Memorial Consequences of Environmental Context Change in Children and Adults

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

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Development of holistic episodic recollection

10.31234/osf.io/x42d8 ◽

2019 ◽

Cited By ~ 1

Author(s):

Chi Ngo ◽

Aidan J Horner ◽

Nora Newcombe ◽

Ingrid R. Olson

Keyword(s):

Young Adults ◽

Episodic Memory ◽

Middle Childhood ◽

Memory Development ◽

Pattern Completion ◽

Past Event ◽

Retrieval Accuracy ◽

Complex Events ◽

Holistic Manner ◽

Preschool Aged Children

Episodic memory binds together the diverse elements of an event into a coherent representation. This property allows for the reconstruction of multidimensional experiences when triggered by a cue related to a past event—a process of pattern completion. Such holistic recollection is evident in young adults, as shown by dependency in the retrieval success for different associations from the same event (Horner & Burgess, 2013, 2014). Preschool-aged children show fragile episodic memory, which undergoes robust gains during early and middle childhood. However, the ontogeny of pattern completion is uncharted in children. Here, we found that 4- and 6-year-old children retrieve complex events in a relatively holistic manner, i.e., retrieval accuracy for one aspect of an event predicted accuracy for other aspects of the same event. Nevertheless, the degree of holistic retrieval increased from age 4 to adulthood, suggesting a protracted refinement of pattern completion that may underlie episodic memory development.

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The Effect of Language Games with Audio Visual Aids on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School

Journal of Education Research and Evaluation ◽

10.23887/jere.v3i3.21861 ◽

2019 ◽

Vol 3 (3) ◽

pp. 185

Author(s):

Susnawati. K ◽

Marhaeni A.A.I.N ◽

Ramendra D.P

Keyword(s):

Elementary School ◽

Fourth Graders ◽

Fourth Grade ◽

Control Group ◽

Language Games ◽

Visual Aids ◽

Fourth Grade Students ◽

Post Test ◽

Competence Test ◽

Better Than

Study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

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The Effect of Hypermedia Authoring on Elementary School Students' Creative Thinking

Journal of Educational Computing Research ◽

10.2190/m83v-htn6-4w4d-ax7y ◽

1998 ◽

Vol 19 (1) ◽

pp. 27-51 ◽

Cited By ~ 6

Author(s):

Min Liu

Keyword(s):

Elementary School ◽

Elementary School Students ◽

Word Processing ◽

Creative Thinking ◽

Fourth Graders ◽

Extended Period ◽

School Students ◽

Logo Programming ◽

Hypermedia Authoring ◽

The Impact

Promoting creative thinking in children has been an issue of critical importance to educators. Research shows that appropriate uses of computer programs such as word processing, computer imaging, and Logo programming have the potential to enhance children's creativity. Little is known, however, about the impact of hypermedia technology on children's creative thinking. This study examined whether engaging elementary school students in hypermedia authoring would promote their creative thinking. It was found that after engaging in an extended period of hypermedia authoring, the fourth graders increased their creativity scores in a number of areas. The low and intermediate ability students appeared to benefit from the hypermedia authoring environment more than the high ability students and working collaboratively on the hypermedia authoring projects enabled students to demonstrate higher creativity scores than when working individually. The findings are consistent with research on hypermedia and creativity with Logo in showing that by offering a new dimension for expressing thoughts and encouraging novel ways of presentation, hypermedia authoring is another way to facilitate children's cognitive development and promote their motivation toward learning.

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Triggering fourth graders’ informal knowledge of isometric transformation geometry through the exploration of Malay cloth motif

JOURNAL OF EDUCATIONAL SCIENCES ◽

10.31258/jes.2.1.p.26-36 ◽

2018 ◽

Vol 2 (1) ◽

pp. 26

Author(s):

Febrian Febrian ◽

Sukma Adi Perdana

Keyword(s):

Elementary School ◽

Design Research ◽

Fourth Graders ◽

Informal Knowledge ◽

Spatial Sense ◽

Isometric Transformation ◽

Hands On ◽

The Subject ◽

Transformation Geometry ◽

Triggering Process

Existing study revealed that the children have dynamics spatial sense on objects. One of important mathematics topics that can be related to the sense-triggering process is the isometric transformation geometry including reflection, translation, and rotation. This topic is introduced to the fourth and the fifth graders of elementary school. However, learning process in school tends to lack concern on this students’ readily-triggered ability. There is also insufficient number of hands-on activities experienced by the students. It is poor since the hands-on activities can facilitate students’ informal knowledge of isometric transformation geometry. Therefore, this two cycled design research aims to counter such situation. It was conducted at State Elementary School 001 of Toapaya, Kabupaten Bintan, Kepulauan Riau by using RME approach. The subject of the study was the fourth graders. Malay cloth motif was used as the context of the study through the exploration activities. The results indicated that the activities could trigger students’ informal knowledge of: reflection, translation, rotation, constant factors, and transformation composition.

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Current trends in the prevalence of asthma-like symptoms in elementary school children

Pediatrics (Suppl Consilium Medicum) ◽

10.26442/26586630.2021.2.200990 ◽

2021 ◽

pp. 138-140

Author(s):

Margarita K. Ermakova ◽

Larisa P. Matveeva ◽

Natalya R. Kapustina

Keyword(s):

Elementary School ◽

Comparative Study ◽

Bronchial Asthma ◽

School Children ◽

Elementary School Children ◽

First Graders ◽

Number Of Children ◽

Current Trends ◽

Udmurt Republic ◽

The Difference

Aim. To study the prevalence of bronchial asthma (BA) symptoms among elementary schoolchildren in the Udmurt Republic in the dynamics over 20 years. Materials and methods. A comparative study of the prevalence of BA was carried out. A questionnaire was administered to 2899 parents of first-graders, using the international standardized ISAAC program. Results. The prevalence of BA symptoms on the ISAAC program among elementary schoolchildren in the Udmurt Republic in 2020 was 7.70.2%, being significantly lower than in the previous studies of 2002 and 2009 (p0.001). Conclusion. There was a further downward trend in the prevalence of AD symptoms in younger schoolchildren. The difference between the current symptoms of the disease and the established diagnosis remained rather significant. Reliable (p10.001) increase in the number of children with dry cough, not related to cold, and children with bronchospasm connected with physical load was revealed.

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The Effect of Language Games with Audio Visual AIDS on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School

Journal of Education Research and Evaluation ◽

10.23887/jere.v4i1.21725 ◽

2020 ◽

Vol 4 (1) ◽

pp. 73

Author(s):

Kadek Susnawati ◽

Marhaeni A.A.I.N.

Keyword(s):

Elementary School ◽

Fourth Graders ◽

Fourth Grade ◽

Control Group ◽

Language Games ◽

Visual Aids ◽

Fourth Grade Students ◽

Post Test ◽

Competence Test ◽

Better Than

This study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

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The Effect of Repetition on Tempo Preferences of Elementary Children

Journal of Research in Music Education ◽

10.2307/3345681 ◽

1992 ◽

Vol 40 (3) ◽

pp. 193-203 ◽

Cited By ~ 4

Author(s):

Elisa M. Moskovitz

Keyword(s):

Elementary School ◽

South Carolina ◽

Fourth Graders ◽

Art Music ◽

Elementary Children ◽

Control Group ◽

Group Preferences ◽

Positive Effect ◽

Experimental Group

The purpose of this study was to measure the effect of repeated listenings on children's preferences between selected slow and fast excerpts of art music. The sample consisted of fourth graders from a South Carolina elementary school After a pretest given to control and experimental groups, the experimental groups were exposed to repeated slow excerpts played in comparison to single presentations of different “transitory ” fast examples drawn from baroque, classical, romantic, and atonal styles. The control group duplicated this procedure with the exception that both slow and fast listening examples were always “transitory.” The proportions of control and experimental group preferences were statistically analyzed, and significant results were obtained. The experimental group exceeded the control group in its choices of slow excerpts in all style categories tested. Repetition had a positive effect on children's preferences for slow music.

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Development of morphophonemic segments in children’s mental representations of words

Applied Psycholinguistics ◽

10.1017/s0142716400009152 ◽

1991 ◽

Vol 12 (2) ◽

pp. 217-239 ◽

Cited By ~ 21

Author(s):

Noel K. Jones

Keyword(s):

Young Adults ◽

Phonological Processing ◽

First Graders ◽

Mental Representations ◽

First Grade ◽

Grade Group ◽

Linguistic Experience ◽

Strength Of Evidence ◽

Complex Words

ABSTRACTThis study explores the development in children of dual-level phonological processing. Evidence suggesting that 6-year-olds form underlying representations composed of morphophonemic segments was obtained by asking children to imitate complex words, omit specified portions, and discuss the meaning of the resulting word parts. Trial items represent a variety of instances in which phonetic forms differ from underlying representations. Although language-advanced first graders produced stronger evidence suggesting morphophonemic segments than language-delayed age-mates, and young adults supplied stronger evidence than either first-grade group; strength of evidence leads to the interpretation that even language-delayed 6-year-olds form morphophonemic segments. Differences in performance between groups probably derive from differences in metalinguistic abilities and linguistic experience rather than from differences in units of phonological processing.

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