The interaction of cognitive styles and classroom environment in determining first-graders' behavior

Trickett, Penelope K.

doi:10.1016/0193-3973(83)90058-8

Cited by 8 publications

(3 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A number of behavioral scenarios were embedded in T1 to examine the child’s responses to structured situations and interpersonal interactions. One of these was the Stranger Task (see Trickett, 1983), which examined how participants responded to an informal interaction with an unfamiliar male interviewer (who was blind to abuse status) during an 8-min warmup procedure prior to the start of psychological testing (Negriff, Noll, Shenk, Putnam, & Trickett, 2010). The child was seated at the testing table and told she could draw a picture, color in a book, or read a magazine until the interviewer was ready to start.…”

Section: Techniques To Maintain and Engage Samplementioning

confidence: 99%

The impact of sexual abuse on female development: Lessons from a multigenerational, longitudinal research study

2011

Self Cite

View full text Add to dashboard Cite

This is a report on the research design and findings of a 23-year longitudinal study of the impact of intrafamilial sexual abuse on female development. The conceptual framework integrated concepts of psychological adjustment with theory regarding how psychobiological factors might impact development. Participants included 6- to 16-year-old females with substantiated sexual abuse and a demographically similar comparison group. A cross-sequential design was used and six assessments have taken place, with participants at median age 11 at the first assessment and median age 25 at the sixth assessment. Mothers of participants took part in the early assessments and offspring took part at the sixth assessment. Results of many analyses, both within circumscribed developmental stages and across development, indicated that sexually abused females (on average) showed deleterious sequelae across a host of biopsychosocial domains including: earlier onsets of puberty, cognitive deficits, depression, dissociative symptoms, maladaptive sexual development, hypothalamic–pituitary–adrenal attenuation, asymmetrical stress responses, high rates of obesity, more major illnesses and healthcare utilization, dropping out of high school, persistent psottraumatic stress disorder, self-mutilation, Diagnostic and Statistical Manual of Mental Disorders diagnoses, physical and sexual revictimization, premature deliveries, teen motherhood, drug and alcohol abuse, and domestic violence. Offspring born to abused mothers were at increased risk for child maltreatment and overall maldevelopment. There was also a pattern of considerable within group variability. Based on this complex network of findings, implications for optimal treatments are elucidated. Translational aspects of extending observational research into clinical practice are discussed in terms that will likely have a sustained impact on several major public health initiatives.

show abstract

Section: Techniques To Maintain and Engage Samplementioning

confidence: 99%

The impact of sexual abuse on female development: Lessons from a multigenerational, longitudinal research study

2011

Self Cite

View full text Add to dashboard Cite

show abstract

“…There is general agreement that a teacher's managerial behaviour is pivotal in establishing a classroom environment that will be conducive to student learning. Further, teachers who provide clear and structured rules and encourage active student participation in the learning process achieve greater cognitive and affective gains for their pupils (Humphrey, 1984;Keyser & Barling, 1981), while at the same time minimise disruptive behaviours (Tricket, 1983).…”

Section: General Managerial Skillsmentioning

confidence: 99%

Classroom Management in Primary Schools: A Review of the Literature

Wilks

1996

Behav. change

View full text Add to dashboard Cite

A considerable body of classroom management research has attempted to examine teacher and student variables believed to correlate with student academic achievement. However, only some of these variables are alterable by the school. Knowledge of these alterable variables may assist schools to make informed decisions about managing primary school classrooms to maximise student achievement. Evidence suggests that students' activity (level of academic engaged time and academic learning time) may be causally intermediate between the teacher's implementation of the curriculum (including a teacher's managerial skills, discipline procedures, and instructional methods) and the student's learning. This paper reviews the literature related to a number of alterable teacher and student variables that impact on a student's academic achievement. Existing difficulties of, and future directions for, classroom management research are discussed.

show abstract

“…Thus, one traditional test of organism-environment interaction typically involves comparison of environment development relations for males versus females (e.g., Bergman, 1981;Block, Block, & Morrison, 1981;Compas, 1987;Wachs, 1979). Other examples of this type of design include tests for differential reactivity for developmentally disabled versus normal children (e.g., Brice, 1985;Casto, 1987;Smith & Hagan, 1984); hyperactive versus normal children (e.g., Brimer & Levine, 1983;Magnusson, 1988); preterm versus normal children (Field, 1981) Kogan, 1983;Trickett, 1983); temperamentally easy versus temperamentally difficult children (e.g., Gordon, 1981;Maziade et al, 1985;Wachs & Gandour, 1983); introverted versus extraverted children (e.g., McCord & Wakefield, 1981); and highly reactive versus low reactive children (Strelau, 1983).…”

Section: Categorical Versus Continuous Groupsmentioning

confidence: 99%

Environmental considerations in studies with nonextreme groups.

Wachs¹

Conceptualization and Measurement of Organism-Environment Interaction.

View full text Add to dashboard Cite

show abstract

The interaction of cognitive styles and classroom environment in determining first-graders' behavior

Cited by 8 publications

References 35 publications

The impact of sexual abuse on female development: Lessons from a multigenerational, longitudinal research study

The impact of sexual abuse on female development: Lessons from a multigenerational, longitudinal research study

Classroom Management in Primary Schools: A Review of the Literature

Environmental considerations in studies with nonextreme groups.

Contact Info

Product

Resources

About