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  1. Last 7 days
  2. Feb 2021
    1. Affectional retention was also tested in the open field during the first 9 days after separation and then at 30-day intervals, and each test condition was run twice at each retention interval. The infant's behavior differed from that observed during the period preceding separation. When the cloth mother was present in the post-separation period, the babies rushed to her, climbed up, clung tightly to her, and rubbed their heads and faces against her body. After this initial embrace and reunion, they played on the mother, including biting and tearing at her cloth cover; but they rarely made any attempt to leave her during the test period, nor did they manipulate or play with the objects in the room, in contrast with their behavior before maternal separation.

      Some of the behavior the monkeys expressed seemed to correlate with separation anxiety, where the mother was rushed and all other distractions ignored.

  3. Jan 2021
    1. Treating separation anxiety with behavior change Here, we’re talking about your behavior. The goal is to make your absence seem like no big deal. Making a fuss over your pet when you leave or arrive home only makes matters worse. If you treat it like it’s routine, your pet will learn to do the same.
  4. Dec 2020
  5. Nov 2020
  6. Oct 2020
    1. And though flags from this software don’t automatically mean students will be penalized—instructors can review the software’s suspicions and decide for themselves how to proceed—it leaves open the possibility that instructors’ own biases will determine whether to bring academic dishonesty charges against students. Even just an accusation could negatively affect a student’s academic record, or at the very least how their instructor perceives them and their subsequent work.

      The companies are hiding behind this as a feature - that the algorithms are not supposed to be implemented without human review. I wonder how this "feature" will interact with implicit (and explicit) biases, or with the power dynamics between adjuncts, students, and departmental administration.

      The companies are caught between a rock and a hard place in the decision whether students should be informed that their attempt was flagged for review, or not. We see that, if the student is informed, it causes stress and pain and damage to the teacher-student relationship. But if they're not informed, all these issues of bias and power become invisible.

    2. When I asked Alessio whether her work addressed the possibility that proctoring itself could affect scores, she said it’d make for an interesting study.

      Given all the iGen research about the growing amount of anxiety among students, this seems very interesting indeed.

    1. TECHNOLOGY ADOPTION IN HIGHER EDUCATION: OVERCOMING ANXIETY THROUGH FACULTY BOOTCAMP

      This article uses educational theory to examine why educators feel anxiety in association with learning and using new technologies and how best to teach new technologies without triggering anxiety. 7/10, good discussion of theories and methods along with reasoning.

  7. Sep 2020
    1. Keep in mind that your students who live with social anxiety may find the first couple of weeks of meeting a new online class already very difficult.

      This could relate with a lot of students. Especially during these trying times, students may need a lot of time to get to know more about online classes.

    2. underprepared

      Putting the student into an uncomfortable situation where they do not know how to respond or react can ultimately make the situation worse for the group, and particularly the student sharing.

    3. The risk is that the feeling of having overshared will make students feel less confident in the community that you are trying to build.

      This is definitely true. Many people often think of themselves as annoying because they're feeling like they have talked too much or overshared. When meeting someone new or talking in a new setting, it's hard to understand where the lines are of what is oversharing and what is just sharing.

    1. Franceschini, C., Musetti, A., Zenesini, C., Palagini, L., Pelosi, A., Quattropani, M. C., Lenzo, V., Freda, M. F., Lemmo, D., Vegni, E., Borghi, L., Saita, E., Cattivelli, R., De Gennaro, L., Plazzi, G., Riemann, D., & Castelnuovo, G. (2020). Poor quality of sleep and its consequences on mental health during COVID-19 lockdown in Italy [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ah6j3

  8. Aug 2020
    1. and underneath the quip was the hope that others might feel less alone in this very strange and anxiety-provoking time

      one of the reasons I have been more vocal about things like anxiety and ADHD - part is,

      • I need to for myself,
      • also been feeling alone
      • hope others feel less alone
      • others have reached out saying they feel less alone
  9. Jul 2020
    1. So they become almost dependent on their parents for that help. And the thing that they're fearing actually becomes more and more scary over time.

      This is cause of depression and anxiety

  10. Jun 2020
    1. Gambin, M., Sekowski, M., Woźniak-Prus, M., Wnuk, A., Oleksy, T., Cudo, A., Hansen, K., Huflejt-Łukasik, M., Kubicka, K., Lys, A. E., Gorgol, J., Holas, P., Kmita, G., Łojek, E., & Maison, D. (2020). Generalized anxiety and depressive symptoms in various age groups during the COVID-19 lockdown. Specific predictors and differences in symptoms severity [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/42m87

    1. Levita, L., Gibson Miller, J., Hartman, T. K., Murphy, J., Shevlin, M., McBride, O., Mason, L., Martinez, A. P., bennett, kate m, Stocks, T. V. A., McKay, R., & Bentall, R. (2020). Report2: Impact of Covid-19 on young people aged 13-24 in the UK- preliminary findings [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/s32j8