Individual differences in responses of piglets to weaning at different ages

2003 ◽  
Vol 80 (2) ◽  
pp. 117-132 ◽  
Author(s):  
Sharon P Mason ◽  
Susan Jarvis ◽  
Alistair B Lawrence
1992 ◽  
Vol 2 (1) ◽  
pp. 97-121 ◽  
Author(s):  
Roger Hawkins ◽  
Richard Towell

AbstractPrior to the late 1960s second language acquisition was thought to be a relatively uninteresting phenomenon; it involved transferring grammatical properties already activated in the first language (L 1) onto second language (L 2) vocabulary. Successful L 2 learners were those who could capitalise on the similarities between the L 1 and the L 2, and eradicate the differences; and successful language teaching involved training learners to overcome the L 1-L 2 differences. Today, perceptions of second language acquisition are more sophisticated and nuanced. Second language acquisition researchers are interested in questions bearing not only on the influence of the L 1, but also on the degree of systematicity in L 2 development, the role that L 1, but also on the degree of systematicity in L 2 development, the role that conscious knowledge plays, the sources of variability in second language speaker performance, the ultimate levels of success achieved by L 2 learners of different ages, and individual differences between learners. The purpose of this article is to present what the authors believe to be some of the key issues which characterise current second language acquisition research, and to consider those issues within the specific context of the acquisition of French as second language.


2021 ◽  
Author(s):  
Cindel White ◽  
Mark Schaller ◽  
Elizabeth G. Abraham ◽  
Josh Rottman

Three studies (N = 867) investigated how adults’ and children’s punitive responses to moral transgressions differ depending on whether transgressors are adults or children. Adults judged the transgressions of fellow adults as substantially more wrong, and as more worthy of avoidance and punishment, than identical actions performed by children. This difference was partially mediated by the perception that adults’ actions are considered to be more wrong, more harmful, and stranger than children’s identical actions, and by greater anxiety about the negative consequences of confronting adults about their bad behavior. Despite viewing children’s actions as less wrong, adults were more likely to reprimand children than adults who engaged in identical behavior, and this difference became more pronounced when statistically controlling for the wrongness and strangeness of actions. Adults’ nurturant tendencies towards children, as well as their perceptions of children’s moral character as more changeable, also predicted relatively greater reprimand and less avoidance of child transgressors. These differences between reprimand and avoidance of child and adult transgressors was robust to the type of transgression (including harm- and purity-related norms), several individual differences, and a global pandemic. In contrast, 4- to 9-year-old children were equally likely to avoid and reprimand adult and child transgressors, suggesting that different processes are engaged when adults judge children compared to when children evaluate their own peers. Together, these findings indicate how diverse responses to moral transgressions are differentially adapted for norm violators of different ages.


1989 ◽  
Vol 21 (4) ◽  
pp. 387-412 ◽  
Author(s):  
Nancy Ewald Jackson ◽  
Earl C. Butterfield

Investigators of individual differences in reading acquisition sometimes compare groups of different ages matched on some aspect of reading performance level. These reading-level-match (RL-match) designs can provide a convenient, powerful, and appropriate way to study atypical performance. However, their usefulness has been diminished by researchers' acceptance of myths about the designs' characteristics. RL-match designs have been used as if they (a) were more similar to true experiments than other correlational designs, (b) required only informal sampling procedures, (c) were improved by case-by-case matching, (d) made unequal groups equal, (e) served unique theoretical purposes, (f) created equality between groups in underlying processes whenever a performance-level match existed, (g) yielded some patterns of results that always were interpretable and others that never were interpretable, and (h) were equally valid across all possible matching criteria. Examples from the reading literature are given to illustrate the hazards of accepting these myths and to suggest more realistic alternatives. Relevant statistical and design principles are summarized.


Author(s):  
Samuel P. Putnam ◽  
Maria A. Gartstein ◽  
Mary K. Rothbart

Although developmental scientists have acknowledged the importance of early-appearing, relatively stable, biologically rooted individual differences in the behavior of infants and children for nearly 100 years, advances continue to be made in the measurement of temperament. A fundamental challenge in this endeavor concerns the difficulty of assessing the same underlying constructs in persons of different ages because the behaviors that indicate a given trait may change over the life span. Questionnaires and interviews, particularly with parents, are frequently used and can efficiently provide deep and broad information on child behavior, but concerns have been raised regarding bias in reporting. Structured observations allow observation of specific behaviors of individuals in standardized situations, but are often brief and artificial. This chapter describes and critiques the various methodologies used to assess multiple aspects of reactivity and regulation in infants and children and recommends new directions for temperament measurement.


2016 ◽  
Vol 26 (2) ◽  
pp. 218-251 ◽  
Author(s):  
Linda Gilmore ◽  
Glenn Howard

An important goal of inclusive education is to create an environment in which individual differences are appreciated, and where all children are valued. Books are an important way in which children learn about themselves, others and the world around them. Children's literature can potentially promote awareness of individual differences and similarities, acceptance of self and others, and information that counteracts ignorance, misperceptions and stereotypes about disability. This awareness, acceptance and knowledge should ultimately contribute to greater understanding, empathy and respect for diversity. In this article, we review over 50 children's books that may be of value for assisting children of different ages to understand and appreciate individual differences and disabilities. Most of the reviews were contributed by postgraduate psychology students who were enrolled in a disability unit at Queensland University of Technology.


2018 ◽  
Vol 41 ◽  
Author(s):  
Benjamin C. Ruisch ◽  
Rajen A. Anderson ◽  
David A. Pizarro

AbstractWe argue that existing data on folk-economic beliefs (FEBs) present challenges to Boyer & Petersen's model. Specifically, the widespread individual variation in endorsement of FEBs casts doubt on the claim that humans are evolutionarily predisposed towards particular economic beliefs. Additionally, the authors' model cannot account for the systematic covariance between certain FEBs, such as those observed in distinct political ideologies.


2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.


2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.


2019 ◽  
Vol 42 ◽  
Author(s):  
Emily F. Wissel ◽  
Leigh K. Smith

Abstract The target article suggests inter-individual variability is a weakness of microbiota-gut-brain (MGB) research, but we discuss why it is actually a strength. We comment on how accounting for individual differences can help researchers systematically understand the observed variance in microbiota composition, interpret null findings, and potentially improve the efficacy of therapeutic treatments in future clinical microbiome research.


1991 ◽  
Vol 22 (4) ◽  
pp. 277-277 ◽  
Author(s):  
Sharon L. Wadle

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.


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