Ambiguity and implicature in children's discourse comprehension

1982 ◽  
Vol 9 (1) ◽  
pp. 209-216 ◽  
Author(s):  
Sally Jackson ◽  
Scott Jacobs
Keyword(s):  
First Graders ◽  
Third Graders ◽  
The Other ◽  
Discourse Comprehension

ABSTRACT21 first graders and 20 third graders were told to pick drawings of clowns out of an array on the basis of ambiguous messages. One of the messages could be taken to refer to either of two clowns, depending on which interpretive strategy the child employed. The other message could be given no definite interpretation. Although 23 of 41 children refused to make a definite choice for the second message, 31 specified choices for the first message. First graders applied an Antecedence Maxim strategy. Third graders used a Quantity Maxim strategy.

Do children understand that people selectively conceal or express emotion?

2014 ◽  
Vol 39 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Hajimu Hayashi ◽  
Yuki Shiomi
Keyword(s):  
First Graders ◽  
Negative Emotion ◽  
Fifth Graders ◽  
Order Theory ◽  
Third Graders ◽  
Second Order ◽  
The Other ◽  
The Real ◽  
Express Emotion ◽  
Negative Feelings

This study examined whether children understand that people selectively conceal or express emotion depending upon the context. We prepared two contexts for a verbal display task for 70 first-graders, 80 third-graders, 64 fifth-graders, and 71 adults. In both contexts, protagonists had negative feelings because of the behavior of the other character. In the prosocial context, children were instructed that the protagonist wished to spare the other character’s feelings. In contrast, in the real-emotion context, children were told that the protagonist was fed up with the other character’s behavior. Participants were asked to imagine what the protagonists would say. Adults selected utterances with positive or neutral emotion in the prosocial context but chose utterances with negative emotion in the real-emotion context, whereas first-graders selected utterances with negative emotion in both contexts. In the prosocial context, the proportion of utterances with negative emotion decreased from first-graders to adults, whereas in the real-emotion context the proportion was U-shaped, decreasing from first- to third-graders and increasing from fifth-graders to adults. Further, performance on both contexts was associated with second-order false beliefs as well as second-order intention understanding. These results indicate that children begin to understand that people selectively conceal or express emotion depending upon context after 8 to 9 years. This ability is also related to second-order theory of mind.

scholarly journals Evaluation of basic motor competencies in primary school in Luxembourg

2021 ◽  
Author(s):  
Claude Scheuer ◽  
Andreas Bund ◽  
Sandra Heck ◽  
Christian Herrmann
Keyword(s):  
Motor Development ◽  
First Graders ◽  
Human Movement ◽  
Third Graders ◽  
Support Needs ◽  
Motor Competence ◽  
Object Control ◽  
School Year ◽  
Motor Tests ◽  
Voluntary Basis

An objective of physical education (PE) is supporting students’ positive motor development. Therefore, it is indispensable for them to be in command of the necessary basic motor competencies (in German: Motorische Basiskompetenzen; MOBAK) as the prerequisites to be able to participate in the culture of human movement. For the implementation of the MOBAK approach in Luxembourg (MOBAK-LUX), we developed the test instruments MOBAK-LUX-PS for preschoolers, MOBAK-LUX-1 for first graders, MOBAK-LUX-3 for third graders and MOBAK-LUX-5 for fifth graders. These motor tests are conducted on a voluntary basis by interested schools and teachers at the beginning of each school year. In general, about one third of students in the different class levels have support needs in at least one area of basic motor competence. The support needs are prevalent mostly in the area object control and girls generally have lower results than boys, especially in object control.

Fostering Diagrammatic Reasoning in Science Education

2005 ◽  
Vol 64 (3) ◽  
pp. 207-217 ◽  
Author(s):  
Ilonca Hardy ◽  
Michael Schneider ◽  
Angela Jonen ◽  
Elsbeth Stern ◽  
Kornelia Möller
Keyword(s):  
Science Education ◽  
Diagrammatic Reasoning ◽  
Third Graders ◽  
The Other ◽  
Line Graphs ◽  
Quantitative Interpretation ◽  
Instructional Unit ◽  
Balance Beam

In a study with 56 third-graders, we tested whether reasoning with line graphs can be enhanced by representational activities within a curriculum on floating and sinking of objects in water. We hypothesized that representing mass and volume on the opposite arms of a balance beam allows the simultaneous consideration of both dimensions for a representation of density, and therefore will be particularly helpful for drawing inferences from the slopes of line graphs. In an experimental classrooms study, half of the students used the balance beam, while the other half worked with self-constructed representations. Five months after the instructional unit, students who had been familiarized with the quantitative interpretation of proportional information on the balance beam outperformed students who had worked with self-constructed representation in their interpretation of line graphs referring to density, but only marginally when referring to speed.

Phonological and morphological awareness in first graders

1993 ◽  
Vol 14 (2) ◽  
pp. 177-195 ◽  
Author(s):  
Joanne F. Carlisle ◽  
Diana M. Nomanbhoy
Keyword(s):  
Phonological Awareness ◽  
Internal Structure ◽  
Research Study ◽  
Word Reading ◽  
First Graders ◽  
Morphological Awareness ◽  
The Other ◽  
Linguistic Knowledge ◽  
Older Students ◽  
Learning To Read

ABSTRACTPhonological awareness is thought to be related to children's success in learning to read because it indicates an awareness of the internal structure of words. Morphological awareness, which has been found to be related to reading achievement for older students, may offer a more comprehensive measure of linguistic sensitivity because it entails not only phonological awareness, but also other aspects of linguistic knowledge. The research study reported herein was designed to investigate the extent to which phonological awareness contributes to the morphological awareness of first graders and to determine the extent to which phonological and morphological awareness account for variance in word reading. Two tasks of morphological awareness were used, one assessing judgments of morphological relations and the other assessing the production of inflected and derived forms.

Fifth Grade Readers' Comprehension of Explicit and Implicit Connective Propositions

1979 ◽  
Vol 11 (3) ◽  
pp. 261-271 ◽  
Author(s):  
Judith Westphal Irwin
Keyword(s):  
Reading Comprehension ◽  
Surface Structure ◽  
Reading Ability ◽  
Time Sequence ◽  
The Other ◽  
Fifth Grade ◽  
Syntactic Complexity ◽  
Discourse Comprehension ◽  
Limited Support ◽  
Sequence Relationships

Because many writers eliminate explicit connective words in order to reduce syntactic complexity and thereby increase comprehensibility, these studies were designed to investigate the effects of this elimination on reading comprehension. Sixty-four fifth graders of average reading ability each participated in one of two experiments. The explicitness of “because” in each of three experimental passages was manipulated in Experiment I by stating it explicitly in one version and implicitly in the other; in Experiment II, the explicitness of “after” was similarly manipulated. On the basis of current research in the area of discourse comprehension, it was predicted that the groups reading the passages in which the connectives were removed from the surface structure would recognize fewer of the connective concepts and recall fewer of the connected ideas than would the groups reading the passages in which the connective concepts were explicitly stated. The results indicated that the subjects did not generally comprehend the causal relationships regardless of their explicitness or implicitness and that they did generally comprehend the time-sequence relationships regardless of their explicitness or implicitness. Limited support was found for the hypothesis that the recall of a connective would be associated with a higher level of recall of the connected ideas.

scholarly journals The prevalence of amblyopia in 7–9-year-old schoolchildren in Mashhad

2021 ◽  
Vol 2 (1) ◽  
pp. 18-23
Author(s):  
Saeed Shahpary ◽  
Shahrokh Ramin ◽  
Abbas Azimi ◽  
Mohsen Heyrani
Keyword(s):  
Public Schools ◽  
First Graders ◽  
Second Graders ◽  
Third Graders ◽  
Cross Sectional ◽  
Screening Programs ◽  
Preschool Screening ◽  
Prevalent Subtype ◽  
The Right ◽  
Diagnostic Criterion

Background: To determine the prevalence of amblyopia in schoolchildren aged 7–9 years old in Mashhad, Iran. Methods: This was a cross-sectional, community-based study with schoolchildren aged 7–9 years old. We randomly selected 20 of 189 elementary schools (three schools per district; 10 male-segregated and 10 female-segregated schools) from a proportional combination of public schools across Mashhad. Basic vision exams were performed. If amblyopia was suspected, children underwent supplementary vision exams. The diagnostic criterion for amblyopia was a best corrected visual acuity (BCVA) in one or both eyes equal to or worse than 20/40 or an interocular difference of more than two lines in BCVA without any significant organic pathology. Results: A total of 2831 children were included in the study. All children were examined comprehensively by an optometrist, and amblyopia was detected in 49/2831 (1.7% [95% CI, 1.22?2.18]). Of the 49 children with amblyopia, 20 (40.8%) were amblyopic in the right eye, 9 (18.4%) in the left eye, and 20 (40.8%) in both eyes. Twenty-four (49%) were first graders, 15 (30.6%) were second graders, and 10 (20.4%) were third graders. The most prevalent subtype of amblyopia was anisometropic amblyopia (57.1%, [95% CI, 43.24?70.96]). Conclusions: Considering the prevalence of amblyopia among schoolchildren aged 7–9 years old (1.7%), timely detection of amblyopia through preschool screening programs is essential for early treatment or prevention of further visual impairment during childhood. How to cite this article: Shahpary S, Ramin S, Azimi A, Heyrani M. The prevalence of amblyopia in 7-9-year-old schoolchildren in Mashhad. Med Hypothesis Discov Innov Optom.2021 Spring; 2(1): 18-23. DOI: https://doi.org/10.51329/mehdioptometry121

Arithmetic via Television: Demonstration Lessons at Springfield

1956 ◽  
Vol 3 (4) ◽  
pp. 168
Author(s):  
R. C. Glazier
Keyword(s):  
Public Schools ◽  
First Graders ◽  
Sixth Grade ◽  
The Other ◽  
The Public

Last spring the public schools of Springfield, Missouri presented two demonstration lessons in arithmetic. One of these was conducted by Mrs. Naomi Hall with her first graders at Sunshine School and the other by Mrs. Thelma Smith with a sixth grade from the same school.

The nongraded primary school and arithmetic

1962 ◽  
Vol 9 (3) ◽  
pp. 130-133
Author(s):  
Richard H. Hart
Keyword(s):  
Elementary School ◽  
Primary School ◽  
First Graders ◽  
School Organization ◽  
Second Graders ◽  
Third Graders ◽  
Chronological Age ◽  
Traditional Practices

The results of certain traditional practices in the elementary school have been frustration and disappointment. The time-honored practice of classifying pupils as first graders, second graders, third graders, etc. according to their chronological age has created a rigid school organization and an inflexible curriculum supporting tmrealistic standards within which teachers labor diligently but hopelessly.

Ask and It Will Be Given to You

1994 ◽  
Vol 30 (3) ◽  
pp. 311-330 ◽  
Author(s):  
Michael J. Murray ◽  
Kurt Meyers
Keyword(s):  
Third Graders ◽  
The Other ◽  
Third Grade ◽  
The Third ◽  
Third Grade Students ◽  
Grade Teacher ◽  
The Family

Consider the following situation. It is the first day of school, and the new third-grade students file into the classroom to be shown to their seats for the coming year. As they enter, the third-grade teacher notices one small boy who is particularly unkempt. He looks to be in desperate need of bathing, and his clothes are dirty, torn and tight-fitting. During recess, the teacher pulls aside the boy's previous teacher and asks about his wretched condition. The other teacher informs her that he always looks that way, even though the boy's family is quite wealthy. The reason he appears as he does, she continues, is that the family observes an odd practice according to which the children do not receive many important things – food, clothing, bathing, even shelter – unless they specifically request them. Since the boy, like many third-graders, has little interest in bathing and clean clothes, he just never asks for them.

scholarly journals Double-letter processing in developmental and skilled handwriting production: Evidence from kinematics

2020 ◽  
Vol 73 (9) ◽  
pp. 1396-1406
Author(s):  
Stefan Hess ◽  
Petroula Mousikou ◽  
Sascha Schroeder
Keyword(s):  
Temporal Resolution ◽  
Second Graders ◽  
Third Graders ◽  
The Other ◽  
Consonant Cluster ◽  
Computer Screen ◽  
Adult Participants ◽  
Pen Tablet ◽  
Spatio Temporal ◽  
Letter Processing

In this study, we investigated the effects of double-letter processing on handwriting production in beginning and skilled writers of German. One hundred and thirty-seven children from Grades 2 and 3 and 31 adult participants were asked to copy words with double consonants (e.g., “Kanne”) and matched words without double consonants (e.g., “Kante”) from a computer screen onto a pen tablet, while their handwriting was recorded with high spatio-temporal resolution. Handwriting productions were analysed in terms of Reading Duration, Writing Onset Duration, and Letter Duration at the letter positions preceding or forming the onset of the corresponding consonant clusters. Our results showed that second graders take less time to initiate writing words with double consonants than words without double consonants, while both second and third graders take less time to read words with double consonants than words without double consonants. Critically, although second and third graders write down a letter faster when it corresponds to the first letter of a double-letter unit than a consonant cluster, it is the other way around for adults. We interpret these findings within extant theories of handwriting production and offer an explanation for the different nature of the effects observed in beginning and skilled writers.

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