Language Competence and Social Preference in Childhood

2016 ◽  
Vol 21 (3) ◽  
pp. 167-179 ◽  
Author(s):  
Larissa M. Troesch ◽  
Karin Keller ◽  
Alexander Grob
Keyword(s):  
Oral Language ◽  
Social Acceptance ◽  
Social Preference ◽  
Peer Group ◽  
Meta Analysis ◽  
Older Children ◽  
Significant Relation ◽  
Language Competence ◽  
Language Modality ◽  
Significant Moderator

Abstract. Language competence facilitates making contact with others, interpreting others’ behavior, and communicating one’s own needs. However, evidence on the relation between language competence and social preference, that is, the degree to which someone is accepted or rejected by the peer group, is mixed. The scope of the current study was to examine this relation by conducting a meta-analysis. We included studies published in English, without any restrictions on the form or year of publication. Results of 42 studies and 49 independent samples of 7,077 children (mean age = 6.0 years, SD = 1.9; range: 3.0–11.0 years) revealed a significant relation between oral language competence and social preference, with an effect size of r = .25. Gender, language modality, and methodological characteristics were tested as possible moderators but did not explain variation between studies. Age was a significant moderator, with language competence more important for younger than for older children in gaining social acceptance.

The Roles of Initial Mathematics, Reading, and Cognitive Skills in Subsequent Mathematics Performance: A Meta-Analytic Structural Equation Modeling Approach

2021 ◽  
pp. 003465432110545
Author(s):  
Xin Lin ◽  
Sarah R. Powell
Keyword(s):  
Working Memory ◽  
Structural Equation Modeling ◽  
Cognitive Skills ◽  
Structural Equation ◽  
Meta Analysis ◽  
Time Lag ◽  
Mathematics Performance ◽  
Equation Modeling ◽  
Word Problem Solving ◽  
Significant Moderator

In the present meta-analysis, we systematically investigated the relative contributions of students’ initial mathematics, reading, and cognitive skills on subsequent mathematics performance measured at least 3 months later. With one-stage meta-analytic structural equation modeling, we conducted analyses based on 580,437 students from 265 independent samples and 250 studies. Findings suggested fluency in both mathematics and reading, as well as working memory, yielded greater impacts on subsequent mathematics performance. Age emerged as a significant moderator in the model, such that the effects of comprehensive mathematics and working memory on subsequent mathematics increased with age, whereas attention and self-regulation’s impacts declined with age. Time lag between assessments also emerged as a significant moderator, such that the effects of word-problem solving and word recognition accuracy decreased as the time lag increased, whereas vocabulary, attention, and self-regulation’s effects increased as the time lag increased.

Different effects of attachment anxiety and attachment avoidance on depressive symptoms: A meta-analysis

2020 ◽  
Vol 37 (12) ◽  
pp. 3028-3050
Author(s):  
Leying Zheng ◽  
Yadan Luo ◽  
Xu Chen
Keyword(s):  
Depressive Symptoms ◽  
Adult Attachment ◽  
Meta Analysis ◽  
Cultural Orientation ◽  
Attachment Anxiety ◽  
Attachment Avoidance ◽  
The Relationship ◽  
Attachment Dimensions ◽  
Significant Moderator

Although insecure adult attachment is thought to be associated with depressive symptoms, results of research on the link between attachment dimensions (attachment anxiety and attachment avoidance) and depressive symptoms have been inconsistent. The aim of this study was to use meta-analysis to examine the strength of the correlations between the two attachment dimensions and depressive symptoms. A total of 64 papers and 78 independent samples were included in this meta-analysis. Results showed significant associations between both attachment dimensions and depressive symptoms. Additional analyses indicated that attachment anxiety was more strongly related to depressive symptoms, whereas attachment avoidance was weakly related to depressive symptoms. Cultural orientation and sex were found to moderate the relationship between attachment anxiety and depressive symptoms. Age was a significant moderator of the relationships between both attachment anxiety and avoidance and depressive symptoms. Results of the meta-analysis and the implications were discussed.

Literacy, Basic Processes, and Interventions for Struggling Readers

2019 ◽  
Author(s):  
Robert Savage
Keyword(s):  
Struggling Readers ◽  
Oral Language ◽  
Meta Analysis ◽  
Learning Task ◽  
Key Factors ◽  
Reading Processes ◽  
Word Level ◽  
Effective Interventions ◽  
Gene Environment ◽  
Evidence Of Impact

Literacy is a gateway to education, and yet universal literacy remains an aspiration rather than a reality. The science of reading has, however, made significant progress in understanding the key factors that impact development. Five relevant factors can be identified. The first factor is the developmental focus of models. Here the richness and dynamic nature of development is central. Models must clearly explain change and phenomena such as bi- and multilingualism. A second factor concerns bioecological influences on development. Stronger models include understandings of the complexity of gene–environment interactions in development. A third pertinent factor concerns the precise nature of the learning task facing the beginner reader, and in particular the influence of distinct orthographies. A fourth factor concerns the coherent exposition of the cognitive processes involved in “word-level” and “text-level” reading processes. Finally, contextual effects on literacy are profound. Historical and politicoeconomic forces are often linked to wide country- and region-based differences in literacy. A detailed treatment of what is known about effective interventions for struggling readers can be built on the basis of this theorizing. Here, evidence from meta-analysis suggests that both the word-level decoding and text-level comprehension aspects of reading development can be measurably improved through evidence-based interventions. For word-level interventions studies focusing on phonics currently furnish the most secure evidence of impact. For text-level comprehension, interventions focusing on oral language development and text-based meta-cognitive strategy appear the most efficacious. Measure of treatment effects for such interventions show modest but reliable impacts on development and form the basis of ongoing efforts to optimize interventions.

scholarly journals The Effects of Community Home Visit and Peer Group Nutrition Intervention Delivery Platforms on Nutrition Outcomes in Low and Middle-Income Countries: A Systematic Review and Meta-Analysis

Nutrients ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 440 ◽  
Author(s):  
Amynah Janmohamed ◽  
Nazia Sohani ◽  
Zohra Lassi ◽  
Zulfiqar Bhutta
Keyword(s):  
Home Visit ◽  
Dietary Diversity ◽  
Peer Group ◽  
Meta Analysis ◽  
Home Visits ◽  
Nutrition Intervention ◽  
Middle Income ◽  
Intervention Delivery ◽  
Middle Income Countries ◽  
Low And Middle Income

Weak delivery systems reduce the potential of evidence-supported interventions to improve nutrition. We synthesized the evidence for the effectiveness of nutrition-specific intervention delivery platforms for improving nutrition outcomes in low and middle-income countries (LMIC). A systematic literature search for studies published from 1997 to June 2018 resulted in the inclusion of 83 randomized controlled trials (RCTs), quasi-randomized, and controlled before–after studies across a variety of delivery platforms. In this paper, we report on meta-analysed outcomes for community health worker (CHW) home visits and mother/peer group delivery platforms. Compared to care as usual, CHW home visits increased early initiation of breastfeeding (EIBF) (OR: 1.50; 95% CI: 1.12, 1.99; n = 10 RCTs) and exclusive breastfeeding (EBF) (OR: 4.42; 95% CI: 2.28, 8.56; n = 9 RCTs) and mother/peer groups were effective for improving children’s minimum dietary diversity (OR: 2.34; 95% CI: 1.17, 4.70; n = 4) and minimum meal frequency (OR: 2.31; 95% CI: 1.61, 3.31; n = 3). Pooled estimates from studies using both home visit and group platforms showed positive results for EIBF (OR: 2.13; 95% CI: 1.12, 4.05; n = 9), EBF (OR: 2.43; 95% CI: 1.70, 3.46; n = 12), and < 5 wasting (OR: 0.77; 95% CI: 0.67, 0.89; n = 4). Our findings underscore the importance of interpersonal community platforms for improving infant and young child feeding practices and children’s nutritional status in LMICs.

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