Supplemental Material for Assessing Individual Differences in the Speed and Accuracy of Intersensory Processing in Young Children: The Intersensory Processing Efficiency Protocol

2018 ◽  
Keyword(s):  
Individual Differences ◽  
Young Children ◽  
Processing Efficiency ◽  
Speed And Accuracy

The role of production practice in lexical and phonological development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*

2010 ◽  
Vol 38 (1) ◽  
pp. 41-45 ◽  
Author(s):  
MARILYN VIHMAN ◽  
TAMAR KEREN-PORTNOY
Keyword(s):  
Individual Differences ◽  
Young Children ◽  
Current Work ◽  
Phonological Development ◽  
Phonological Learning ◽  
Production Practice ◽  
The Relationship

Carol Stoel-Gammon has made a real contribution in bringing together two fields that are not generally jointly addressed. Like Stoel-Gammon, we have long focused on individual differences in phonological development (e.g. Vihman, Ferguson & Elbert, 1986; Vihman, Boysson-Bardies, Durand & Sundberg, 1994; Keren-Portnoy, Majorano & Vihman, 2008). And like her, we have been closely concerned with the relationship between lexical and phonological learning. Accordingly, we will focus our discussion on two areas covered by Stoel-Gammon (this issue) on which our current work may shed some additional light.

Understanding Others, and Individual Differences in Friendship Interactions in Young Children

2001 ◽  
Vol 8 (2) ◽  
pp. 201-219 ◽  
Author(s):  
Judy Dunn ◽  
Alexandra L. Cutting
Keyword(s):  
Individual Differences ◽  
Young Children

Quantifying the Effects of Multi-Tasking on Processing Efficiency

2018 ◽  
Vol 62 (1) ◽  
pp. 1717-1721
Author(s):  
Elizabeth L. Fox ◽  
Joseph W. Houpt
Keyword(s):  
Individual Differences ◽  
System Design ◽  
Task Demands ◽  
Task Characteristics ◽  
Baseline Model ◽  
Processing Efficiency ◽  
Different Types ◽  
Unique Individual ◽  
And Task ◽  
Task Environments

The type and amount of task demands that humans must simultaneously process and respond to influences how efficient they are in completing the tasks. Capturing how and to what degree human efficiency changes in different task environments is crucial to inform an appropriate system design. An individual-based analytic approach is necessary to accurately capture performance changes and lend practical suggestions. We can provide designers with the amount and type of task demands that we expect a person to sustain adequate performance given their unique underlying cognitive properties. We develop a metric, multi-tasking throughput (MT), that provides the extent to which a person processes tasks more efficiently, the same, or less efficiently when required to complete several different types of tasks at once. This is a cognitive-based, standardized metric; meaning it yields the relative degree of change from a baseline model that is created to accommodate to unique individual differences, numbers of tasks, and task characteristics. We quantify MT by using transformations of RTs to predict the extent that external demands of multi-tasking exceeds what the cognitive system can accommodate to thereby hindering performance. We use a real world dual-task application to highlight the apparent differences in strategy and ability across individuals and alternative task environments.

scholarly journals Antecedents of emotion knowledge: Predictors of individual differences in young children

2005 ◽  
Vol 19 (3) ◽  
pp. 375-396 ◽  
Author(s):  
David S. Bennett ◽  
Margaret Bendersky ◽  
Michael Lewis
Keyword(s):  
Individual Differences ◽  
Young Children ◽  
Emotion Knowledge

Contextuele Afhankelijkheid Bij Beginnende Schrijvers

1988 ◽  
Vol 32 ◽  
pp. 7-19
Author(s):  
M.W. Aalderink
Keyword(s):  
Individual Differences ◽  
Cognitive Development ◽  
Young Children ◽  
Empirical Data ◽  
Oral Language ◽  
Theoretical Level ◽  
Contextual Dependency ◽  
Context Dependent ◽  
Beginning Writers

Compared with speaking, writing can be considered to be relatively context independent with regards to both process and product. Young children appear to have problems creating, without interactional support, a discourse that can function as a meaningful whole for a non-present reader. As a result their writing can be contextual dependent in some sense. In this article contextual dependency is discussed on a theoretical level and by illustrating it by means of an example of a seven year old writer. Possible relations between contextual dependency and both cognitive development and individual differences in oral language are considered, and some empirical data are presented that show how frequent and in which ways the texts of beginning writers can be context dependent. From this study it can be concluded that the textuality of young childrens' written products should be defined from the perspective of the child and considering the context in which they were written.

Unimportant Differential Effects of Instruction and Practice on Typing When Individual Differences are Controlled

1970 ◽  
Vol 30 (1) ◽  
pp. 137-138
Author(s):  
Sonya Lynn Blixt
Keyword(s):  
High School ◽  
Individual Differences ◽  
Performance Measures ◽  
Low Achievers ◽  
High Achievers ◽  
Differential Effects ◽  
Subsequent Performance ◽  
Speed And Accuracy

Groups of 18 high school introductory typing students, initially high and low in performance (speed and accuracy), were tested once a week for 13 weeks. It was found that once low achievers reached a similar level of achievement to the high achievers, subsequent performance measures for the groups were not significantly different. Speed of typing appeared to be the most reliable differential predictor.

Processing efficiency in preschoolers’ memory span: Individual differences related to age and anxiety

2009 ◽  
Vol 103 (1) ◽  
pp. 30-48 ◽  
Author(s):  
Laura Visu-Petra ◽  
Mircea Miclea ◽  
Lavinia Cheie ◽  
Oana Benga
Keyword(s):  
Individual Differences ◽  
Memory Span ◽  
Processing Efficiency
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