Relationships between classroom behavior and cognitive development characteristics in elementary school children

1976 ◽  
Vol 13 (6) ◽  
pp. 533-538 ◽  
Author(s):  
Ron Good ◽  
Charles Matthews ◽  
James Shymansky ◽  
John Penick
Keyword(s):  
Elementary School ◽  
Cognitive Development ◽  
School Children ◽  
Elementary School Children ◽  
Classroom Behavior

Use of Decision Frames by Elementary School Children

1986 ◽  
Vol 63 (3) ◽  
pp. 1107-1112 ◽  
Author(s):  
Helene J. Krouse
Keyword(s):  
Elementary School ◽  
Cognitive Development ◽  
School Children ◽  
Elementary School Children ◽  
Third Graders ◽  
Cognitive Level ◽  
Older Children ◽  
Decision Framing ◽  
Decision Frames ◽  
Decision Tasks

This study evaluated Tversky and Kahneman's model of decision framing among 90 children, 30 each from Grades 1, 3, and 6. Students were first tested to determine their level of cognitive development. They then responded to two sets of decision tasks to determine the extent to which they corresponded to Tversky and Kahneman's predicted departures from rationality. Analyses showed that older children utilized mechanisms similar to those described for adults, while first and third graders did not. There was no effect as a function of cognitive level. The implications of these findings for theory and research are discussed.

scholarly journals Attentiveness and Fidgeting While Using a Stand-Biased Desk in Elementary School Children

2020 ◽  
Vol 17 (11) ◽  
pp. 3976
Author(s):  
Ann M. Swartz ◽  
Nathan R. Tokarek ◽  
Scott J. Strath ◽  
Krista M. Lisdahl ◽  
Chi C. Cho
Keyword(s):  
Elementary School ◽  
Incidence Rate ◽  
School Children ◽  
Elementary School Children ◽  
Classroom Behavior ◽  
Sedentary Time ◽  
Crossover Design ◽  
Viable Option ◽  
Attentive Behavior ◽  
The Impact

Standing desks are a viable option to decrease sedentary time in the classroom. However, it is important that standing desks are not detrimental to classroom behavior or learning. The purpose of this study was to evaluate the impact of stand-biased desks on fidgeting and attentiveness. Ninety-seven students in grades 3, 4, and 6 (ages 8–12 years) volunteered to participate in this study. The intervention employed a within-classroom crossover design, with teacher-determined allocation for seating within each classroom and included the replacement of one-half of the traditional sitting desks with stand-biased desks. Direct observation of student’s attentive and fidgeting behaviors occurred at three assessment periods, at baseline when all students were in a sitting desk condition and at the end of each nine-week intervention. Stand-biased desks did not influence fidgeting behavior, but did have an impact on attentive behavior. Students that were less attentive at baseline had a 40–80% increase incidence rate in non-attentive behavior while in the traditional desk as compared to the stand-biased desk after the intervention. While fidgeting and non-attentive episodes (p = 0.034) were significantly related, the type of desk did not significantly moderate this relationship (p = 0.810). Standing desks can be incorporated into the classroom without negatively influencing classroom behavior.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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