Child development research最新文献_第4页

The Mind and Heart of the Social Child: Developing the Empathy and Theory of Mind Scale 社会儿童的心理与心灵:共情与心理理论量表的编制

Child development research Pub Date : 2015-11-10 DOI: 10.1155/2015/171304

Zhenlin Wang, Lamei Wang

引用次数: 14

Gender Differences in Beliefs about Infant-Directed Speech: The Role of Family Dynamics 婴儿指示言语信念的性别差异:家庭动力的作用

Child development research Pub Date : 2015-10-19 DOI: 10.1155/2015/871759

S. Kennison, Jennifer byrd-craven

引用次数: 8

Microdevelopment of Complex Featural and Spatial Integration with Contextual Support 复杂特征的微开发与语境支持下的空间整合

Child development research Pub Date : 2015-10-15 DOI: 10.1155/2015/902584

Pam Hirsch, E. Sandberg

{"title":"Microdevelopment of Complex Featural and Spatial Integration with Contextual Support","authors":"Pam Hirsch, E. Sandberg","doi":"10.1155/2015/902584","DOIUrl":"https://doi.org/10.1155/2015/902584","url":null,"abstract":"Complex spatial decisions involve the ability to combine featural and spatial information in a scene. In the present work, 4- through 9-year-old children completed a complex map-scene correspondence task under baseline and supported conditions. Children compared a photographed scene with a correct map and with map-foils that made salient an object feature or spatial property. Map-scene matches were analyzed for the effects of age and featural-spatial information on children’s selections. In both conditions children significantly favored maps that highlighted object detail and object perspective rather than color, landmark, and metric elements. Children’s correct performance did not differ by age and was suboptimal, but their ability to choose correct maps improved significantly when contextual support was provided. Strategy variability was prominent for all age groups, but at age 9 with support children were more likely to give up their focus on features and transition to the use of spatial strategies. These findings suggest the possibility of a U-shaped curve for children’s development of geometric knowledge: geometric coding is predominant early on, diminishes for a time in middle childhood in favor of a preference for features, and then reemerges along with the more advanced abilities to combine featural and spatial information.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2015 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2015-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2015/902584","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64150264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Role of Self-Action in 2-Year-Old Children: An Illustration of the Arithmetical Inversion Principle before Formal Schooling 自我行动在2岁儿童中的作用:正式入学前算术反转原理的一个例证

Child development research Pub Date : 2015-02-24 DOI: 10.1155/2015/879258

A. Lubin, Sandrine Rossi, N. Poirel, C. Lanoë, A. Pineau, O. Houdé

{"title":"The Role of Self-Action in 2-Year-Old Children: An Illustration of the Arithmetical Inversion Principle before Formal Schooling","authors":"A. Lubin, Sandrine Rossi, N. Poirel, C. Lanoë, A. Pineau, O. Houdé","doi":"10.1155/2015/879258","DOIUrl":"https://doi.org/10.1155/2015/879258","url":null,"abstract":"The importance of self-action and its considerable links with cognitive activity in childhood are known. For instance, in arithmetical cognition, 2-year-olds detected an impossible arithmetical outcome more accurately when they performed the operation themselves (actor mode) than when the experimenter presented it (onlooker mode). A key component in this domain concerns the understanding of the inversion principle between addition and subtraction. Complex operations can be solved without calculation by using an inversion-based shortcut (3-term problems of the form must equal a). Some studies have shown that, around the age of 4, children implicitly use the inversion principle. However, little is known before the age of 4. Here, we examined the role of self-action in the development of this principle by preschool children. In the first experiment, 2-year-olds were confronted with inversion ( or 2) and standard ( or 2) arithmetical problems either in actor or onlooker mode. The results revealed that actor mode improved accuracy for the inversion problem, suggesting that self-action helps children use the inversion-based shortcut. These results were strengthened with another inversion problem ( or 2) in a second experiment. Our data provide new support for the importance of considering self-action in early mathematics education.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2015 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2015-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2015/879258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64144637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Maternal Reading Self-Efficacy Associated with Perceived Barriers to Reading 母亲阅读自我效能感与阅读障碍的关系

Child development research Pub Date : 2015-01-12 DOI: 10.1155/2015/218984

Joyce Lin, Stephanie M. Reich, Sabrina Kataoka, G. Farkas

引用次数: 9

Age and Cultural Differences in Self-Perceptions of Mastery Motivation and Competence in American, Chinese, and Hungarian School Age Children 美国、中国和匈牙利学龄儿童掌握动机和能力自我认知的年龄和文化差异

Child development research Pub Date : 2014-12-29 DOI: 10.1155/2014/803061

Krisztián Józsa, Jun Wang, K. Barrett, G. Morgan

{"title":"Age and Cultural Differences in Self-Perceptions of Mastery Motivation and Competence in American, Chinese, and Hungarian School Age Children","authors":"Krisztián Józsa, Jun Wang, K. Barrett, G. Morgan","doi":"10.1155/2014/803061","DOIUrl":"https://doi.org/10.1155/2014/803061","url":null,"abstract":"We examined age differences in self-perceptions of five dimensions of mastery motivation and also of competence in American, Chinese, and Hungarian children and teens. Participants included 200 Americans, 1,465 Chinese, and 8,175 Hungarians from 7 to 19 years of age. The Dimensions of Mastery Questionnaire provides comparable data across these different cultures as indicated by very similar factor structures and reasonably good internal consistency reliabilities for the scales. Across all three cultures, there was the expected decline from primary to secondary school in total persistence and the four instrumental mastery motivation scales, except for social persistence with adults in the American sample. Mastery pleasure did not decline in the American and Chinese samples but declined in the Hungarian sample. Self-perceived competence did not decline significantly in the American sample or in the Hungarian sample from age 11 to 17; however, competence self-ratings declined in the Chinese sample. The three cultures were compared at 11 and 16. Although there were some significant differences, small effect sizes indicated that the level of motivation was similar for each culture at each age. The other literature provides clues about why the declines occur in all three cultures and why there are some differences among cultures.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2014-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/803061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64679229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 28

Functional Assessment Based Parent Intervention in Reducing Children's Challenging Behaviors: Exploratory Study of Group Training 基于功能评估的家长干预减少儿童挑战行为:团体训练的探索性研究

Child development research Pub Date : 2014-12-16 DOI: 10.1155/2014/656327

Angel Fettig, M. Ostrosky

{"title":"Functional Assessment Based Parent Intervention in Reducing Children's Challenging Behaviors: Exploratory Study of Group Training","authors":"Angel Fettig, M. Ostrosky","doi":"10.1155/2014/656327","DOIUrl":"https://doi.org/10.1155/2014/656327","url":null,"abstract":"This study examined the effects of group parent training on children’s challenging behaviors in home settings. Eight parents of young children with challenging behaviors were trained in a large group setting on using functional assessment to design interventions that fit the strengths and needs of individual families. The training included information sharing and collaborating with parents on designing functional-assessment based interventions. An Interrupted Time Series Design was used to examine the effects of large group training by comparing parent and child behaviors prior to intervention with behaviors after the intervention. Data were analyzed using Repeated Measures ANOVA. The results indicated that group training increased parents’ ability to implement functional assessment based strategies and these strategies resulted in a significant reduction in children’s challenging behaviors. Furthermore, parent implementation of functional assessment based strategies and children’s decreased levels of challenging behaviors were maintained after the completion of the intervention.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2014-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/656327","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64603149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Letter and Colour Matching Tasks: Parametric Measures of Developmental Working Memory Capacity 字母和颜色匹配任务:发展性工作记忆容量的参数测量

Child development research Pub Date : 2014-11-30 DOI: 10.1155/2014/961781

Tamara L. Powell, M. Arsalidou, V. Vogan, Margot J. Taylor

引用次数: 9

Developmental Readiness in the Understanding of Own and Other’s False Beliefs 对自己和他人错误信念的理解的发展准备

Child development research Pub Date : 2014-10-14 DOI: 10.1155/2014/596028

A. Amadó, Elisabet Serrat, F. Sidera

引用次数: 1

Crosslinguistic Developmental Consistency in the Composition of Toddlers’ Internal State Vocabulary: Evidence from Four Languages 幼儿内部状态词汇构成的跨语言发展一致性:来自四种语言的证据

Child development research Pub Date : 2014-08-21 DOI: 10.1155/2014/575142

S. Kristen, S. Chiarella, B. Sodian, Tiziana Aureli, Maria C Genco, D. Poulin-Dubois

{"title":"Crosslinguistic Developmental Consistency in the Composition of Toddlers’ Internal State Vocabulary: Evidence from Four Languages","authors":"S. Kristen, S. Chiarella, B. Sodian, Tiziana Aureli, Maria C Genco, D. Poulin-Dubois","doi":"10.1155/2014/575142","DOIUrl":"https://doi.org/10.1155/2014/575142","url":null,"abstract":"Mental state language, emerging in the second and third years of life in typically developing children, is one of the first signs of an explicit psychological understanding. While mental state vocabulary may serve a variety of conversational functions in discourse and thus might not always indicate psychological comprehension, there is evidence for genuine references to mental states (desires, knowledge, beliefs, and emotions) early in development across languages. This present study presents parental questionnaire data on the composition of 297 toddler-aged (30-to 32-month-olds) children’s internal state vocabulary in four languages: Italian, German, English, and French. The results demonstrated that across languages expressions for physiological states (e.g., hungry and tired) were among the most varied, while children’s vocabulary for cognitive entities (e.g., know and think) proved to be least varied. Further, consistent with studies on children’s comprehension of these concepts, across languages children’s mastery of volition terms (e.g., like to do and want) preceded their mastery of cognition terms. These findings confirm the cross-linguistic consistency of children’s emerging expression of abstract psychological concepts.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2014-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/575142","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64555304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9