Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Abolition of Familty (1)
- Alternative Childrearing Arrangements (1)
- Atypical Development and Special Education (1)
- Civil Rights (1)
- Communitarianism (1)
-
- Constitutional Law (1)
- Fair Equality of Opportunity (1)
- Family (1)
- General Law (1)
- Human Nature (1)
- Human Rights Law (1)
- John Rawls (1)
- Jurisprudence (1)
- Justice (1)
- Justice as Fairness (1)
- Law and Society (1)
- Liberalism (1)
- Marxist Critique of Justice (1)
- Original Position (1)
- Plato (1)
- Politics (1)
- Pragmatism (1)
- Priority of Justice (1)
- Public Law and Legal Theory (1)
- Rousseau (1)
- Sexuality and the Law (1)
- Two Principles of Justice (1)
- Women (1)
Articles 1 - 3 of 3
Full-Text Articles in Developmental Psychology
Forming Strong Attitudes: Teachers’ Attitudes Toward Children With Attention-Deficit/Hyperactivity Disorder, Donnah Anderson
Forming Strong Attitudes: Teachers’ Attitudes Toward Children With Attention-Deficit/Hyperactivity Disorder, Donnah Anderson
Donnah Anderson
Attention-deficit/hyperactivity disorder (ADHD) is a childhood condition whose characteristic behaviours of hyperactivity, inattention and impulsivity are salient in school settings. Teachers’ actions and decisions when working with children who demonstrate behaviours consistent with ADHD can be expected to be impacted by their knowledge of ADHD, and their attitude toward teaching such children. Teachers are exposed to numerous sources of inconsistent information about ADHD during their training and classroom experience. The formation of attitudes in response to such complexity is poorly understood. The present research used models of attitude content, structure and strength to investigate the formation of teachers’ knowledge of …
Cognitive Deficits And Symbolic Play In Preschoolers With Autism, Grace Yan Lam, Susanna Siu-Sze Yeung
Cognitive Deficits And Symbolic Play In Preschoolers With Autism, Grace Yan Lam, Susanna Siu-Sze Yeung
Susanna Siu-sze Yeung
This study investigated symbolic play in 12 children with autism and 12 children with typical development and compared theories that consider either theory of mind, executive function or central coherence to be causally involved in the development of symbolic play in autism. Children with autism demonstrated significantly less symbolic play than their typically developing peers and had significant deficits in theory of mind and central coherence measures but not executive function measures. A tentative conclusion is that symbolic play deficits in autism are more associated with theory of mind and weak central coherence.
Rights Of Inequality: Rawlsian Justice, Equal Opportunity, And The Status Of The Family, Justin Schwartz
Rights Of Inequality: Rawlsian Justice, Equal Opportunity, And The Status Of The Family, Justin Schwartz
Justin Schwartz
Is the family subject to principles of justice? In A Theory of Justice, John Rawls includes the (monogamous) family along with the market and the government as among the "basic institutions of society" to which principles of justice apply. Justice, he famously insists, is primary in politics as truth is in science: the only excuse for tolerating injustice is that no lesser injustice is possible. The point of the present paper is that Rawls doesn't actually mean this. When it comes to the family, and in particular its impact on fair equal opportunity (the first part of the the Difference …