Associations between emotionality, sensory reactivity and food fussiness in young children

2021 ◽  
pp. 104420
Author(s):  
Stella Rendall ◽  
Kate Harvey ◽  
Teresa Tavassoli ◽  
Helen Dodd
Keyword(s):  
Young Children ◽  
Sensory Reactivity ◽  
Food Fussiness

scholarly journals Associations between brain and behavioral processing of facial expressions of emotion and sensory reactivity in young children

2021 ◽  
Author(s):  
Chris L. Porter ◽  
Cortney A. Evans‐Stout ◽  
Peter J. Reschke ◽  
Larry J. Nelson ◽  
Daniel C. Hyde
Keyword(s):  
Young Children ◽  
Facial Expressions ◽  
Sensory Reactivity ◽  
Facial Expressions Of Emotion

scholarly journals Child Involvement in Meal Preparation and Grocery Shopping is Associated with Lower Levels of Food Fussiness Among Young Children

2021 ◽  
Author(s):  
Julia Broad ◽  
LE Forbes ◽  
Gerarda Darlington ◽  
David W.L. Ma ◽  
Jess Haines
Keyword(s):  
Young Children ◽  
Survey Data ◽  
Experimental Research ◽  
Family Health ◽  
Health Study ◽  
Grocery Shopping ◽  
Meal Preparation ◽  
Child Involvement ◽  
Food Involvement ◽  
Food Fussiness

This study examined associations between child food involvement and food fussiness. Analyses used survey data from 62 children ages 1.5 to 5.9 years who participated in the Guelph Family Health Study Pilot. Overall involvement (β = -0.51, p = 0.02), involvement in meal preparation (β = -0.42, p = 0.009), and involvement in grocery shopping (β = -0.29, p = 0.04) were inversely associated with food fussiness. Experimental research including larger, more diverse samples is needed to test whether food involvement reduces food fussiness among young children. Novelty: • Our study identified significant, inverse associations between child food involvement and food fussiness

scholarly journals Associations Between Brain and Behavioral Processing of Facial Expressions of Emotion and Sensory Reactivity in Young Children

2021 ◽  
Author(s):  
Chris L. Porter ◽  
Courtney A. Evans Stout ◽  
Peter Joseph Reschke ◽  
Larry J Nelson ◽  
Daniel C. Hyde
Keyword(s):  
Individual Differences ◽  
Young Children ◽  
Facial Expressions ◽  
Event Related Potentials ◽  
Two Dimensions ◽  
Perceptual Awareness ◽  
Sensory Reactivity ◽  
Fearful Faces ◽  
Facial Expressions Of Emotion ◽  
Related Potentials

The ability to decode and accurately identify information from facial emotions may advantage young children socially. This capacity to decode emotional information may likewise be influenced by individual differences in children’s temperament. This study investigated whether sensory reactivity and perceptual awareness, two dimensions of temperament, as well as children’s ability to accurately label emotions relates to the neural processing of emotional content in faces. Event related potentials (ERPs) of 4 to 6 year-old children (N = 119) were elicited from static displays of anger, happy, fearful, sad, and neutral emotion faces. Children, as a group, exhibited differential early (N290) and mid-latency (P400) event-related potentials (ERPs) in response to facial expressions of emotion. Individual differences in children’s sensory reactivity were associated with enhanced P400 amplitudes to neutral, sad, and fearful faces. In a separate task, children were asked to provide an emotional label for the same images. Interestingly, children less accurately labeled the same neutral, sad, and fearful faces, suggesting that, contrary to previous work showing enhanced attentional processing to threatening cues (i.e., fear), children higher in sensory reactivity may deploy more attentional resources when decoding ambiguous emotional cues.

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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