Learning what to change: Young children use “difference-making” to identify causally relevant variables.

2020 ◽  
Vol 56 (2) ◽  
pp. 275-284
Author(s):  
Mariel K. Goddu ◽  
Alison Gopnik
Keyword(s):  
Young Children ◽  
Difference Making ◽  
Relevant Variables

Evaluation of Pedestrian Safety Education Programs for Young Children: A Review of Methodologies

1995 ◽  
Vol 8 (1) ◽  
pp. 42-47 ◽  
Author(s):  
Chris Gillam ◽  
Mark Stevenson
Keyword(s):  
Young Children ◽  
Selection Bias ◽  
Pedestrian Safety ◽  
Future Research ◽  
Safety Education ◽  
Education Programs ◽  
School Based ◽  
Relevant Variables ◽  
Methodological Difficulties

A review of the research methodologies used to evaluate the effectiveness of pedestrian education programs for children is presented in this paper. Since pedestrian injuries are one of the leading causes of morbidity and mortality among young children it is necessary to identify and evaluate interventions which will reduce the incidence and severity of these injuries. There are, however, many methodological difficulties to be overcome by researchers attempting to establish the merit of such programs. For example, selection bias in school-based programs, lack of strict criteria for follow-up of all subjects, and an inability to control for confounding because relevant variables are not rigorously monitored are just some of the methodological limitations. This paper identifies a number of limitations and aspects of evaluation which are of ten omitted and suggests ways in which these problems may be addressed in future research.

The Effects of Peer Presence on Variables Maintaining Moderate-to-Vigorous Physical Activity in Children

2019 ◽  
Vol 44 (6) ◽  
pp. 799-816
Author(s):  
Tiffany Gonzales ◽  
Marianne L. Jackson ◽  
Amanda Nicolson
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Young Children ◽  
Positive Reinforcement ◽  
Vigorous Physical Activity ◽  
Number Of Children ◽  
Multielement Design ◽  
Relevant Variables ◽  
Effective Condition ◽  
Interactive Play

An increasing number of children fail to meet the recommended levels of physical activity. The purpose of this study was to examine the effects of peer presence on variables that have been shown to evoke moderate-to-vigorous physical activity (MVPA) in children. We recorded the levels of MVPA in three preschool children across no adult, attention, and interactive play conditions, with a peer present and absent. All conditions were compared with a naturalistic baseline and presented in a multielement design with a brief reversal to baseline and reintroduction of the most effective condition. All three participants displayed most MVPA during the interactive play condition with a peer present. This study furthers research on the identification of variables that evoke MVPA in young children and emphasizes the interaction of peer presence and contingent social positive reinforcement as relevant variables.

The Relationships between Memory Performance, Use of Simple Memory Strategies and Metamemory in Young Children

1996 ◽  
Vol 19 (1) ◽  
pp. 177-199 ◽  
Author(s):  
Lucy A. Henry ◽  
Tricia Norman
Keyword(s):  
Free Recall ◽  
Young Children ◽  
Memory Span ◽  
Memory Performance ◽  
Span Task ◽  
Unexpected Result ◽  
Positive Evidence ◽  
Memory Strategies ◽  
Relevant Variables ◽  
Strategy Variables

This study investigated the relationships between metamemory, the use of simple memory strategies and memory performance in children aged 4 to 5 years. Children carried out two memory tasks (memory span for pictures, free recall of toys), and their recall and use of strategies while carrying out these tasks was recorded. They also completed two metamemory tasks: predicting memory performance and responding to a nonverbal questionnaire concerning knowledge about memory-relevant variables. The metamemory questionnaire scores were significant predictors of memory performance in both tasks. In addition, some of the strategy variables were negative predictors of performance. Off-task behaviour reduced recall, as did naming (an unexpected result), for free recall of toys. Naming items at recall (but not at presentation) reduced recall in the memory span task. There was also some positive evidence that children who consistently named pictures at presentation had higher memory spans than children naming at recall only or using no strategies at all. It was concluded that both metamemory knowledge and the use of simple strategies are significantly related to memory performance in young children, but that these relationships are modest.

scholarly journals Musical Engagement and Parent-Child Attachment in Children with and without Developmental Disabilities

2020 ◽  
Author(s):  
Selena Steinberg ◽  
Carolyn M. Shivers ◽  
Talia Liu ◽  
Laura Cirelli ◽  
Miriam D Lense
Keyword(s):  
Developmental Disabilities ◽  
Young Children ◽  
Child Therapy ◽  
Parent Child Relationship ◽  
Online Questionnaire ◽  
Child Attachment ◽  
Musical Engagement ◽  
Relevant Variables ◽  
Atypical Development ◽  
Parent Child

Families with young children with and without developmental disabilities often engage in musical experiences in the home. These parent-child musical activities are associated with positive outcomes for children and parents and may be a context to help foster strong parent-child relationships. However, little is known about how musical experiences differ across diagnostic groups or their relevance to parent-child attachment. Using an online questionnaire, the current study examined musical experiences and their relationship with parent-child attachment for 340 families with young children with typical and atypical development. Musical experiences were common in all diagnostic groups. Diagnostic groups differed in active musical engagement, potentially relating to the differing phenotypes of various developmental disabilities. Parent-child music engagement was associated with parent-child attachment, even when controlling for relevant variables. Promoting musical experiences may be an accessible way to support the parent-child relationship across diagnostic groups with implications for informal music engagement and parent-child therapy.

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

Productivity of Emerging Word Combinations in Toddlers With Specific Expressive Language Impairment

1997 ◽  
Vol 6 (4) ◽  
pp. 34-47 ◽  
Author(s):  
Steven H. Long ◽  
Lesley B. Olswang ◽  
Julianne Brian ◽  
Philip S. Dale
Keyword(s):  
Data Collection ◽  
Young Children ◽  
Language Impairment ◽  
Treatment Approach ◽  
Expressive Language ◽  
Semantic Consistency ◽  
Session Analysis

This study investigated whether young children with specific expressive language impairment (SELI) learn to combine words according to general positional rules or specific, grammatic relation rules. The language of 20 children with SELI (4 females, 16 males, mean age of 33 months, mean MLU of 1.34) was sampled weekly for 9 weeks. Sixteen of these children also received treatment for two-word combinations (agent+action or possessor+possession). Two different metrics were used to determine the productivity of combinatorial utterances. One metric assessed productivity based on positional consistency alone; another assessed productivity based on positional and semantic consistency. Data were analyzed session-by-session as well as cumulatively. The results suggest that these children learned to combine words according to grammatic relation rules. Results of the session-by-session analysis were less informative than those of the cumulative analysis. For children with SELI ready to make the transition to multiword utterances, these findings support a cumulative method of data collection and a treatment approach that targets specific grammatic relation rules rather than general word combinations.

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