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Early vocabulary development of Australian Indigenous Children: Identifying strengths 澳洲原住民儿童早期词汇发展:优势识别
Q1 Social Sciences Pub Date : 2014-04-01 DOI: 10.1155/2014/942817
B. Farrant, Carrington C. J. Shepherd, R. Walker, Glenn Pearson
The current study sought to increase our understanding of the factors involved in the early vocabulary development of Australian Indigenous children. Data from the Longitudinal Study of Indigenous Children were available for 573 Indigenous children (291 boys) who spoke English ( months, months, at wave 3). Data were also available for 86 children (51 boys) who spoke an Indigenous language ( months, months, at wave 3). As hypothesised, higher levels of parent-child book reading and having more children’s books in the home were associated with better English vocabulary development. Oral storytelling in Indigenous language was a significant predictor of the size of children’s Indigenous vocabulary.
目前的研究试图增加我们对澳大利亚土著儿童早期词汇发展的因素的理解。来自土著儿童纵向研究的数据来自573名说英语的土著儿童(291名男孩)(几个月,几个月,第三波)。数据也来自86名说土著语言的儿童(51名男孩)(几个月,几个月,第三波)。正如假设的那样,更高水平的亲子书籍阅读和家里有更多的儿童书籍与更好的英语词汇发展有关。土著语言的口述故事是儿童土著词汇量的重要预测因子。
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引用次数: 9
Taxonomies support preschoolers’ knowledge acquisition from storybooks 分类法支持学龄前儿童从故事书中获取知识
Q1 Social Sciences Pub Date : 2014-03-25 DOI: 10.1155/2014/386762
A. Pinkham, Tanya Kaefer, S. Neuman
For young children, storybooks may serve as especially valuable sources of new knowledge. While most research focuses on how extratextual comments influence knowledge acquisition, we propose that children’s learning may also be supported by the specific features of storybooks. More specifically, we propose that texts that invoke children’s knowledge of familiar taxonomic categories may support learning by providing a conceptual framework through which prior knowledge and new knowledge can be readily integrated. In this study, 60 5-year olds were read a storybook that either invoked their knowledge of a familiar taxonomic category (taxonomic storybook) or focused on a common thematic grouping (traditional storybook). Following the book-reading, children’s vocabulary acquisition, literal comprehension, and inferential comprehension were assessed. Children who were read the taxonomic storybook demonstrated greater acquisition of target vocabulary and comprehension of factual content than children who were read the traditional storybook. Inferential comprehension, however, did not differ across the two conditions. We argue for the importance of careful consideration of book features and storybook selection in order to provide children with every opportunity to gain the knowledge foundational for successful literacy development.
对于年幼的孩子来说,故事书可能是新知识的特别有价值的来源。虽然大多数研究关注的是课文外的评论如何影响知识获取,但我们认为,儿童的学习也可能受到故事书的具体特征的支持。更具体地说,我们提出,唤起儿童熟悉的分类类别知识的文本可以通过提供一个概念框架来支持学习,通过这个概念框架,先验知识和新知识可以很容易地整合起来。在这项研究中,研究人员给60名5岁儿童读了一本故事书,这本故事书要么引用了他们熟悉的分类类别(分类故事书)的知识,要么集中在一个共同的主题分组(传统故事书)上。在阅读之后,对儿童的词汇习得、文字理解和推理理解进行了评估。阅读分类学故事书的儿童比阅读传统故事书的儿童表现出更好的目标词汇习得和对事实内容的理解。然而,在两种情况下,推理理解并没有差异。我们认为仔细考虑书籍特点和故事书选择的重要性,以便为儿童提供每一个机会,以获得成功的识字发展的基础知识。
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引用次数: 18
Abnormalities in Pattern of Lateralization in Relation to Visuospatial Short Term Memory in Children with Williams Syndrome 威廉斯综合征儿童与视觉空间短期记忆相关的侧化模式异常
Q1 Social Sciences Pub Date : 2014-03-20 DOI: 10.1155/2014/491458
Antonios Chasouris, P. Mayer, I. Stuart-Hamilton, M. Graff, L. Workman
Williams syndrome (WS) is a genetic disorder characterised by significant intellectual disability. Initial studies indicate that children with WS have a profound bias for information in the top left of visual arrays. Study 1, using a visuospatial memory test for items presented in a matrix, found a significant top left bias in WS children relative to controls. Study 2 used a probe-based memory test with arrays in which items appeared with equal probability in each position. Relative to controls, WS children showed a significant top and left bias. In Study 3, the same children engaged in a visual search task and again, a top and left bias was found in the WS group. It is concluded that children with WS display atypical laterality, which might be explained by abnormal saccadic movements, by abnormalities involving development of the dorsal stream or by uneven cortical development.
威廉姆斯综合征(WS)是一种以显著智力残疾为特征的遗传性疾病。最初的研究表明,患有WS的儿童对视觉阵列左上角的信息有深刻的偏见。研究1使用一个视觉空间记忆测试来测试在矩阵中呈现的项目,发现相对于对照组,WS儿童有显著的左上偏倚。研究2使用了一个基于探针的记忆测试,其中每个位置的项目出现的概率相等。与对照组相比,WS儿童表现出明显的上偏和左偏。在研究3中,同样的孩子参与了视觉搜索任务,同样,在WS组中发现了顶部和左侧的偏见。结论:WS患儿表现为非典型侧侧,这可能是由于跳眼运动异常、背流发育异常或皮质发育不均匀所致。
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引用次数: 1
The Smart Nonconserver: Preschoolers Detect Their Number Conservation Errors 聪明的不保守者:学龄前儿童发现他们的数字保守错误
Q1 Social Sciences Pub Date : 2014-02-12 DOI: 10.1155/2014/768186
W. Neys, A. Lubin, O. Houdé
Classic developmental studies have established that children’s number conservation is often biased by misleading intuitions. However, the precise nature of these conservation errors is not clear. A key question is whether children detect that their erroneous conservation judgment is unwarranted. The present study focuses on this critical error sensitivity issue. Preschool children were given a classic version of a number conservation task in which an intuitively cued response conflicted with the correct conservation response and a control version in which this conflict was not present. After solving each version children were asked to indicate their response confidence. Results showed that in contrast with children who gave a correct conservation response, preschoolers who erred showed a sharp confidence decrease after solving the classic conflict problem. This suggests that nonconserving preschoolers detect that their response is questionable and are less ignorant about conservation than their well-documented errors might have previously suggested.
经典的发展研究已经证实,儿童的数字守恒常常受到误导的直觉的影响。然而,这些守恒误差的确切性质尚不清楚。一个关键的问题是孩子们是否发现他们错误的保守判断是没有根据的。本研究的重点是这一关键误差敏感性问题。学龄前儿童被分配了一个经典版本的数字守恒任务,其中直觉暗示的反应与正确的守恒反应相冲突,而在对照版本中,这种冲突不存在。在解决了每个版本后,孩子们被要求表明他们的回答信心。结果表明,与做出正确保守反应的儿童相比,犯错的学龄前儿童在解决经典冲突问题后自信心急剧下降。这表明,不保守的学龄前儿童意识到他们的反应是有问题的,他们对保守的无知程度并不像他们之前被充分记录的错误所暗示的那样。
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引用次数: 23
Comparing Adolescent Only Children with Those Who Have Siblings on Academic Related Outcomes and Psychosocial Adjustment 独生子女与有兄弟姐妹的青少年在学业相关结果和心理社会适应方面的比较
Q1 Social Sciences Pub Date : 2014-01-14 DOI: 10.1155/2014/578289
Zeng-yin Chen, Ruth X. Liu
This study uses a large and representative sample of adolescents to test the theoretically informed hypotheses comparing adolescent singletons with those who have siblings. The results found that, for academic related outcomes (educational expectations, time spent on homework, and self-reported grades), there are no differences between singletons and firstborns who have any number of younger siblings. Singletons are also not different from laterborns from two-child families. In contrast, singletons are more advantageous compared to laterborns who have two or more siblings on educational expectations and grades. Singletons also spend more time on homework than laterborns who have three or more siblings. For psychosocial outcomes (psychological distress, susceptibility to negative peer pressure, and problem behaviors), singletons are not different from both firstborns and laterborns with any number of siblings. The findings suggest that singletons are not at any disadvantage compared to their peers who have siblings and they enjoy some advantages over laterborns from medium to large families on academic related outcomes.
这项研究使用了大量具有代表性的青少年样本来测试理论上知情的假设,将青春期独生子女与有兄弟姐妹的青少年进行比较。结果发现,在学业相关的结果(教育期望、花在家庭作业上的时间和自我报告的成绩)方面,独生子女和有多少个弟弟妹妹的长子长女之间没有差异。独生子女和二孩家庭的晚辈也没有什么不同。相比之下,独生子女在教育期望和成绩方面比有两个或更多兄弟姐妹的晚辈更有优势。独生子女也比有三个或更多兄弟姐妹的晚辈花更多的时间在家庭作业上。就社会心理结果而言(心理困扰、对负面同伴压力的易感性和问题行为),独生子女与有多少兄弟姐妹的长子和长子没有什么不同。研究结果表明,与有兄弟姐妹的同龄人相比,独生子女没有任何劣势,而且在学业方面,他们比来自中大家庭的晚辈更有优势。
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引用次数: 33
Cognitive Flexibility, Theory of Mind, and Hyperactivity/Inattention 认知灵活性,心理理论和多动/注意力不集中
Q1 Social Sciences Pub Date : 2014-01-12 DOI: 10.1155/2014/741543
B. Farrant, J. Fletcher, M. Maybery
The present study analyzed the concurrent and longitudinal relations among cognitive flexibility, theory of mind, and hyperactivity/inattention in a sample of 70 typically developing children ( age = 61.4 months, SD = 8.3 months). Mothers and teachers reported on children’s hyperactivity/inattention using the strengths and difficulties questionnaire (Goodman, 1997), cognitive flexibility was measured using the dimension change card sort task (Zelazo, 2006), and theory of mind was assessed using a battery of tasks. Cognitive flexibility and theory of mind scores were found to be significantly negatively correlated with the level of hyperactivity/inattention at both time points. Furthermore, year 1 cognitive flexibility score was found to be a significant predictor of year 2 hyperactivity/inattention score after controlling for child age, gender, and year 1 hyperactivity/inattention score. Directions for future research include training studies which would further our understanding of these relationships and allow more effective interventions.
本研究分析了70例正常发育儿童(年龄= 61.4个月,SD = 8.3个月)的认知灵活性、心理理论和多动/注意力不集中之间的同步和纵向关系。母亲和教师使用优势和困难问卷(Goodman, 1997)来报告儿童的多动/注意力不集中,使用维度变化卡片分类任务(Zelazo, 2006)来测量认知灵活性,使用一系列任务来评估心理理论。在两个时间点,认知灵活性和心理理论得分与多动/注意力不集中水平呈显著负相关。此外,在控制了儿童年龄、性别和一年级多动/注意力不集中得分后,发现一年级认知灵活性得分是二年级多动/注意力不集中得分的显著预测因子。未来的研究方向包括培训研究,这将进一步加深我们对这些关系的理解,并允许更有效的干预。
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引用次数: 21
Children’s Trust Beliefs in Others and Trusting Behavior in Peer Interaction 儿童对他人的信任信念与同伴交往中的信任行为
Q1 Social Sciences Pub Date : 2013-12-25 DOI: 10.1155/2013/806597
K. Rotenberg, S. Petrocchi, F. Lecciso, A. Marchetti
The relation between children’s trust beliefs and trusting behavior in peer interaction was examined. One hundred and 5 Italian children (54 boys; mean age = 10 years-7 months) completed standardized scales of reliability (i.e., promise keeping) trust beliefs in parents and peers. The children participated in mixed-motive interactions with classmates which assessed behavior-dependent reliability trust on peers. The children’s reliability trustworthiness towards peers/classmates was assessed by peer reports. The SEM analyses supported the hypothesized model by showing: (1) a path between trust beliefs in parents and trust beliefs in peers; (2) paths between both types of trust beliefs and behavior-dependent trust on peers; (3) a path between behavior-dependent trust in peers and trustworthiness towards peers. Trust beliefs in peers were found to mediate the relation between trust beliefs in parents and behavior-dependent trust in peers. The findings yielded support for the basis, domain, and target trust framework and attachment theory.
研究了儿童同伴交往中信任信念与信任行为的关系。105名意大利儿童(54名男孩;平均年龄= 10 -7个月)完成了对父母和同伴的可靠性(即信守承诺)信任信念的标准化量表。儿童参与与同学的混合动机互动,评估对同伴的行为依赖的可靠性信任。通过同伴报告评估儿童对同伴/同学的信赖度。扫描电镜分析显示:(1)父母信任信念与同伴信任信念之间存在一条路径;(2)两类信任信念与行为依赖型同伴信任之间的关系路径;(3)行为依赖型同伴信任与同伴可信度之间存在一条路径。发现同伴信任信念在父母信任信念与同伴行为依赖型信任之间起中介作用。研究结果为基础信任、领域信任、目标信任框架和依恋理论提供了支持。
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引用次数: 10
A Bidirectional Relationship between Conceptual Organization and Word Learning 概念组织与词汇学习的双向关系
Q1 Social Sciences Pub Date : 2013-12-22 DOI: 10.1155/2013/298603
Tanya Kaefer, S. Neuman
This study explores the relationship between word learning and conceptual organization for preschool-aged children. We proposed a bidirectional model in which increases in word learning lead to increases in taxonomic organization, which, in turn, leads to further increases in word learning. In order to examine this model, we recruited 104 4-year olds from Head Start classrooms; 52 children participated in a two-week training program, and 52 children were in a control group. Results indicated that children in the training program learned more words and were more likely to sort taxonomically than children in the control condition. Furthermore, the number of words learned over the training period predicted the extent to which children categorized taxonomically. Additionally, this ability to categorize taxonomically predicted the number of words learned outside the training program, over and above the number of words learned in the program. These results suggest a bi-directional relationship between conceptual organization and word learning.
本研究探讨学前儿童词汇学习与概念组织的关系。我们提出了一个双向模型,在这个模型中,单词学习的增加导致分类组织的增加,分类组织的增加反过来又导致单词学习的进一步增加。为了检验这个模型,我们从启智班招募了104名4岁的孩子;52名儿童参加了为期两周的培训项目,另外52名儿童作为对照组。结果表明,训练组的儿童比对照组的儿童学习了更多的单词,并且更有可能进行分类。此外,在训练期间学习的单词数量预测了儿童分类的程度。此外,这种分类能力预测了在训练计划之外学习的单词数量,超过了在训练计划中学习的单词数量。这些结果表明概念组织与单词学习之间存在双向关系。
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引用次数: 15
Associations of Motor Developmental Risks with the Socioeconomic Status of Preschool Children in North-Eastern Germany 德国东北部学龄前儿童运动发育风险与社会经济地位的关系
Q1 Social Sciences Pub Date : 2013-12-18 DOI: 10.1155/2013/790524
A. Gottschling-Lang, M. Franze, andWolfgang Hoffmann
Aims. The study is part of the pilot project “children in preschools” and aims to detect developmental risks of preschool children in the context of their socioeconomic status (SES) as a base to initiate individual intervention strategies. Methods. The “Dortmund Developmental Screening for the Kindergarten” was used in 12 preschools in Mecklenburg-Western Pomerania (MWP) to detect early developmental risks in children aged 3 to 6 years (). Socioeconomic data from parents were collected by a standardised questionnaire. Results. Significant differences between the SES groups were identified especially in the field of fine motor skills (). In gross motor development differences were not statistically significant. Prevalence rate of fine motor developmental risks ranges from 1.7% to 20.9%; the rate of gross motor developmental risks tops out at 14.4%. The prevalence rates are associated with age and sex. Conclusions. Fine motor skills in 3–6 years old preschool children are significantly associated with the socioeconomic status. In gross motor skills an association could not be identified. In this study, motor development was more affected by sex than by SES.
目标这项研究是“学龄前儿童”试点项目的一部分,旨在发现学龄前儿童在其社会经济地位(SES)背景下的发展风险,作为启动个人干预策略的基础。方法。在梅克伦堡-西波美拉尼亚州(MWP)的12所幼儿园使用“多特蒙德幼儿园发育筛查”来检测3至6岁儿童的早期发育风险()。父母的社会经济数据通过标准化问卷收集。结果。SES组之间存在显著差异,特别是在精细运动技能领域()。大运动发育差异无统计学意义。精细动作发育风险患病率为1.7% ~ 20.9%;大运动发育风险的比率最高为14.4%。患病率与年龄和性别有关。结论。3 ~ 6岁学龄前儿童的精细运动技能与社会经济地位显著相关。在大肌肉运动技能中,这种关联无法确定。在这项研究中,运动发育受性别的影响比受SES的影响更大。
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引用次数: 18
Children’s Perceptions of Their Play: Scale Development and Validation 儿童对游戏的感知:规模发展与验证
Q1 Social Sciences Pub Date : 2013-11-21 DOI: 10.1155/2013/284741
L. Barnett
A wealth of research has been conducted on children’s play, yet the vast majority has relied on others’ accounts to define, describe, and characterize their play. This study presents a successful effort to generate a scale to measure third through fifth grade children’s perceptions of their play. Items were generated from children’s unrestricted accounts of how they viewed their play, and the reliability (internal consistency, stability), content, and construct (convergent and discriminant) validity of the Children’s Perceptions of Their Play (CPTP) scale were all high. Across two independent samples, children defined their play in terms of six factors: opportunities to choose what to do and with whom (Child’s Choice), play interactions with friends (Social Play), structured recreation activities in which they chose to participate (Planned Activities), their involvement and absorption in play (Engagement), how physically active they are (Active Play), and freedom from school obligations when they were able to play as they desired (Free Time). No differences between boys and girls, the three grade levels, or children attending public versus private school were found.
关于儿童游戏的研究已经进行了大量的研究,但绝大多数都是依靠别人的描述来定义、描述和描述他们的游戏。本研究提出了一个成功的努力,以产生一个规模来衡量三到五年级的儿童对他们的游戏的看法。项目来自儿童对他们如何看待游戏的不受限制的描述,儿童游戏感知(CPTP)量表的可靠性(内部一致性、稳定性)、内容和结构(收敛性和判别性)效度都很高。在两个独立的样本中,孩子们根据六个因素来定义他们的游戏:选择做什么和和谁一起做的机会(儿童选择),与朋友互动(社交游戏),他们选择参加的有组织的娱乐活动(计划活动),他们对游戏的参与和专注(参与),他们的身体活动程度(积极游戏),当他们能够随心所欲地玩时,他们可以免于学校的义务(自由时间)。在男孩和女孩、三个年级、公立学校和私立学校的孩子之间没有发现差异。
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引用次数: 22
期刊
Child development research
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