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1.
We conducted an exploratory study evaluating the potential impact of intergenerational programming (IG) on children's socio-emotional development, behavior, school performance, and attitudes and behavior toward older adults. Children currently in kindergarten through second grade (age range: 6–8 years old) who previously attended one of two preschools of comparably high quality and serving families of similar demographic profiles were compared 1–3 years after graduating from their respective programs. One program offered intergenerational (IG) programming while the other was a traditional single-generation program (SG). Face-to-face interviews were conducted with the child and one of his/her parents in their home. In addition, a mail survey was sent to the child's school teacher. The study explored whether children exposed to IG had differential outcomes on specific measures as compared to children who attended the SG program. Results showed that children from the IG program had higher levels of social acceptance, a greater willingness to help and greater empathy for older people, slightly more positive attitudes, and better able to self-regulate their behavior than children from the SG program. Although limited by the lack of a pre–post experimental design, these results provide initial evidence that an IG program can offer additional benefits to children's development whose impact can last into the their early school age years.  相似文献   

2.
We conducted four experiments in order to investigate whether pigeons' responses to a recently attended (i.e., recently pecked) location are inhibited. In Experiments 1 and 2, stimulus displays were similar to those used in studies of inhibition of return (IOR) with humans; responses to cued targets tended to be facilitated rather than inhibited. In Experiments 3 and 4, birds were presented with stimulus displays that mimicked clusters of small grains and were relatively localized, which should have been more appropriate for detecting IOR in pigeons. The results from these experiments again provided evidence for facilitation of responding to cued targets, rather than for IOR.  相似文献   

3.
We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 matched for chronological age (CA). Phonemic awareness and phonological short-term memory were assessed respectively through a phonemic similarity judgment task and through a word span task measuring phonological similarity effects. To assess the use of sublexical and lexical reading procedures, children read pseudowords and irregular words aloud. Results showed that cued speech improved performance on both the phonemic awareness and the reading tasks but not on the phonological short-term memory task. In phonemic awareness and reading, CS+ children obtained accuracy and rapidity scores similar to CA controls, whereas CS- children obtained lower scores than hearing controls. Nevertheless, in phonological short-term memory task, the phonological similarity effect of both CI groups was similar. Overall, these results support the use of cued speech to improve phonemic awareness and reading skills in CI children.  相似文献   

4.
This meta-analysis examined associations between the quantity and quality of parental linguistic input and children’s language. Pooled effect size for quality (i.e., vocabulary diversity and syntactic complexity; k = 35; N = 1,958; r = .33) was more robust than for quantity (i.e., number of words/tokens/utterances; k = 33; N = 1,411; r = .20) of linguistic input. For quality and quantity of parental linguistic input, effect sizes were stronger when input was observed in naturalistic contexts compared to free play tasks. For quality of parental linguistic input, effect sizes also increased as child age and observation length increased. Effect sizes were not moderated by socioeconomic status or child gender. Findings highlight parental linguistic input as a key environmental factor in children’s language skills.  相似文献   

5.
Attention to novel objects during verb learning   总被引：1，自引：0，他引：1  
Three experiments provided evidence that 3.5- to 4-year-old English-speaking children (N = 72) attend to the appearances of novel objects, not only when they hear a novel noun, but also when they hear a novel verb. Children learning nouns in the context of novel, moving objects attended exclusively to the appearances of objects, even though nouns were also related to the motions of those objects. Children learning verbs attended equally to the appearances of objects and their motions. The latter result contrasted with the results from adults (N = 20), who focused more strongly on motions than on the appearances of objects when learning verbs. When familiar objects were instead employed, child verb learners attended more to motions than to the appearances of objects. Children may attend to novel objects during verb learning because knowledge of an object may be prerequisite to understanding what a verb means in the context of that object.  相似文献   

6.
This study examined the feeling state content of 3- and 4-year-olds' narratives. Four times throughout the school year, each child was paired with a familiar adult and provided an opportunity to talk with the adult about his/her day. Children's narratives were then coded for their feeling state content. Results revealed that children talk a great deal about affiliation, that sex differences emerge only in the context of interactive talk between adults and children, and that older children talk more about emotions than younger children when speaking spontaneously, but that these differences disappear when adults are able to provide "scaffolding" to the younger, less experienced, children.  相似文献   

7.
This study examined the feeling state content of 3- and 4-year-olds' narratives. Four times throughout the school year, each child was paired with a familiar adult and provided an opportunity to talk with the adult about his/her day. Children's narratives were then coded for their feeling state content. Results revealed that children talk a great deal about affiliation, that sex differences emerge only in the context of interactive talk between adults and children, and that older children talk more about emotions than younger children when speaking spontaneously, but that these differences disappear when adults are able to provide “scaffolding” to the younger, less experienced, children.  相似文献   

8.
The aim was to examine cross-cultural variation in linguistic responsiveness to young children in 10 English-speaking mother–child dyads and 10 Italian-speaking mother– child dyads. All 20 children were late talkers who possessed delays in expressive vocabulary development but age-appropriate cognitive and receptive language skills. Dyads were filmed in 15 minute free play contexts, which were transcribed and coded for measures of maternal linguistic input (e.g. rate, MLU, labels, expansions) and child language productivity (e.g. utterances, different words used). The results revealed that the Italian mothers used more utterances, spoke more quickly and used a more diverse vocabulary than the Canadian mothers. The Italian children mirrored their mothers and also used more utterances and a more diverse vocabulary than the Canadian children. Mothers in both groups used similar percentages of responsive labels and expansions. However, Italian mothers responded to fewer of their children's vocalisations, using a smaller percentage of imitations and interpretations than the Canadian mothers. Correlations between maternal input and children's language productivity revealed that contingent language measures (e.g. imitations, interpretations, expansions) were related to high levels of productivity in children in both cultural groups. The results support the use of language interventions based on increasing maternal responsiveness for these children at the one-word stage of language development. They also point to differences that may be culturally based. For example, Italian mothers use faster rates of interaction and appear to have higher expectations for their children's verbal participation in interaction. This is reflected in higher rates of language production from their children, even though children in both cultural groups have similar vocabulary sizes.  相似文献   

9.
No previous research has directly examined the relationship between attending a public or private school as a child and people’s attitudes toward Jews when they become adults. This article sheds new light on this issue by using a large, nationally representative survey of over 1,500 adults in the United States to see how childhood schooling is related to adult anti-Semitism. It finds that even after controlling for a variety of background characteristics, people who attended private schools exhibit more positive attitudes toward Jews than those who attended public schools.  相似文献   

10.
Rhyme generation in deaf students: the effect of exposure to cued speech   总被引：1，自引：0，他引：1  
This study compares the rhyme-generation ability of deaf participants with severe to profound hearing losses from cued speech (CS) and non-cued speech (NCS) backgrounds with a hearing comparison group for consistent orthography-to-phonology (O-P) rhyming elements, or rimes (e.g., -ail in sail is always pronounced the same), and inconsistent orthography-to-phonology (I-O-P) rhyming elements where the orthographic rime (e.g., -ear) has different pronunciations in words such as bear, and rear. Rhyming accuracy was better for O-P target words than for I-O-P target words. The performance of the deaf participants from CS backgrounds, although falling between that of the hearing and the NCS groups, did not differ significantly from that of the hearing group. By contrast, the performance of the NCS group was lower than that of the hearing group. Hearing and CS participants produced more orthographically different responses (e.g., blue-few), whereas participants from the NCS group produced more responses that are orthographically similar (e.g., blue-true), indicating that the hearing and CS groups rely more on phonology and the NCS group more on spelling to generate rhymes. The results support the use of cued speech for developing phonological abilities of deaf students to promote their reading abilities.  相似文献   

11.
There are individual differences in the amount and type of vocabulary that adults produce to young children in the home environment before the children enter school. How many words a mother knows is a significant predictor of a child??s vocabulary. The current study addressed the question of whether there were individual differences in the amount and type of vocabulary that pre-service teachers produced in their first read-aloud lessons to first and second grade students. Specifically, would pre-service teachers with higher vocabulary scores differ from those with lower vocabulary scores in their choice of books to read and in the language they used to discuss the books? Results indicated that pre-service teachers with more advanced vocabulary scores chose books with more vocabulary diversity and sophistication. When they chose narrative texts, they also chose books that were more difficult in terms of their semantic cohesion. Both the receptive vocabulary of pre-service teachers and the language in the books that they chose had an effect on the ??teacher talk?? that they used in the lesson surrounding the book reading. Just as parents show individual differences in the richness of the language input provided to their children before they enter school, pre-service teachers own knowledge of language varies, and this influences the linguistic input that they provide to their students.  相似文献   

12.
Several recent studies have shown that retrieval is more efficient than restudy in enhancing the long-term retention of memories. However, studies investigating this effect in children are still rare. Here, we report an experiment in which third-grade children initially read a brief encyclopaedic text twice and then either performed a cued recall test on selected target contents of the text or reread the same text twice. A final four-choice memory test about the text’s contents was administered to all children after seven days as well as tests measuring their IQ and reading skills. In the final four-choice memory test, children who took the initial cued recall test showed significantly greater performance in comparison with children who restudied the text twice (their responses were 87 and 53% correct, respectively). The results suggest that cued recall tests can elicit very robust testing effects in young children, even when complex, educationally relevant materials are used as stimuli.  相似文献   

13.
Successful tutoring depends in part on child tutors’ ability to recognise and interpret accurately signals of misunderstanding by their tutees. Age- and gender-related differences were investigated in a study which exposed 80 children to a video-recorded episode involving a target child receiving ambiguous instructions in her attempts to move a model car along a designated route on a playmat roadway from one destination to another. The results showed that explicit, general and facial modes of displaying puzzlement by the target child were judged as equally powerful expressions of degree of puzzlement, but 8-10 year olds judged the target child as significantly more puzzled than did 7 year olds. Older children were also more likely to attribute the puzzlement of the target child to the ambiguous instructions than to her verbal or facial expression of puzzlement. Girls were generally more accurate than boys in judging facial expressions and less likely than boys to give wrong or alternatively ambiguous responses when given the opportunity to correct the video-recorded ambiguous instructions. The results throw some light on the developing sensitivities of boys and girls in recognising and attributing failures of understanding by other children.  相似文献   

14.
Children perform worse than adults on tests of cognitive flexibility, which is a component of executive function. To assess what aspects of a cognitive flexibility task (cued switching) children have difficulty with, investigators tested where eye gaze diverged over age. Eye-tracking was used as a proxy for attention during the preparatory period of each trial in 48 children ages 8–16 years and 51 adults ages 18–27 years. Children fixated more often and longer on the cued rule, and made more saccades between rule and response options. Behavioral performance correlated with gaze location and saccades. Mid-adolescents were similar to adults, supporting the slow maturation of cognitive flexibility. Lower preparatory control and associated lower cognitive flexibility task performance in development may particularly relate to rule processing.  相似文献   

15.
ObjectivesTo gain consensus among an ethnically and linguistically diverse group of international child protection experts on the structure and content of a new survey tool for retrospective measurement of child abuse, and to determine the performance of the instrument through an international field trial with young adults.MethodsThe questionnaire was developed through focus group discussions with international experts, and then subjected to a Delphi study in two waves to determine the perceived importance and translatability of items. The resultant questionnaire was translated into six languages and field tested in seven countries with convenient samples of young adults aged 18–26 years (N = 842).ResultsChild maltreatment experts from 28 countries provided input to questionnaire development. Satisfactory agreement on draft item inclusion and exclusion and the translatability of items was gained. The tool includes 15 primary questions about potentially abusive physical, sexual and emotional events, with follow-up questions about perpetrator characteristics, frequency of acts and periods in childhood when the recalled abuse occurred. The field test revealed lifetime prevalence per item usually exceeded 10% (11/15 items; range 2.1–49.5%). Internal consistency (Cronbach's alpha) was moderate to high for each of three item sub-sets (between .61 and .82) and the rates of missing data were low (less than 1.5% for 14 of 15 items). The great majority of respondents nominated either peer and/or adult perpetrators (between 82.3% and 98.2% depending upon the item), and among these, child/adolescent peers and non-family adults (including teachers for emotional and physical acts) were nominated often.ConclusionsThe ICAST-R is based on consensus from international experts, translates clearly and has satisfactory properties for adoption as a survey tool to estimate prevalence and describe perpetrators and other contextual aspects of child abuse.Practice implicationsThis tool can be utilized in a broad range of cultures and languages and may contribute to improved research practice. Although the core items are limited to just 15 acts of maltreatment, if these behaviorally specific questions are adopted as key indicators and incorporated into comprehensive local, national or regional surveys, eventually there should be greater comparability in survey estimates.  相似文献   

16.
《Child abuse & neglect》2014,38(11):1787-1793
Adverse childhood experiences (ACEs) have been linked with risky health behaviors and the development of chronic diseases in adulthood. This study examined associations between ACEs, chronic diseases, and risky behaviors in adults living in Riyadh, Saudi Arabia in 2012 using the ACE International Questionnaire (ACE-IQ). A cross-sectional design was used, and adults who were at least 18 years of age were eligible to participate. ACEs event scores were measured for neglect, household dysfunction, abuse (physical, sexual, and emotional), and peer and community violence. The ACE-IQ was supplemented with questions on risky health behaviors, chronic diseases, and mood. A total of 931 subjects completed the questionnaire (a completion rate of 88%); 57% of the sample was female, 90% was younger than 45 years, 86% had at least a college education, 80% were Saudi nationals, and 58% were married. One-third of the participants (32%) had been exposed to 4 or more ACEs, and 10%, 17%, and 23% had been exposed to 3, 2, or 1 ACEs respectively. Only 18% did not have an ACE. The prevalence of risky health behaviors ranged between 4% and 22%. The prevalence of self-reported chronic diseases ranged between 6% and 17%. Being exposed to 4 or more ACEs increased the risk of having chronic diseases by 2–11 fold, and increased risky health behaviors by 8–21 fold. The findings of this study will contribute to the planning and development of programs to prevent child maltreatment and to alleviate the burden of chronic diseases in adults.  相似文献   

17.
Ontogenetic differences in processing light-tone compounds were discovered in preweanling (17-day-old) and adult (60–80-day-old) rats. Suppression of general activity was used as an index of the magnitude of conditioned fear following a single training session in which a CS+ was paired with mild footshock. In Experiment 1, rats were trained on discriminations in which the CS? consisted of a light and the CS+ was either a tone alone (simple discrimination) or a light-tone compound (simultaneous feature-positive discrimination). Adults and preweanlings given each type of discrimination were then tested for fear of the CS? and a target stimulus (tone alone or light-tone compound). Adults in all groups displayed greater fear of the target than of the CS?. Preweanlings, however, discriminated the CS? from the target only when the target was the same as the original CS+. Experiment 2 revealed that age-related differences in conventional stimulus generalization is not a likely explanation for the pattern of results found in Experiment 1. Experiment 3 revealed age-related differences in expressed fear of a serial feature-positive discrimination; adults, but not preweanlings, showed greater fear of the compound than of the CS?. Alternative interpretations of the results from these experiments are discussed, and the general conclusion is that adults appear more inclined to process elements of a compound stimulus selectively, whereas preweanlings seem more likely to process the compound unselectively, with roughly equivalent processing of each element.  相似文献   

18.
BackgroundHomeless, runaway, and youth exiting foster care are vulnerable to sexual exploitation, but little research has parsed the societal, community, and individual factors that contribute to their risk.Objectives(1) To estimate child welfare characteristics in a sample of homeless young people who engaged in commercial sex (CS); and (2) To compare young people who were sex trafficked (ST) to those who engaged in some other form of CS.Participants and settingThis study includes 98 homeless young people in Philadelphia, PA, Phoenix, AZ, and Washington, DC, who were interviewed for a larger study of ST and endorsed engagement in CS.MethodsWe used a non-probability, purposive, maximum variation sampling procedure. Interviews were recorded and responses were simultaneously noted on a standardized interview form. Data were analyzed through means, frequencies, and bivariate tests of association.ResultsAverage age of the full sample of 98 homeless young people was 20.9 years; 48% were female and 50% were Black/African American. Forty-six percent of the full sample was sex trafficked. The full sample and the victims of ST differed significantly in three child welfare characteristics, with the ST group more likely to have been maltreated as children, more likely to have had family involvement with the child welfare system (CWS), and more likely to report higher rates of living someplace other than with their biological parents as children.ConclusionsST victims differ from those who engaged in other forms of CS in histories of maltreatment, involvement with the CWS, and exposure to residential instability while growing up.  相似文献   

19.
World-wide it is important to recognize Indigenous children's speech and language competence and their language learning environments. Indigenous Australian children participated in the child cohort of Footprints in Time: Longitudinal Study of Indigenous Children, a national study supported by Indigenous Australians and the Australian Government collected annually (in waves). There were 692 3–5-year-old children in wave 1, and two years later, 570 5–7-year-old children were in wave 3 (77.0% of children in wave 1 were also in wave 3). Data were obtained via parent interviews and direct assessment. The children spoke between one and eight languages including: English (wave 1: 91.2%, wave 3: 99.6%), Indigenous languages (wave 1: 24.4%, wave 3: 26.8%), creoles (wave 1: 11.5%, wave 3: 13.7%), foreign languages (non-Indigenous languages other than English) (wave 1: 2.0%, wave 3: 5.1%), and sign languages (wave 1: 0.6%, wave 3: 0.4%). Children who spoke an Indigenous language were more likely to live in moderate to extreme isolation than their English-speaking counterparts. Parental concern about speech and language skills was similar to data for non-Indigenous children with approximately one quarter of parents expressing concern (wave 1: yes = 13.9%, a little = 10.4%). Children's language environments were rich, with many family members and friends telling oral stories, reading books, and listening to the children read. Almost a third of families wanted to pass on their cultural language, and many indicated that they would like their child to learn an Indigenous language at school. Overall, Indigenous Australian children have rich cultural and linguistic traditions and their speech and language competence is promoted through family, community, and educational experiences.  相似文献   

20.
The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult–child conversational turns or adult words had greater left perisylvian cortical surface area. Language input mediated the association between parental education and left perisylvian cortical surface area. Language input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in language-supporting brain structure and in turn reading skills.  相似文献   

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