The development of whole-word representations in compound word processing: Evidence from eye fixation patterns of elementary school children

2011 ◽  
Vol 32 (3) ◽  
pp. 533-551 ◽  
Author(s):  
TUOMO HÄIKIÖ ◽  
RAYMOND BERTRAM ◽  
JUKKA HYÖNÄ
Keyword(s):  
Eye Movements ◽  
School Children ◽  
Elementary School Children ◽  
Word Processing ◽  
Reading Development ◽  
Sixth Graders ◽  
Second Graders ◽  
Fixation Durations ◽  
Whole Word

ABSTRACTThe role of morphology in reading development was examined by measuring participants’ eye movements while they read sentences containing either a hyphenated (e.g., ulko-ovi “front door”) or concatenated (e.g., autopeli “racing game”) compound. The participants were Finnish second, fourth, and sixth graders (aged 8, 10, and 12 years, respectively). Fast second graders and all four and sixth graders read concatenated compounds faster than hyphenated compounds. This suggests that they resort to slower morpheme-based processing for hyphenated compounds but prefer to process concatenated compounds via whole-word representations. In contrast, slow second graders’ fixation durations were shorter for hyphenated than concatenated compounds. This implies that they process all compounds via constituent morphemes and that hyphenation comes to aid in this process.

Developmental Shift Hypothesis and Preferred Memory Attributes in Elementary School Children

1978 ◽  
Vol 46 (1) ◽  
pp. 167-170 ◽  
Author(s):  
George W. Hynd ◽  
John E. Obrzut
Keyword(s):  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
Fourth Graders ◽  
Sixth Graders ◽  
Second Graders ◽  
Developmental Shift ◽  
Limited Support ◽  
Orderly Fashion ◽  
Shift Hypothesis

Developmental preferences for memory attributes were investigated through an analysis of errors on a word-recognition test for children in grades 2, 4, and 6. 20 male and 20 females participated at each grade level. It was predicted that developmental shifts would occur whereby second graders would demonstrate a preference for orthographic distractors, fourth graders would prefer acoustic distractors, and sixth graders would evidence a preference for the associative-verbal distractors. Posttest comparisons showed that only second graders demonstrated the predicted preference. There were no other significantly preferred attributes according to grade level or sex. These findings offer limited support to the developmental shift hypothesis. Children, rather than shifting from one preferred attribute of memory to another in an orderly fashion as has been suggested, may progress through alternating stages where a number of attributes are prominant in recall to periods of development where a definite preference exists.

scholarly journals Validation of a newly developed instrument establishing links between motivation and academic hardiness

2016 ◽  
Vol 12 (1) ◽  
pp. 29-48
Author(s):  
Spiridon Kamtsios ◽  
Evangelia Karagiannopoulou
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Convergent Validity ◽  
Factor Model ◽  
Relevant Literature ◽  
Goal Orientations ◽  
Coping Scale ◽  
Academic Hardiness

The purpose of the study was to establish the reliability, the structural and the convergent validity of the “Dimensions of Academic Hardiness Questionnaire” for late elementary school children. A sample of children (N = 1264) aged 10-12 years completed the questionnaire and the “Athens Coping Scale”. Multiple fit indices provided support that the 9-factor model had a good fit to the data. Reliability coefficients ranged from .68 to .83. The study provided also preliminary evidence of convergent validity of the “Dimensions of Academic Hardiness” scores with one theoretically related measure, the “Athens Coping Scale”. The results enrich the notion of Academic Hardiness in late elementary school children as the role of awareness and the role of children’s previous experiences has been distinguished. The relation between the “Dimensions of Academic Hardiness” and achievement goal orientations in children learning is also noted. These findings are discussed in the context of the relevant literature.

Rejection and Victimization among Elementary School Children: The Buffering Role of Classroom-Level Predictors

2013 ◽  
Vol 43 (1) ◽  
pp. 5-17 ◽  
Author(s):  
Marina Serdiouk ◽  
Philip Rodkin ◽  
Rebecca Madill ◽  
Handrea Logis ◽  
Scott Gest
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Classroom Level

scholarly journals INTERNALISASIPENDIDIKAN KARAKTER ISLAMI KEPADA ANAK SEKOLAH DASAR di SD Plus NURUL HIKMAH PAMEKASAN

2018 ◽  
Vol 5 (1) ◽  
pp. 12-22
Author(s):  
Halimatus Sakdiyah
Keyword(s):  
Elementary School ◽  
Character Education ◽  
School Children ◽  
Learning Process ◽  
Elementary School Children ◽  
Spiritual Values ◽  
Rewards And Punishment ◽  
Teaching Learning

The Islamiceducation character of elementary school children is very important, as an effort to cultivate the students’ intelligence in thinking, acting and behaving in accordance with the noble values ​​that its’ become the identity, and can be realized in interaction with God, themselves, others and the environment as a manifestation. Schools are a strategic place for appear education character because the children of some circles will be educated at school. In addition, children spend most of their time at school, something they have been gotten in school will be affected the formation of their character. To realize a generation that has a strong character and strong faith and Islam, it is necessary to instill the values ​​of personality to the child. In this case, the role of educator is very important, especially when they were applying the teaching learning process to the students.To instill Islamic character education of elementary school, children need some methods that must be mastered by educators, such as exemplary, habituation, advice, attention (supervision), rewards and punishment. The educators can be given knowledge improvement, and can be internalized the spiritual values ​​to their students by using some methods.

Perceptual Information and Allocation of Reward by Elementary School Children

1975 ◽  
Vol 40 (1) ◽  
pp. 247-254
Author(s):  
Robert C. Coon ◽  
Irving M. Lane ◽  
Jerome R. Schmidt
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Second Graders ◽  
Second Grade ◽  
Perceptual Information ◽  
Perceptual Cues ◽  
Small Magnitude ◽  
Equity Research

The present study investigated an assumption derived from equity research concerning the types of cues that influence allocation of reward by kindergarten, first, and second grade children ( ns = 40). Subjects viewed numerically equivalent stimuli which differed in length. Magnitude of work inputs and magnitude of rewards to be allocated were manipulated experimentally. Results indicated that for both large and small magnitudes of work inputs, second graders viewed the stimuli as equal, whereas, younger children acknowledged the equivalence of stimuli only for small magnitude of work inputs. Results also indicated that children allocated rewards equally, regardless of misleading perceptual cues. Implications for equity were considered.

scholarly journals Individual differences in processing pseudo-inflected nonwords

2020 ◽  
Author(s):  
Julia Schwarz ◽  
Mirjana Bozic ◽  
Brechtje Post
Keyword(s):  
Individual Differences ◽  
Lexical Access ◽  
Word Processing ◽  
Morphological Processing ◽  
Vocabulary Size ◽  
Visual Priming ◽  
Morphological Segmentation ◽  
Visual Access ◽  
Whole Word

While the role of word stems has received much attention in morphological processing, the effects of inflectional suffixes on lexical access remain unclear. We address this gap as well as the contribution of individual differences on morphological segmentation with a visual priming experiment. Inflected and uninflected nonwords were preceded by a non-linguistic baseline string or the target’s suffix/word-final letters (e.g. XXXXing  SMOYING). The results indicate that the suffix length is crucial for morphological effects to surface in visual priming and that morphological processing may be modulated by the individual’s reading profile and vocabulary size. We interpret this as evidence for variable morphemic activation: morphological cues can facilitate visual access when rapid whole-word processing is unavailable. The theoretical implications are discussed.

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