A Spinach with A V on it

1990 ◽  
Vol 55 (1) ◽  
pp. 149-159 ◽  
Author(s):  
Parimala Raghavendra ◽  
Macalyne Fristoe
Keyword(s):  
Young Children ◽  
Perceptual Features ◽  
Emerging Literacy

To aid young children in learning and using Blissymbols, the characters are often enhanced by the drawing of additional components. Thirty standard or 30 enhanced Blissymbols, designed to represent familiar actions (10), attributes (10), and objects/entities (10), were shown to 20 normal 3-year-old children, who were asked to guess what they mean. Their responses were examined to learn what children perceive when they see such symbols. They mainly identified perceptual features and related elements of symbols to something with which they were familiar. The number of their guesses that referred to the embellishments of the enhanced Blissymbols was twice as great as the number that referred to the standard Blissymbol base. The results are discussed in terms of the role of enhancements and possible applications to symbol introduction, as well as an early glimpse at emerging literacy.

scholarly journals The role of inhibition in moving beyond perceptually focused noun extensions

2017 ◽  
Vol 38 (1) ◽  
pp. 95-108 ◽  
Author(s):  
Simon Snape ◽  
Andrea Krott
Keyword(s):  
Individual Differences ◽  
Cognitive Development ◽  
Young Children ◽  
Executive Control ◽  
Potential Role ◽  
Control Task ◽  
Perceptual Features ◽  
Object Categories ◽  
Inhibition Ability

When young children interpret novel nouns, they tend to be very much affected by the perceptual features of the referent objects, especially shape. This article investigates whether children might inhibit a prepotent tendency to base novel nouns on the shape of referent objects in order to base them on conceptual features (i.e. taxonomic object categories). The study tested 3- to 5-year old children on a noun extension task, alongside a test of their inhibition and more general executive control ability. Noun extensions were related to inhibition ability, independent of age. Noun extensions were not related to individual differences in the general executive control task. This suggests a potential role for inhibition in extension which is independent of other aspects of cognitive development.

Developmental foundations of externalizing problems in young children: The role of effortful control

2002 ◽  
Author(s):  
Sheryl L. Olson ◽  
Arnold J. Sameroff ◽  
David C. Kerr ◽  
Nestor L. Lopez
Keyword(s):  
Young Children ◽  
Externalizing Problems ◽  
Effortful Control

scholarly journals Psychosocial Obstacles in Young Children Argumentative Interactions

2021 ◽  
Vol 11 (5) ◽  
pp. 224
Author(s):  
Josephine Convertini
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Social Dynamics ◽  
Learning Processes ◽  
Self Perception ◽  
Complex Activity ◽  
Group I

Argumentation is an important aspect in the field of education because of its impact on learning processes. At the same time, argumentation is a complex activity in terms of cognitive, relational, emotional and social dynamics. In this paper, I investigate and I describe possible difficulties encountered by children during the argumentative process. The study involves 25 preschool children at a kindergarten engaged in three building tasks. The tasks were video-recorded and the argumentative discussions transcribed. For the aim of this paper, I analyze how argumentation are distributed among participants. I select interactions in which participants apparently do not argue or there are differences in the degree of argumentative participation between participants of the same group. I analyze these interactions and moments of impasse in the argumentative steps. The findings show how the simplicity of solving the task (e.g., when children do not encounter any problem in completing the activity) and the children’s self-perception of their competences in solving the task may have an impact on argumentation activities. Moreover, this perception is co-constructed by children within the interaction. The study contributes to the line of research on designing argumentation and highlights the role of the adult in managing children’s interactions.

The role of sweeteners in the diet of young children

1997 ◽  
Vol 24 (4) ◽  
pp. 243-247
Author(s):  
LuAnn Soliah ◽  
Janelle Walter ◽  
Thomas Parks ◽  
Kathleen Bevill ◽  
Bernadette Haschke
Keyword(s):  
Young Children

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.

scholarly journals Gender Differences in Identities and Their Sociostructural Correlates: How Gendered Lives Shape Parental and Work Identities

2016 ◽  
Vol 38 (13) ◽  
pp. 1852-1877 ◽  
Author(s):  
Ruth Gaunt ◽  
Jacqueline Scott
Keyword(s):  
Gender Differences ◽  
Young Children ◽  
Interactive Effects ◽  
Paid Work ◽  
Work Identity ◽  
Dual Earner ◽  
Identity Centrality ◽  
Parental Identity ◽  
Moderating Role

This study draws on identity theory to explore parental and work identities. It examined gender differences in identities, as well as the moderating role of gender in the effects of individuals’ sociostructural characteristics. A sample of 148 couples with young children completed extensive questionnaires. As hypothesized, couples’ paid-work strategy moderated gender differences in the salience and centrality of parental and work identities. Whereas significant differences in identities were found between stay-at-home mothers and their breadwinning husbands, no differences were found among dual-earner couples. Moreover, men’s work identity centrality increased when they had more and younger children, whereas women’s work identity centrality decreased. Finally, men’s parental identity centrality increased with their income, whereas women’s parental identity centrality decreased the more they earned. These findings attest to the importance of examining differences within as well as between genders, by taking into account the interactive effects of gender with other sociostructural characteristics.

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