evanescent
发表于 2025-3-23 13:19:47
School Social Relationships and Brain Functioning, We present a theoretical framework designating how peer social stressors may impact brain function during development. This is followed by an overview of empirical evidence spanning experiments and correlational studies involving preschool and elementary school ages (4–12 years), with measurement o
NOT
发表于 2025-3-23 14:19:43
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CODE
发表于 2025-3-23 19:02:44
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ABOUT
发表于 2025-3-24 00:18:44
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dictator
发表于 2025-3-24 05:22:06
Pol A.C. van Lier,Kirby Deater-DeckardExamines social experiences and pathways to maladaptation during elementary school.Explores bullying and other adverse school social experiences and effects of gene-environment interplay.Addresses eff
Abbreviate
发表于 2025-3-24 09:08:58
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纠缠
发表于 2025-3-24 13:23:58
Preface: A Weak Pedagogy in a Rough World?,th concurrent and subsequent neurobiological changes that may help explain the development of behavioral, emotional, and academic problems. Decades of research have shown the detrimental effects of such negative social experiences at school. The volume begins with several chapters providing overview
phase-2-enzyme
发表于 2025-3-24 15:24:53
Preface: A Weak Pedagogy in a Rough World?,f their lives (i.e., “elementary school” years), young children spend a considerable number of hours each day in the presence of classroom peers, guided by teachers. This chapter focuses on these two important socializing agents of influence on children’s normative social and academic development, a
Lineage
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Control-Group
发表于 2025-3-24 23:10:03
https://doi.org/10.1007/978-3-658-14914-7s today is that genetic and environmental factors interact and reciprocally influence each other through gene-environment interplay. Most of the prior research has focused on genetic factors working together with family-related factors (e.g., socioeconomic status, parenting) or stressful life events