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1.
The present study examined whether ADHD children exhibit low verbal IQ (VIQ) and distinguishable test profile on the Verbal comprehension (VC) and Freedom from distractibility (FFD) factors, and whether gender influences their verbal abilities. At the Laboratory of Neuropsychology of the Department of Special Education, University of Thessaly, WISC‐III verbal scales were administered to 69 ADHD children (50 boys and 19 girls) and controls who were matched for age and sex. Mean scores for all WISC‐III verbal scales, VIQ, VC and FFD of ADHD children were significantly lower than controls. FFD was found lower than VC and it correlated statistically significantly with VC in ADHD children. No gender differences were found among ADHD children. 相似文献
2.
The response of boys and girls with or without learning disabilities to social failure was examined. Children participated in two dyadic interactions with experimental confederates: an unfriendly interaction and a friendly one. The children's behavior was videotaped, and they answered questions following each interaction. The children with learning disabilities were found to be hyperresponsive to both interactions: They felt significantly worse following the unfriendly one and significantly better following the friendly interaction. Limited evidence was found to suggest that girls with learning disabilities were more adversely affected by the unfriendly interaction. Several of the findings were consistent with the hypothesis that children with learning disabilities show a learned helplessness response to social failure. The implications of these findings for understanding the social behavior of children with learning disabilities are discussed. 相似文献
3.
Beth Kurtz-Costes Kristine E. Copping Stephanie J. Rowley C. Ryan Kinlaw 《European Journal of Psychology of Education - EJPE》2014,29(4):603-618
We measured age and gender differences in children’s awareness and endorsement of gender stereotypes about math, science, and verbal abilities in 463 fourth, sixth, and eighth graders. Children reported their perceptions of adults’ beliefs and their own stereotypes about gender differences in academic abilities. Consistent with study hypotheses, fourth and sixth graders had a stronger tendency than eighth graders to favor their own gender group rather than report traditional stereotypes. On average, girls favored girls over boys in all three domains. Fourth grade boys favored boys in all three domains; middle school boys reported traditional verbal stereotypes and were on average egalitarian in beliefs about math and science. Children’s reports of their perceptions of adults’ stereotypes mirrored age and gender differences in their own stereotypes and were correlated with their own stereotype endorsement. In addition to showing beliefs favoring girls in verbal domains and a tendency for most age and gender groups to not endorse traditional math and science stereotypes, the results support a synthesis of developmental and social identity theories regarding individual differences in children’s stereotype endorsement. Children’s tendency to favor girls in verbal domains may contribute to gender differences in educational and career choices by pulling girls toward the humanities and social sciences and discouraging boys from pursuing those domains. 相似文献
4.
Developmental and clinical differences in children's on-line understanding of ongoing social events were examined. Boys with (n = 38) and without (n = 41) Attention Deficit Hyperactivity Disorder (ADHD) were compared. Prior social schemes and integrative processes were hypothesized to influence children's representation of incoming social cues. Younger children and children with ADHD were expected to differ from older children and children without ADHD, respectively, in what they encoded and how they organized the encoded information. Differences in on-line representation were postulated to underlie differences in children's recall and social reasoning. Children's prior social schemes, looking time and on-line verbal protocols, recall, and social reasoning were assessed. Younger boys and ADHD boys showed less integrated on-line representations, accounting for poorer recall and reasoning. 相似文献
5.
Forty-six unselected children with various sex chromosome abnormalities (14 boys with 47,XXY, 4 boys with 47,XYY, 11 girls with 47,XXX, 9 girls with 45,X, and 8 girls with SCA mosaicism), identified through the consecutive chromosome screening of 40,000 Denver newborns, have been followed developmentally and evaluated in a protocol that included intellectual, language, and achievement testing. Controls consisted of 12 chromosomally normal males and 13 chromosomally normal females who were siblings of various propositi. While most SCA children were not mentally retarded, most of the nonmosaic propositi (31/37) received special education help for learning problems. In general, nonmosaic males were less severely affected than nonmosaic females, who demonstrated significantly reduced mean IQ scores on both Wechsler IQ tests. The inference that learning disorders were genetically mediated in this group was further supported by karyotype-specific findings. 47,XXY boys tended to demonstrate lower verbal skills and a specific reading disability. 47,XXX girls, while more globally impaired, demonstrated evidence of a specific weakness in language skills. 45,X girls tended to be globally impaired, but demonstrated a contrasting specific deficit in spatial thinking skills. Mosaic girls were not significantly different than controls on any measure, an outcome likely occurring because of the low percentage of aneuploid cells in these propositae. Variability was present in each group, and no single profile can characterize all children with any specific SCA. The presence of SCA, therefore, must be viewed as a risk factor creating a tendency towards LD but interacting with a host of other genetic and environmental forces to create a range of phenotypic outcomes. 相似文献
6.
Julie A. Hubbard 《Child development》2001,72(5):1426-1438
The goal of the current study was to investigate sociometric status, aggression, and gender differences in children's expression of anger, happiness, and sadness. Participants were 111 second-grade African American boys and girls, half rejected and half average sociometric status, and half aggressive and half nonaggressive as assessed by their peers. Children interacted with a confederate in two standardized competitive game paradigms. Participants' expressions of anger, happiness, and sadness were observationally coded across facial, verbal intonation, and nonverbal modalities. Rejected children expressed more facial and verbal anger than average-status children. Rejected children also expressed more nonverbal happiness than average children, but only during turns of the game that were favorable to the participant. Finally, boys expressed more facial, verbal, and nonverbal anger than girls. 相似文献
7.
This study examined the impact of direct instruction and interactive instruction on immigrant kindergarten children’s vocabulary learning during storybook reading. (In the present study the terms “immigrants” and “second language learners” are used alternatively meaning kindergarteners from immigrant families who are in the process of acquiring a second language besides their mother tongue.) Eighty seven immigrant kindergarten children, aged 4–6 years old (mean = 61.68 months, standard deviations = .51) were recruited from 12 public kindergarten classrooms located in Crete. Children were acquiring Greek as a second language. The immigrant children of the 12 kindergarten classrooms were randomly assigned to two experimental groups and one control group. During the intervention phase, six stories were read twice in whole group settings. Target and non-target words were assessed by multiple choice vocabulary measure before and after the storybook readings. In the first experimental group, children were provided brief explanations of target words by direct instruction. In the second experimental group, children were involved actively in discussing target words according to interactive instruction techniques. In the control group stories were read without any explanation of target vocabulary. Results showed that interactive instruction was more beneficial on target vocabulary learning than direct instruction and the impact was greater for instructed words than for uninstructed ones. In addition, results showed that boys and girls responded differently to the teaching procedures. Specifically, in both conditions where teaching procedures were implemented, girls outperformed boys on instructed words. Furthermore, children’s initial level in Greek receptive vocabulary and target word knowledge had a significant impact on target word learning. 相似文献
8.
Analyses of data on a nationally representative sample of 3,346 American parents with a child under 18 living at home found that 63% reported one or more instances of verbal aggression, such as swearing and insulting the child. Children who experienced frequent verbal aggression from parents (as measured by the Conflict Tactic Scales) exhibited higher rates of physical aggression, delinquency, and interpersonal problems than other children. This relationship is robust since it applies to preschool-, elementary school-, and high school-age children, to both boys and girls, and to children who were also physically punished as well as those who were not. Children who experienced both verbal aggression and severe physical violence exhibited the highest rates of aggression, delinquency, and interpersonal problems. 相似文献
9.
Children who presented behaviours characteristic of attention disorder/hyper‐activity deficit (ADHD), but who were functioning adequately in ordinary schools, were assessed on a range of tests including some focused particularly on cognitive abilities, including verbal and figural aspects of problem solving and creativity. An attempt was made to replicate an earlier study, incorporating refinements to the manner in which pupils were selected from the schools. In spite of cultural differences, the pattern of results substantially duplicated the earlier findings, suggesting a stable pattern of characteristics associated with ADHD and high intelligence. Specifically these children were found to have more mixed laterality and allergies, to gather and use more diverse, nonverbal and poorly focused information, and to show higher figural creativity than did high‐IQ children without attention problems. It was concluded that uncommon information was made use of by ADHD children when exhibiting novelty in nonverbal thinking. This supports Geschwind's prediction that high talent would be found in some types of learning‐disordered individuals. 相似文献
10.
Utility of the PASS theory and cognitive assessment system for Dutch children with and without ADHD 总被引：2，自引：0，他引：2
This study examined the utility of the Planning, Attention, Simultaneous, Successive (PASS) theory of intelligence as measured by the Cognitive Assessment System (CAS) for evaluation of children with attention-deficit/hyperactivity disorder (ADHD). The CAS scores of 51 Dutch children without ADHD were compared to the scores of a group of 20 Dutch children with ADHD. The scores of the Dutch children were also compared to American standardization samples of children with and without ADHD. The findings showed that children with ADHD in both countries demonstrated relatively low scores on the Planning and Attention scales of the CAS, but average scores on the Simultaneous and Successive scales. These findings are similar to previously published research suggesting that the PASS theory, as operationalized by the CAS, has sensitivity to the cognitive processing difficulties found in some children with ADHD. 相似文献
11.
93 first graders (mean age 6.5 years) were given a pretest and posttest on half of the items from the Children's Embedded Figures Test. Half of the children were randomly assigned to a training condition and received a brief training procedure on visual-spatial disembedding prior to the administration of the posttest. Children in the control condition received no training. The performance of girls improved significantly more from pretest to posttest than the performance of boys. Boys and girls showed similar beneficial effects of training in addition to the benefit of direct practice. The tendency that was observed for boys to perform higher than girls on the pretest, p less than .10, was not evident on the posttest. Scores on the pretest predicted scores on a different measure of visual-spatial ability only for children in the control group. The results are interpreted in terms of current theories of sex differences in visual-spatial perception. 相似文献
12.
The relation between early fantasy/pretense and children's knowledge about mental life was examined in a study of 152 3- and 4-year-old boys and girls. Children were interviewed about their fantasy lives (e.g., imaginary companions, impersonation of imagined characters) and were given tasks assessing their level of pretend play and verbal intelligence. In a second session 1 week later, children were given a series of theory of mind tasks, including measures of appearance-reality, false belief, representational change, and perspective taking. The theory of mind tasks were significantly intercorrelated with the effects of verbal intelligence and age statistically controlled. Individual differences in fantasy/pretense were assessed by (1) identifying children who created imaginary characters, and (2) extracting factor scores from a combination of interview and behavioral measures. Each of these fantasy assessments was significantly related to the theory of mind performance of the 4-year-old children, independent of verbal intelligence. 相似文献
13.
Suzanne Murphy Dorothy Faulkner 《European Journal of Psychology of Education - EJPE》2000,15(4):389-404
Unpopular children are known to have poor communication skills and experience difficulty in collaborative situations. This study investigated whether pairing unpopular, 5 to 6 year-old, children with a more popular peer would promote more effective collaboration. The study also investigated differences in popular and unpopular children’s verbal and non-verbal communication. Thirty-six girls and 36 boys were placed in one of 12 popular, 12 unpopular or 12 mixed pairs. There were no mixed gender pairs. Children were filmed playing a collaborative game. Collaboration in popular pairs was more successful and less disputational than in unpopular pairs. Boys in unpopular pairs broke the rules of the game more often, argued more and did not monitoring their partners’ facial expressions effectively. With popular partners they argued less, were more likely to elaborate disagreements, looked at their partner for longer, smiled more and were more likely to offer him a small toy. Unpopular girls’ interactions were not markedly disruptive but they clearly benefited from being paired with a child with good communication skills. Popular girls modified their behaviour to take into account an unpopular partner’s need for support. These findings suggest that pairing popular and unpopular children may be a useful classroom organisation strategy. 相似文献
14.
Academic Achievement and Social Functioning of Children With and Without Learning Difficulties 总被引：1，自引：0，他引：1
The academic achievement and social functioning of children with learning difficulties (LD) and children without LD (7–12 years old) was examined. Attainment scores in mathematics and English were obtained for each child, and a sample of children without LD was further classified as low achieving (LA) or high achieving (HA) on the basis of these scores. Sociometric and peer behavioural attribute scores were collected for each child. Findings indicated correlations of attainment with sociometric status and also with behaviour attributes. Boys and girls differed on the proportion of variance in sociometric status accounted for by academic achievement and also by various behavioural attributes. HA children scored higher on positive sociometric status than children with LD, and higher on positive behaviours than both LA children and children with LD. Children with LD scored higher on negative behaviours than both HA and LA children. The findings are discussed as indicating a relationship between academic achievement and social adjustment, suggesting that intervention strategies need to target social relationship difficulties in LA children as well as children with LD, while also accounting for possible gender differences. 相似文献
15.
Suzanne M. Randolph Sally A. Koblinsky Martha A. Beemer Debra D. Roberts Bethany L. Letiecq 《Early education and development》2000,11(3):339-356
This article examined behavior problems exhibited by African American children attending Head Start centers in violent neighborhoods. Children's scores on the Child Behavior Checklist (CBCL)/parent form were compared to the mean scores for the CBCL's non-clinical standardization sample on the internalizing, externalizing, and total problem scales. The Head Start children's scores were not significantly different from the standardization sample on the internalizing scale, but both boys and girls in the study sample had significantly higher scores on the externalizing and total problem scales than their respective gender group in the standardization sample. There were no significant differences in the T scores of boys and girls in this study on any of the three behavior problem scales. The study also examined percentages of boys and girls with behavior problems in the more severe ranges. Higher percentages of boys than girls had severe internalizing problems, while higher percentages of girls than boys had severe externalizing problems. Analyses of total behavior problem scores revealed no significant differences between boys and girls in the severe ranges. Implications of findings for research, practice, and policy are discussed within the sociocultural contexts of the families and communities in the study. 相似文献
16.
Assisted and unassisted performance of 14 average readers (7 boys and 7 girls between 9.67 and 13 years of age) and 14 children with learning disabilities (10 boys and 4 girls between 10.8 and 13 years of age) were compared on a reading comprehension task--stating the main idea in expository paragraphs in which the topic sentence was either first, last, or missing. Children were trained to find the main idea in one- and two-paragraph texts and took pre- and posttests in which they were asked to write the main ideas contained in one-, and six- to eight-paragraph texts. The main ideas contained in these texts either were explicitly stated (topic sentence first or last) or were implicit (topic sentence missing). Children's performance improved from pre- to posttest, although the effect of topic sentence placement was evident at both test times (performance on topic-sentence-first paragraphs was better than on topic-sentence-last paragraphs, which was, in turn, better than performance on topic-sentence-missing paragraphs). Although average achieving children and children with learning disabilities did not differ on static pre- and posttest measures, they did differ in how easily they learned to find the main idea under different topic sentence placement conditions. Children with learning disabilities required significantly more instruction than average readers to reach mastery criterion on nonideal text structures. Implications of the findings are discussed from both assessment and pedagogical perspectives. 相似文献
17.
This study explored peer victimization in 9‐ to 14‐year‐old children with and without Attention‐Deficit/Hyperactivity Disorder (ADHD). The sample comprised 104 children, 52 of whom had a previous ADHD diagnosis. Children with ADHD had higher overall rates of self‐reported victimization by peers and parent‐ and teacher‐reported bullying behavior than did children without ADHD. The rates of victimization were especially high for girls with ADHD. Furthermore, children with ADHD reported higher frequencies of verbal, physical, and relational victimization than did children without ADHD. When data were pooled from children, parents, and teachers, children with ADHD were categorized as victims, bullies, and bully/victims significantly more often than were children without ADHD. Parent ratings of ADHD symptoms predicted self‐reported victimization by peers. Neither parent‐rated anxious‐shy behaviors nor parent‐ and teacher‐rated social skills predicted victimization by peers over and above ADHD symptoms. Parent ratings of oppositional behavior mediated the relationship between ADHD symptoms and parent‐ and teacher‐rated bullying. © 2008 Wiley Periodicals, Inc. 相似文献
18.
V. J. Hinton D. C. De Vivo R. Fee E. Goldstein Y. Stern 《Learning disabilities research & practice》2004,19(3):146-154
Duchenne Muscular Dystrophy (DMD) is a neurogenetic developmental disorder that presents with progressive muscular weakness. It is caused by a mutation in a gene that results in the absence of specific products that normally localize to muscle cells and the central nervous system (CNS). The majority of affected individuals have IQs within the normal range, generally with lower verbal than performance IQ scores. Prior work has demonstrated selective deficits on tests of verbal span and immediate memory. For the current study, 26 boys with DMD (and normal intellectual function) and their unaffected siblings were evaluated. Paired comparisons demonstrated that the children with DMD had significantly poorer academic achievement scores than their siblings, even though their vocabulary levels and home and educational environments were comparable. Children with DMD also had more behavioral concerns, physical disabilities, and poorer verbal memory spans. Linear regression indicated that behavioral concerns, executive function, and physical disability did not contribute substantially to academic performance, whereas performance on verbal span did. DMD presents with a selective developmental aberration in verbal span that has wide‐ranging consequences on learning skills. 相似文献
19.
The aim of this study was to measure the rates of Attention Deficit Hyperactivity Disorder (ADHD), and behavioural and emotional problems in children attending Behavioural Support Units (BSUs), as rated by teachers. Children (N=45) were selected from two Behavioural Support Units (primary and secondary education). Teachers completed the Strengths and Difficulties Questionnaire (SDQ) and the ADHD Rating Scale. The levels of hyperactivity and emotional problems were high among primary school age children. Children attending primary school age BSUs had significantly higher hyperactivity and emotional scores than their older counterparts. The findings are discussed in relation to the literature on ADHD and other mental health problems in children. The implications for the provision of services for children excluded from mainstream education are also discussed. 相似文献
20.
《The Journal of educational research》2012,105(6):315-318
AbstractThe present study examined die influence self-concept played in a verbal free recall and non-verbal paired associate learning task with gifted children. Twenty-four male and 24 female pre-adolescents were divided into high and low self-concept groups for each sex, forming four groups with 12 subjects in each group. A 20-item free recall task and a five-trial, six-item non-verbal paired associate learning task were administered. High self-esteem boys and girls showed significantly greater mastery of all learning tasks than lower self-concept counterparts. Analysis of organization scores supported the use of more sophisticated learning strategies by children with higher self-perceptions. 相似文献