Theory of puppets?: A critique of the use of puppets as stimulus materials in psychological research with young children

2022 ◽  
Vol 61 ◽  
pp. 101146
Author(s):  
Martin J. Packer ◽  
Fernando A. Moreno-Dulcey
Keyword(s):  
Young Children ◽  
Psychological Research ◽  
Stimulus Materials

scholarly journals Creation and Operation Service of Education Knowledge Management Online Platform Based on IH5 Interactive Technology and Young Children Psychological Research under Large-Scale Epidemic Outbreak

2021 ◽  
pp. 459-486
Author(s):  
Tiejun Zhu, Qingsong Sang
Keyword(s):  
Knowledge Management ◽  
Young Children ◽  
Online Education ◽  
Large Scale ◽  
Preschool Education ◽  
Psychological Research ◽  
Management Platform ◽  
Depth Study ◽  
The Government ◽  
The Impact

In China, due to the influence of traditional concepts and realistic competitive environment, the preschool education has always been concerned and valued by the society and families. However, the current preschool education often focuses on the acquisition of knowledge and abilities, lack of in-depth consideration based on young children's behavior psychological analysis. In addition, the preschool education market is mixed, the preschool education knowledge development is uneven, the preschool education spreading path is traditional, combined with the impact of the epidemic, the demand for epidemic prevention and control promotes the booming of online education teaching and management platform. Based on the above background and the existence question, this paper uses the fashionable and interactive IH5 technology, in-depth study and analysis of young children's behavioral and psychological characteristics, and carries out resource integration, connectivity and mutual promotion in multiple dimensions such as young children, parents, kindergartens, the government, society and so on, to explorative create the young children education knowledge management platform and carry out operational service analysis and demonstration, with a view to providing solutions to the existing problems of China's preschool education, and to provide practical operation of service reference.

Preventive and Promotive Interventions for Young Children with Psychological Problems

2019 ◽  
pp. 1-30
Author(s):  
Uma Hirisave ◽  
M. Nithya Poornima
Keyword(s):  
Mental Health ◽  
Young Children ◽  
Child Mental Health ◽  
Preventive Intervention ◽  
Empirical Studies ◽  
Psychological Research ◽  
Future Research ◽  
Wellness Promotion ◽  
Key Concepts ◽  
Preventive Mental Health

Psychological research on preventive intervention and promotion of mental health of children has been gaining impetus over the last few decades. This chapter presents key concepts of preventive mental health as applicable to working with young children between the ages of 0 to 6 years. The context of preventive child mental health in India has been clarified by briefly tracing models of child development, empirical studies and national policies and programmes. Recent research focussing on modes of prevention and wellness promotion has been reviewed. The studies reviewed have far-reaching implications for promotion of mental health among young children at various levels. Directions for future research that have been derived from the analysis have been outlined.

scholarly journals The psychology of money (annotated reading list)

2020 ◽  
Author(s):  
Erik Bijleveld ◽  
Lena Schäfer ◽  
Dorottya Rusz
Keyword(s):  
Older Adults ◽  
Young Children ◽  
Pathological Gambling ◽  
Psychological Research ◽  
Human Behaviour ◽  
Psychological Consequences ◽  
Reading List ◽  
Exchange Value ◽  
The World ◽  
Broad Overview

Here we provide an annotated reading list that covers the psychology of money. Around 10,000 years ago, several communities around the world transitioned from a hunter–gatherer lifestyle into an agricultural one. Along with this lifestyle transition, communities evolved the desire to efficiently store and exchange value. Thus, people invented money, and by now, money plays an important role in most people’s lives. In this article, we provide a broad overview of the psychological literature on money. In particular, we point the reader to research that addresses the following questions: When and how does money motivate human behaviour? When and how does money distract people from working? How does money acquire cultural associations? How do these cultural associations manifest themselves on the behavioural level? How do young children and older adults process money? How does spending money affect people’s feelings? What are the psychological consequences of being wealthy vs. poor? What is the nature of money-related problematic behaviours, such as compulsive spending and pathological gambling? To answer these questions, we mainly highlight classic and recent psychological research, but we also discuss insights from economics, neuroscience and anthropology.

Choice for Shape vs Textural Matching by Young Children

1970 ◽  
Vol 31 (2) ◽  
pp. 527-533 ◽  
Author(s):  
Eugene Abravanel
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Discrimination Learning ◽  
Active Touch ◽  
Significant Trend ◽  
Stimulus Materials ◽  
Texture Matching

Choice for shape vs textural matching of stimulus materials by means of active touch was studied intra- and intermodally in 130 preschool children. A significant trend toward matching by shape was present as early as ages 4 and 5 under both intra- and intermodal conditions. This finding is contrary to those of other investigations of preference for shape vs texture matching and discrimination learning in children. This discrepancy is resolvable in terms of recent evidence on the nature of perceptual activity and exploration by young children which highlights the interaction between stimulus materials and mode of exploration for determining what is perceived.

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

Productivity of Emerging Word Combinations in Toddlers With Specific Expressive Language Impairment

1997 ◽  
Vol 6 (4) ◽  
pp. 34-47 ◽  
Author(s):  
Steven H. Long ◽  
Lesley B. Olswang ◽  
Julianne Brian ◽  
Philip S. Dale
Keyword(s):  
Data Collection ◽  
Young Children ◽  
Language Impairment ◽  
Treatment Approach ◽  
Expressive Language ◽  
Semantic Consistency ◽  
Session Analysis

This study investigated whether young children with specific expressive language impairment (SELI) learn to combine words according to general positional rules or specific, grammatic relation rules. The language of 20 children with SELI (4 females, 16 males, mean age of 33 months, mean MLU of 1.34) was sampled weekly for 9 weeks. Sixteen of these children also received treatment for two-word combinations (agent+action or possessor+possession). Two different metrics were used to determine the productivity of combinatorial utterances. One metric assessed productivity based on positional consistency alone; another assessed productivity based on positional and semantic consistency. Data were analyzed session-by-session as well as cumulatively. The results suggest that these children learned to combine words according to grammatic relation rules. Results of the session-by-session analysis were less informative than those of the cumulative analysis. For children with SELI ready to make the transition to multiword utterances, these findings support a cumulative method of data collection and a treatment approach that targets specific grammatic relation rules rather than general word combinations.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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