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相关概念视频

Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

222
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
222
Modeling in Therapy01:26

Modeling in Therapy

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
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Role-Based Identity01:21

Role-Based Identity

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Role-based identities are central to understanding how individuals navigate social environments by adopting distinct self-conceptions aligned with various societal roles. These identities are not fixed traits but are constructed through personal actions and the social feedback individuals receive in context-specific interactions. Each social role, such as student, teacher, or friend, carries a set of expectations and norms that influence how people think, feel, and behave within that...
167
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
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Rotter's Locus of Control01:14

Rotter's Locus of Control

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Julian Rotter introduced the concept of locus of control, a cognitive factor that significantly influences personality development and learning. Locus of control refers to an individual's beliefs about the extent of control they have over events in their lives. According to Rotter, this belief system can be categorized into two types: internal and external locus of control.
Individuals with an internal locus of control believe that their personal efforts and decisions directly affect their...
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The Sense of Self: Reflected Self-Appraisal and Social Comparison02:57

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According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
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相关实验视频

Updated: Jan 11, 2026

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
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在主流教室中的定位和自主性.

Lisa M Prinzi1,2

  • 1ASL and Interpreting Education, National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY, United States.

Journal of deaf studies and deaf education
|November 14, 2025
PubMed
概括
此摘要是机器生成的。

这项研究探讨了口译员在支持聋学生在主流课堂中的自主性方面的作用. 研究结果提供了改善聋人学习者的沟通和协作策略.

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Last Updated: Jan 11, 2026

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科学领域:

  • 教育教育教育教育教育教育.
  • 语言学的语言学.
  • 关于残疾人的研究.

背景情况:

  • 主流的教室为聋学生带来了独特的沟通挑战.
  • 翻译的作用对于学术和社会融合至关重要.
  • 了解聋学生和口译员的观点是有效支持的关键.

研究的目的:

  • 检查聋人和口译员对口译员角色的看法.
  • 探索聋学生和口译员之间的协作方法.
  • 确定促进聋学生在教育环境中的自主权的策略.

主要方法:

  • 用个人和小组采访进行定性研究方法.
  • 探索聋学生和口译员的生活经历.
  • 对口译员角色和学生自主权的观点分析.

主要成果:

  • 翻译者扮演的角色不仅仅是翻译,影响学生的参与.
  • 聋学生希望积极参与定义口译员的角色.
  • 有效的合作需要相互尊重和对沟通需求的共同理解.

结论:

  • 实施支持学生自主性的策略可以提高学习成果.
  • 清晰的沟通协议和协作实践有利于聋学生.
  • 教育团队必须优先考虑聋学生及其口译员的观点.