scholarly journals Imagined Intergroup Contact and Common Ingroup Identity

2015 ◽  
Vol 46 (5) ◽  
pp. 265-276 ◽  
Author(s):  
Loris Vezzali ◽  
Sofia Stathi ◽  
Richard J. Crisp ◽  
Dino Giovannini ◽  
Dora Capozza ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Age Groups ◽  
Prejudice Reduction ◽  
Identity Model ◽  
Common Group ◽  
Common Ingroup Identity ◽  
Imagined Contact ◽  
Ingroup Identity

Abstract. We conducted two studies involving two different age groups (elementary school children and adults) aimed at integrating imagined contact and common ingroup identity models. In the first study, Italian elementary school children were asked to imagine interacting with an unknown immigrant peer as members of a common group. Results revealed that common ingroup imagined contact, relative to a control condition, improved outgroup helping intentions assessed 1 week and 2 weeks after the intervention. In the second study, common ingroup imagined contact led Italian university students to display higher intentions to have contact with immigrants compared to control conditions. In conclusion, results from both studies demonstrate that imagining an intergroup interaction as members of the same group strengthens the effects of imagined contact. These findings point to the importance of combining the common ingroup identity model and the imagined contact theory in order to increase the potentiality of prejudice reduction interventions.

scholarly journals Development of a Violence Prevention Educational Program for Elementary School Children Using Empathy (VPEP-E)

2020 ◽  
Vol 26 (4) ◽  
pp. 422-433
Author(s):  
So Ra Kang ◽  
Shin-Jeong Kim ◽  
Jungmin Lee
Keyword(s):  
Elementary School ◽  
Violence Prevention ◽  
Elementary School Students ◽  
School Children ◽  
Educational Program ◽  
Elementary School Children ◽  
Physical Violence ◽  
Age Groups ◽  
School Students ◽  
Fifth Grade Students

Purpose: This study describes the development of a violence prevention educational program for elementary school children using empathy (VPEP-E) that teachers can use during class.Methods: Hoffman's theory of empathy and Seels and Richey's (1994) ADDIE model were applied to develop this program.Results: The developed program consisted of eight sessions: "Orientation/definition of violence and empathy", "Types and boundaries of violence", "Look into my feelings", "Say it with a facial expression", "Preventing non-empathic violence due to social prejudice", "Preventing physical violence", "Verbal and online violence prevention: empathic conversation", and "I can do well: review of the whole curriculum". The program was evaluated by 15 elementary school teachers, who considered it to be easily accessible to elementary school students. The final VPEP-E, which will be provided in eight times for 40 minutes each for fifth-grade students, will provide a basis for preventing violence by fostering empathy.Conclusion: We expect the developed educational program to be effective in preventing violence among elementary school students. However, further research involving children from various age groups is needed.

Age, Sex, Speed, and Practice in Coincidence-Anticipation Performance of Children

1977 ◽  
Vol 45 (1) ◽  
pp. 187-193 ◽  
Author(s):  
Paul Dunham
Keyword(s):  
Elementary School ◽  
Factorial Design ◽  
School Children ◽  
Elementary School Children ◽  
Age Groups ◽  
Actual Time ◽  
The Difference ◽  
Effect Of Age ◽  
A Performance

The effect of age, sex, speed, and practice on coincidence-anticipation (C/A) performance of elementary school children was investigated. 84 elementary school children, 7 boys and 7 girls at Ages 7, 8, 9, 10, 11, and 12 yr., served as subjects for the study. Subjects were given 24 C/A trials, 6 each at 4 speeds, randomly presented. Subjects were required to lift the foot off a spring switch in coincidence with the arrival of a ball at a target flag. A score was determined as the difference between actual time and the estimate as recorded on separate .01-sec. Lafayette timers. The data were analyzed employing a 6 by 2 by 4 by 3 factorial design. Results indicated that 7-yr.-olds performance was inferior to those of all other age groups, boys were more accurate than girls, and all groups exhibited improvement over practice.

The Effect of Age on Physical Fitness of Deaf Elementary School Children

2007 ◽  
Vol 19 (3) ◽  
pp. 267-278 ◽  
Author(s):  
Esther Hartman ◽  
Chris Visscher ◽  
Suzanne Houwen
Keyword(s):  
Elementary School ◽  
Physical Fitness ◽  
School Children ◽  
Elementary School Children ◽  
Handgrip Strength ◽  
Age Groups ◽  
Deaf Children ◽  
The Difference ◽  
Hearing Children ◽  
Shuttle Run

The aim of this study was to measure physical fitness of deaf Dutch elementary school children compared with hearing children and to investigate the influence of age on physical fitness. Deaf children were physically less fit than hearing children. Overall, physical fitness increased with age in deaf children, but no significant differences were found between the age groups of 9–10 years and 11–12 years on most of the Eurofit items. The difference in performance between deaf and hearing children, favoring the latter, increased with age in handgrip strength and the 20-m endurance shuttle run. More attention should be paid to developing and maintaining an adequate level of physical fitness in deaf children.

scholarly journals Generative Learning: Which Strategies for What Age?

2020 ◽  
Author(s):  
Garvin Brod
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
University Students ◽  
Concept Mapping ◽  
Learning Strategies ◽  
School Children ◽  
Elementary School Children ◽  
Age Groups ◽  
Generative Learning ◽  
Age Related

Abstract Generative learning strategies are intended to improve students’ learning by prompting them to actively make sense of the material to be learned. But are they effective for all students? This review provides an overview of six popular generative learning strategies: concept mapping, explaining, predicting, questioning, testing, and drawing. Its main purpose is to review for what ages the effectiveness of these strategies has been demonstrated and whether there are indications of age-related differences in their effectiveness. The description of each strategy covers (1) how it is supposed to work, (2) the evidence on its effectiveness in different age groups, and (3) if there are age-related differences in its effectiveness. It is found that while all six generative learning strategies reviewed have proven effective for university students, evidence is mixed for younger students. Whereas some strategies (practice testing, predicting) seem to be effective already in lower-elementary-school children, others (drawing, questioning) seem to be largely ineffective until secondary school. The review closes with a call for research on the cognitive and metacognitive prerequisites of generative learning that can explain these differences.

scholarly journals The Micronutrient Consumption in Indian Elementary School Children across Socioeconomic Strata

2021 ◽  
Vol 10 (1) ◽  
pp. 24-33
Author(s):  
Kshitija Patki ◽  
◽  
Divya Sanghi ◽  
Raju K. Parasher ◽  
Barkha Bhatnagar
Keyword(s):  
Socioeconomic Status ◽  
Elementary School ◽  
School Children ◽  
Vitamin B6 ◽  
Elementary School Children ◽  
Age Groups ◽  
Recommended Daily Allowance ◽  
Micronutrient Intake ◽  
Daily Allowance ◽  
Socioeconomic Strata

Background: The adequate intake of micronutrients in school children has a significant long term beneficial effect on a child’s overall development and performance. Thus, identifying sub-clinical deficiencies, monitoring micronutrient intake in a child’s diet, and subsequently treating each is of paramount importance. The present study aimed to determine the daily micronutrient consumption in elementary school children across socioeconomic strata (SCE) compared to age-specific, recommended daily allowance (RDA). Subjects/Methods: Three hundred and sixty-six (366) healthy, school-going girls and boys between the ages of 6 -14 years volunteered for the study. Socioeconomic status was assessed using the urban socioeconomic status grid questionnaire, and micronutrient consumption was determined by the 24-hour recall questionnaire and the Dietcal software. Results: Seventy per cent of the children tested had a BMI in the normal range, and approximately 15.84% of the children were underweight, of which 82% were in the Mid-low SCE strata. Paradoxically, an equal number of children (15%) were overweight, of which 89% belonged to the high SCE strata. Overall, a large number (70-90%) of children were found deficient (compared to RDA) in the intake of micronutrients, and there were significant differences between children belonging to the high and mid-low SCE strata in the intake of Calcium (10 -14 year), Iron (6 - 12 year) and Vitamin B6 (for 10 -14 year). Additionally, the deficiency in the consumption of Calcium, Iron, Vitamin B6, Vitamin 12, and Vitamin A was the most in the older children, while the consumption of Magnesium and Vitamin C across all age groups was within the recommended daily allowance (RDA). Conclusions: Elementary schools across socioeconomic status and age groups reported severe deficiencies in the consumption of micronutrients. Interestingly, in-spite of the accessibility to nutritious food, children belonging to the high SCE strata were also deficient in micronutrient intake. Hence, it is important to re-focus our attention from gross caloric intake to the consumption of micronutrient-rich foods.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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