brief, and I'll keep my promise: members of the Child Development Section and friends, I give you Dr. Milton J. E. Senn who will present the 1975 Aldrich Award.

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