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What Grasps and Holds 8-Month-Old Infants' Looking Attention? The Effects of Object Size and Depth Cues 是什么抓住并保持了8个月大婴儿的注意力?对象大小和深度线索的影响
Child development research Pub Date : 2012-06-10 DOI: 10.1155/2012/439618
Yu Guan, D. Corbetta
{"title":"What Grasps and Holds 8-Month-Old Infants' Looking Attention? The Effects of Object Size and Depth Cues","authors":"Yu Guan, D. Corbetta","doi":"10.1155/2012/439618","DOIUrl":"https://doi.org/10.1155/2012/439618","url":null,"abstract":"The current eye-tracking study explored the relative impact of object size and depth cues on 8-month-old infants' visual attention processes. A series of slides containing 3 objects of either different or same size were displayed on backgrounds with varying depth cues. The distribution of infants' first looks (a measure of initial attention switch) and infants' looking durations (a measure of sustained attention) at the objects were analyzed. Results revealed that the large objects captured infants' attention first, that is, most of the times infants directed their visual attention first to the largest object in the scene regardless of depth cues. For sustained attention, infants preferred maintaining their attention to the largest object also, but this occurred only when depth cues were present. These findings suggest that infants' initial attention response is driven mainly by object size, while infants' sustained attention is more the product of combined figure and background processing, where object sizes are perceived as a function of depth cues.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2012 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2012-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/439618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64322641","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
Changes in Children's Answers to Open Questions about the Earth and Gravity 儿童对地球和重力开放性问题答案的变化
Child development research Pub Date : 2012-06-07 DOI: 10.1155/2012/613674
Triin Hannust, Eve Kikas
{"title":"Changes in Children's Answers to Open Questions about the Earth and Gravity","authors":"Triin Hannust, Eve Kikas","doi":"10.1155/2012/613674","DOIUrl":"https://doi.org/10.1155/2012/613674","url":null,"abstract":"Many studies that have been conducted to describe children's knowledge about the Earth and gravity have produced discrepant results. However, as most of these studies have been cross-sectional and they have used different methods for collecting and analyzing data, the question Do children at some point construct internally consistent but incorrect explanations to elementary astronomical phenomena? has not been fully answered. The aim of the study was to further explore this question by examining how children respond to open questions about the Earth and gravity and how these answers change over time. Schoolchildren's (𝑁=159) answers were examined four times with one-year intervals. It was found that directly after learning the topics in school many children gave synthetic responses and some oscillated between correct and incorrect explanations for a time. By the fourth grade more than half of the children were able to give scientifically accurate answers and good knowledge of facts supported children's ability to correctly generalize their existing knowledge. It was also shown that most children do not construct consistent nonscientific models of the Earth and that only thorough understanding of the discussed phenomena will lead to consistent answering.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2012 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2012-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/613674","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64337688","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: 2
The Development of Expressive Drawing Abilities during Childhood and into Adolescence 表现力绘画能力在童年和青少年时期的发展
Child development research Pub Date : 2012-05-15 DOI: 10.1155/2012/925063
D. Picard, Christophe Gauthier
{"title":"The Development of Expressive Drawing Abilities during Childhood and into Adolescence","authors":"D. Picard, Christophe Gauthier","doi":"10.1155/2012/925063","DOIUrl":"https://doi.org/10.1155/2012/925063","url":null,"abstract":"The way children portray emotions in their drawings of human and nonhuman topics is assumed to reflect their artistic, emotional, and cognitive development. This study was designed to investigate the development of expressive drawings during childhood and into adolescence, using a large age range (5–15 years) and sample size (), so as to provide a precise and comprehensive view of age-related changes in children’s ability to produce expressive drawings. More specifically, we focused on children’s developing ability to use the techniques of literal and metaphorical expression, either alone or in combination. We also examined the effects of sex, topics (house, tree, or person), and the depicted emotion (happiness or sadness) on the use of each expressive technique. The main findings were that there is a developmental shift between childhood (5–10 years) and adolescence (11–15 years) in the use of expressive techniques, from simple (literal) to more complex forms of expression (metaphorical).","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2012 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2012-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/925063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64367877","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: 34
Utilizing Social Stories to Increase Prosocial Behavior and Reduce Problem Behavior in Young Children with Autism 利用社会故事增加自闭症儿童的亲社会行为并减少问题行为
Child development research Pub Date : 2012-05-08 DOI: 10.1155/2012/357291
Lisa A. Wright, R. Mccathren
{"title":"Utilizing Social Stories to Increase Prosocial Behavior and Reduce Problem Behavior in Young Children with Autism","authors":"Lisa A. Wright, R. Mccathren","doi":"10.1155/2012/357291","DOIUrl":"https://doi.org/10.1155/2012/357291","url":null,"abstract":"The purpose of this paper was to evaluate the effects of a Social Story intervention on the behavior rates of 4 young children with autism using a multiple-baseline across participants design. The results of this paper indicate that the Social Story was modestly effective in increasing prosocial behavior rates in 3 of the 4 participants, though none of the participants reached the prosocial behavior rates of age and gender-matched peers. The problem behaviors of the participants modestly decreased with the intervention. Maintenance of skills over a 1-month period was demonstrated for all of the participants. The variable and inconsistent results of the research add to the current literature base in support of the use of Social Stories for some children with autism.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2012 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2012-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/357291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64315933","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: 29
“Getting Ready for School:” A Preliminary Evaluation of a Parent-Focused School-Readiness Program “为上学做准备”:对以家长为中心的入学准备计划的初步评估
Child development research Pub Date : 2012-03-11 DOI: 10.1155/2012/259598
Kimberly G Noble, H. Duch, Maria Eugenia Darvique, Alexandra B. Grundleger, Carmen Rodriguez, C. Landers
{"title":"“Getting Ready for School:” A Preliminary Evaluation of a Parent-Focused School-Readiness Program","authors":"Kimberly G Noble, H. Duch, Maria Eugenia Darvique, Alexandra B. Grundleger, Carmen Rodriguez, C. Landers","doi":"10.1155/2012/259598","DOIUrl":"https://doi.org/10.1155/2012/259598","url":null,"abstract":"Children from disadvantaged backgrounds tend to start school with fewer school readiness skills than their more advantaged peers. Emergent literacy and math skills play an important role in this gap. The family is essential in helping children build these skills, and the active involvement of families is crucial to the success of any intervention for young children. The Getting Ready for School (GRS) program is a parent-focused curriculum designed to help parents equip their children with the skills and enthusiasm necessary for learning when they start school. Parents meet in weekly workshops led by a trained facilitator and implement the curriculum at home with their children. The objective of this pilot study was to assess the promise of the GRS intervention in children participating in an urban Head Start program and to explore parents' responses to the intervention. We hypothesized that participation in GRS would improve school readiness in literacy and math skills, relative to participation in business-as-usual Head Start. Four Head Start classrooms (two randomly selected “intervention” and two “comparison” classrooms) participated in this study. Preliminary analyses suggest that GRS improves school readiness over and above a Head Start-as-usual experience. Implications for early childhood programs and policies are discussed.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2012 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2012-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/259598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64306663","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
The Dopamine Receptor D4 Gene 7-Repeat Allele Interacts with Parenting Quality to Predict Effortful Control in Four-Year-Old Children. 多巴胺受体D4基因7-重复等位基因与父母教养质量相互作用预测四岁儿童的努力控制。
Child development research Pub Date : 2012-01-01 DOI: 10.1155/2012/863242
Brad E Sheese, Mary K Rothbart, Pascale M Voelker, Michael I Posner
{"title":"The Dopamine Receptor D4 Gene 7-Repeat Allele Interacts with Parenting Quality to Predict Effortful Control in Four-Year-Old Children.","authors":"Brad E Sheese,&nbsp;Mary K Rothbart,&nbsp;Pascale M Voelker,&nbsp;Michael I Posner","doi":"10.1155/2012/863242","DOIUrl":"https://doi.org/10.1155/2012/863242","url":null,"abstract":"<p><p>The dopamine receptor D4 gene (DRD4) 7-repeat allele has been found to interact with environmental factors such as parenting in children and peer attitudes in adults to influence aspects of behavior such as risk taking. We previously found that in toddlers, lower-quality parenting in combination with the 7-repeat allele of the DRD4 gene was associated with greater parent-reported Sensation Seeking (SS), but was unrelated to Effortful Control (EC). We now report findings from a followup assessment with the same sample of children showing that parenting quality interacts with the presence of the 7-repeat allele to predict EC in 3-to 4-year-old children. The change in these patterns of results may reflect the increased role of the executive attention network in older children and adults. However, due to the small sample size (<i>N</i> = 52) and the novelty of the results, these findings should be treated with caution and considered preliminary until they are replicated in an independent sample.</p>","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2012 ","pages":"863242"},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/863242","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31592445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 26
The Role of Athletics in the Self-Esteem of Tomboys 体育运动在假小子自尊中的作用
Child development research Pub Date : 2011-12-27 DOI: 10.1155/2011/830345
M. L. Halim, Elizabeth Dalmut, Faith K. Greulich, Sheana Ahlqvist, Leah E. Lurye, D. Ruble
{"title":"The Role of Athletics in the Self-Esteem of Tomboys","authors":"M. L. Halim, Elizabeth Dalmut, Faith K. Greulich, Sheana Ahlqvist, Leah E. Lurye, D. Ruble","doi":"10.1155/2011/830345","DOIUrl":"https://doi.org/10.1155/2011/830345","url":null,"abstract":"Many girls self-identify as tomboys, yet little is known about their experiences. Tomboys deviate from gender stereotypes; they also may be more highly aware of gender status differences. Because tomboys may feel different from others and more keenly feel the lower status of their gender group, they may suffer from lower levels of self-esteem. Yet many tomboys also tend to participate in athletics, an activity that often leads to higher levels of self-esteem. Two studies sought to disentangle the interactive effects of tomboy identification and athleticism on self-esteem. Study 1 sampled 144 female undergraduates and Study 2 sampled 66 girls aged from 8 to 13. In both studies, greater self-identification as a tomboy during childhood was associated with lower current self-esteem, but only for less athletic participants. Tomboys who were highly athletic had high levels of self-esteem. Together these findings suggest that participating in athletics can protect tomboys from decreased self-esteem.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2011 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2011-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2011/830345","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64285440","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
Relational Aggression in Preschool Students: An Exploration of the Variables of Sex, Age, and Siblings 学龄前儿童的关系攻击:性别、年龄和兄弟姐妹变量的探讨
Child development research Pub Date : 2011-11-24 DOI: 10.1155/2011/931720
Karen A. Morine, Laura M. Crothers, James B. Schreiber, Jered B. Kolbert, T. Hughes, A. Schmitt
{"title":"Relational Aggression in Preschool Students: An Exploration of the Variables of Sex, Age, and Siblings","authors":"Karen A. Morine, Laura M. Crothers, James B. Schreiber, Jered B. Kolbert, T. Hughes, A. Schmitt","doi":"10.1155/2011/931720","DOIUrl":"https://doi.org/10.1155/2011/931720","url":null,"abstract":"In this study, researchers wished to ascertain whether there were age (three- and four-year old), sibling (with or without older siblings), and sex (male and female) differences in the use of relational aggression in preschool students as rated by peers and teachers. Inordertoanswerthisresearchquestion,two2 ×2 ×2factorialANOVAprocedureswiththerelationalaggressioncompositescore as the dependent variable on the PSBS-P and PSBS-T were used for peer and teacher assessment, respectively, of relational aggression. Results revealed that in the peer ratings of preschool students’ relationally aggressive behavior, there was an disordinal age by sibling interaction, in which four-year-old children with siblings were significantly more likely to be rated by their peers as using relational aggression than three-year-old children without siblings. In the teacher ratings of preschool students’ relationally aggressivebehavior,amaineffectforagewasobserved.Teachersratedfour-yearoldchildrenasevidencingsignificantlyhigherlevelsofrelational aggression as compared to three-year-olds. No sex differences were observed in the use of relational aggression either at age three or age four in this sample. Implications for these findings are presented.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2011 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2011-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2011/931720","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64289871","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: 12
Transmitting Intrinsic Value Priorities from Mothers to Adolescents: The Moderating Role of a Supportive Family Environment 母亲向青少年传递内在价值优先:支持性家庭环境的调节作用
Child development research Pub Date : 2011-10-13 DOI: 10.1155/2011/167146
Natasha Lekes, M. Joussemet, R. Koestner, Geneviève Taylor, Nora H. Hope, Isabelle Gingras
{"title":"Transmitting Intrinsic Value Priorities from Mothers to Adolescents: The Moderating Role of a Supportive Family Environment","authors":"Natasha Lekes, M. Joussemet, R. Koestner, Geneviève Taylor, Nora H. Hope, Isabelle Gingras","doi":"10.1155/2011/167146","DOIUrl":"https://doi.org/10.1155/2011/167146","url":null,"abstract":"This study tested the degree to which a need-supportive family environment influences adolescents' endorsement of the value priorities that their mothers wish for them. Mothers and their adolescents (𝑁=280) rated the importance of three intrinsic values (personal growth, close relationships, and community contribution) and three extrinsic values (wealth, fame, and attractiveness). Results revealed that mothers placed greater emphasis on intrinsic over extrinsic values than did adolescents. Furthermore, the congruence of mothers' and adolescents' emphasis on intrinsic values was moderated by the extent to which adolescents experienced satisfaction of their basic needs for autonomy, relatedness, and competence at home. Finally, the well-being of both adolescents and mothers was associated with the degree to which they prioritized intrinsic over extrinsic values. Implications for research on the transmission of values and goals are discussed.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2011 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2011-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2011/167146","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64259047","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: 12
Does “Yummy” Food Help You Grow and Avoid Illness? Children's and Adults' Understanding of the Effect of Psychobiological Labels on Growth and Illness “美味”的食物能帮助你成长和避免疾病吗?儿童和成人对心理生物学标签对成长和疾病影响的理解
Child development research Pub Date : 2011-08-22 DOI: 10.1155/2011/638239
L. Raman
{"title":"Does “Yummy” Food Help You Grow and Avoid Illness? Children's and Adults' Understanding of the Effect of Psychobiological Labels on Growth and Illness","authors":"L. Raman","doi":"10.1155/2011/638239","DOIUrl":"https://doi.org/10.1155/2011/638239","url":null,"abstract":"Three studies examined children's understanding of the role of psychobiological labels such as tasty (“yummy”) and not tasty (“yucky”) foods on growth and illness. Studies 1 and 3 examined the role of tasty and not tasty foods on height, weight, and illness, respectively. Study 2 controlled for the possibility that participants were responding to the positive and negative valence of the terms “yummy” and “yucky” in Study 1. Results revealed that young children entertain psychobiological causes for growth but not for illness. These results suggest that young children selectively apply psychobiological causes to explain different biological processes.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":"2011 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2011-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2011/638239","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64278641","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
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