Child development research最新文献_第5页

The Effects of Soothing Techniques and Rough-and-Tumble Play on the Early Development of Temperament: A Longitudinal Study of Infants 安抚技巧和打闹游戏对婴儿早期气质发展的影响:一项纵向研究

Child development research Pub Date : 2014-08-20 DOI: 10.1155/2014/741373

Atsuko Nakagawa, M. Sukigara

引用次数: 3

Children’s and Adolescents’ Processing of Temporary Syntactic Ambiguity: An Eye Movement Study 儿童青少年对暂时性句法歧义的加工:一项眼动研究

Child development research Pub Date : 2014-08-19 DOI: 10.1155/2014/475315

P. Engelhardt

{"title":"Children’s and Adolescents’ Processing of Temporary Syntactic Ambiguity: An Eye Movement Study","authors":"P. Engelhardt","doi":"10.1155/2014/475315","DOIUrl":"https://doi.org/10.1155/2014/475315","url":null,"abstract":"This study examined the eye movements of 24 children and adolescents as they read sentences containing temporary syntactic ambiguities. Prior research suggested that children primarily use grammatical information when making initial parsing decisions, and they tend to disregard semantic and contextual information. On each trial, participants read a garden path sentence (e.g., While the storm blew the boat sat in the shed), and, afterwards, they answered a comprehension question (e.g., Did the storm blow the boat?). The design was 2 × 2 (verb type × ambiguity) repeated measures. Verb type was optionally transitive or reflexive, and sentences were ambiguous or unambiguous. Results showed no differences in first pass reading times at the disambiguating verb (e.g., sat). However, regressions did show a significant interaction. The unambiguous-reflexive condition had approximately half the number of regressions, suggesting less processing difficulty in this condition. Developmentally, we found that adolescents had significantly better comprehension, which seemed to be linked to the increased tendency to regress from the disambiguating word. Findings are consistent with the assumption that the processing architecture is more restricted in children compared to adolescents. In addition, results indicated that variance in ambiguity resolution was associated with interference control but not working memory.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"139 19 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2014-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/475315","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64508454","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: 10

Engaging Brazilian Street Children in Play: Observations of Their Family Narratives 参与巴西街头儿童的游戏:观察他们的家庭叙述

Child development research Pub Date : 2014-07-23 DOI: 10.1155/2014/861703

M. L. Franieck, M. Günter, T. Page

引用次数: 3

Terbutaline and Associated Risks for Neurodevelopmental Disorders 特布他林与神经发育障碍的相关风险

Child development research Pub Date : 2014-07-15 DOI: 10.1155/2014/358608

R. Perna, A. Loughan, Hana Perkey, Kelly Tyson

{"title":"Terbutaline and Associated Risks for Neurodevelopmental Disorders","authors":"R. Perna, A. Loughan, Hana Perkey, Kelly Tyson","doi":"10.1155/2014/358608","DOIUrl":"https://doi.org/10.1155/2014/358608","url":null,"abstract":"Preterm labor often leads to a preterm birth and has been shown to be the most important determinant of risk for perinatal morbidity and mortality. While medication management has been utilized by physicians to delay preterm labor, the results these medications achieve remain inconsistent, in addition to increasing the risk to the developing fetus. Terbutaline has been among the most commonly used -adrenoreceptor (AR) agonists in the management of preterm labor. The research suggests that tocolytic terbutaline therapy carries a significant risk for the mother and the child, which can be magnified by extended exposure, sex of the fetus, and administration during critical fetal developmental periods. This paper highlights the research on terbutaline in treatment of preterm labor, along with the possible associated cognitive deficits in adolescents who were treated with terbutaline in utero. Two case summaries are presented to illustrate the potential deficits in clinical presentations of adolescents with history of intrauterine exposure to terbutaline. Publicizing the association between terbutaline and these deficits can not only assist obstetricians and expectant mothers in making a more informed choice in the treatment of preterm labor but also provide neuropsychologists and pediatricians with information helpful in understanding the etiology of these impairments.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2014-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/358608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64458954","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: 8

Revealing Children’s Experiences and Emotions through Q Methodology 通过Q方法论揭示儿童的经历和情感

Child development research Pub Date : 2014-06-12 DOI: 10.1155/2014/910529

I. T. Ellingsen, A. A. Thorsen, I. Størksen

引用次数: 29

Breastfeeding Education: A Physician and Patient Assessment 母乳喂养教育:医生和患者评估

Child development research Pub Date : 2014-06-01 DOI: 10.1155/2014/413053

J. Stolzer, Syed Afzal Hossain

引用次数: 7

Role of Working Memory Storage and Attention Focus Switching in Children's Comprehension of Spoken Object Relative Sentences 工作记忆储存和注意焦点转换在儿童口语宾语关系句理解中的作用

Child development research Pub Date : 2014-05-20 DOI: 10.1155/2014/450734

Mianisha C. Finney, J. Montgomery, R. Gillam, Julia L. Evans

{"title":"Role of Working Memory Storage and Attention Focus Switching in Children's Comprehension of Spoken Object Relative Sentences","authors":"Mianisha C. Finney, J. Montgomery, R. Gillam, Julia L. Evans","doi":"10.1155/2014/450734","DOIUrl":"https://doi.org/10.1155/2014/450734","url":null,"abstract":"The present study evaluated a two-mechanism memory model of the online auditory comprehension of object relative (OR) sentences in 7–11-year-old typically developing children. Mechanisms of interest included working memory storage (WMS) and attention focus switching. We predicted that both mechanisms would be important for comprehension. Forty-four children completed a listening span task indexing WMS, an auditory attention focus switching task, and an agent selection task indexing spoken sentence comprehension. Regression analyses indicated that WMS and attention focus switching accuracy each accounted for significant and unique variance in the children’s OR comprehension after accounting for age. Results were interpreted to suggest that WMS is important for OR comprehension by supporting children’s ability to retain both noun phrase 1 and noun phrase 2 prior to their reactivating noun phrase 1 from memory in order to integrate it into a developing structure. Attention focus switching was interpreted to be critical in supporting children’s noun phrase 1 reactivation, as they needed to switch their focus of attention momentarily away from ongoing language processing to memory retrieval.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2014-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/450734","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64496930","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: 21

Does Mother Know Best? Maternal Knowledge Calibration Predicts Children’s Oral Language Development 妈妈最懂吗?母亲知识校准对儿童口语发展的预测作用

Child development research Pub Date : 2014-04-30 DOI: 10.1155/2014/387637

A. Pinkham, Tanya Kaefer, S. Neuman

{"title":"Does Mother Know Best? Maternal Knowledge Calibration Predicts Children’s Oral Language Development","authors":"A. Pinkham, Tanya Kaefer, S. Neuman","doi":"10.1155/2014/387637","DOIUrl":"https://doi.org/10.1155/2014/387637","url":null,"abstract":"For young children, maternal testimony is an important source of knowledge. Research suggests that children privilege assertions expressed with certainty; however, adults frequently overestimate their knowledge, which may lead them to express certainty about incorrect information. This study addressed three questions. (1) To what extent do mothers convey domain knowledge when talking to their kindergartners? (2) Do mothers successfully calibrate their knowledge during these conversations? (3) Does mothers’ knowledge calibration predict their children’s language outcomes? Forty-nine mother-child dyads read a picture book about a familiar domain. Mothers’ assertions of domain knowledge were coded for accuracy and expressed certainty. Results revealed that mothers tended to overestimate their knowledge. Knowledge calibration accuracy positively predicted child outcomes. Successful calibration was associated with stronger vocabulary knowledge and listening comprehension, whereas poor knowledge calibration was associated with weaker child outcomes. Knowledge calibration may be a crucial factor in the successful transmission of knowledge during mother-child conversations and impact children’s language development.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2014-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/387637","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64474492","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: 3

Preschool Power Play: Resource Control Strategies Associated with Health 学前权力游戏:与健康相关的资源控制策略

Child development research Pub Date : 2014-04-10 DOI: 10.1155/2014/706547

A. Massey, Jennifer byrd-craven, C. Swearingen

引用次数: 6

Student Engagement in After-School Programs, Academic Skills, and Social Competence among Elementary School Students 小学生课外活动参与、学术技能与社会能力

Child development research Pub Date : 2014-04-10 DOI: 10.1155/2014/498506

Kathryn E. Grogan, Christopher C Henrich, Mariya V. Malikina

{"title":"Student Engagement in After-School Programs, Academic Skills, and Social Competence among Elementary School Students","authors":"Kathryn E. Grogan, Christopher C Henrich, Mariya V. Malikina","doi":"10.1155/2014/498506","DOIUrl":"https://doi.org/10.1155/2014/498506","url":null,"abstract":"Research on the relationship between after-school program participation and student outcomes has been mixed, and beneficial effects have been small. More recent studies suggest that participation is best characterized as a multidimensional concept that includes enrollment, attendance, and engagement, which help explain differences in student outcomes. The present study uses data from a longitudinal study of after-school programs in elementary schools to examine staff ratings of student engagement in after-school activities and the association between engagement and school outcomes. The factor structure of the staff-rated measure of student engagement was examined by exploratory factor analysis. Multiple regression analyses found that student engagement in academic, youth development, and arts after-school program activities was significantly related to changes in teacher ratings of academic skills and social competence over the course of the school year and that students with the greatest increase in academic skills both were highly engaged in activities and attended the after-school program regularly. The results of this study provide additional evidence regarding the benefits of after-school programs and the importance of student engagement when assessing student outcomes.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2014 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2014-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2014/498506","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64520885","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: 15