Children’s Discrimination of Rhyme

1974 ◽  
Vol 17 (3) ◽  
pp. 367-372 ◽  
Author(s):  
June D. Knafle
Keyword(s):  
Sex Differences ◽  
Kindergarten Children ◽  
Third Grade ◽  
Grade Levels ◽  
Different Types

A CVCC rhyming test, which had two slightly different types of auditory differentiation, was given to 273 kindergarten to third-grade children. A related rhyming test was also given to 62 of the kindergarten children. The rhyming category which required differentiation at the ends of words was more difficult than the category which required differentiation within the words. Correct responses increased with successive grade levels, but category differences remained. Sex differences were not significant. The rhyming test which had initial consonant similarities of stimulus and nonrhyming response words was more difficult for the kindergarten children than the rhyming test which did not have such similarities.

Auditory Perception of Rhyming in Kindergarten Children

1973 ◽  
Vol 16 (3) ◽  
pp. 482-487 ◽  
Author(s):  
June D. Knafle
Keyword(s):  
Sex Differences ◽  
Auditory Perception ◽  
Kindergarten Children ◽  
Different Types ◽  
Consonant Sounds

One hundred and eighty-nine kindergarten children were given a CVCC rhyming test which included four slightly different types of auditory differentiation. They obtained a greater number of correct scores on categories that provided maximum contrasts of final consonant sounds than they did on categories that provided less than maximum contrasts of final consonant sounds. For both sexes, significant differences were found between the categories; although the sex differences were not significant, girls made more correct rhyming responses than boys on the most difficult category.

Do Men and Women Feel Extreme Jealousy in Different Types of Relationships? Sex Differences in the Contexts of Jealousy and Envy

2001 ◽  
Author(s):  
Brad J. Sagarin ◽  
Katharine E. Seidelman ◽  
Leah Peryer ◽  
Jeremy Heider ◽  
Sherman B. Serna
Keyword(s):  
Sex Differences ◽  
Men And Women ◽  
Different Types

Hong Kong Chinese Kindergartners Learn to Read English Analytically

2003 ◽  
Vol 14 (2) ◽  
pp. 138-143 ◽  
Author(s):  
Catherine McBride-Chang ◽  
Rebecca Treiman
Keyword(s):  
Hong Kong ◽  
Kindergarten Children ◽  
Hong Kong Chinese ◽  
Language Background ◽  
Grade Levels ◽  
Hong Kong Chinese Children ◽  
Letter Names ◽  
Method Of Instruction ◽  
Letter Sound ◽  
Sound Condition

We examined the extent to which young Hong Kong Chinese children, taught to read English as a second language via a logographic “look and say” method, used information about letter names and letter sounds to learn English words. Forty children from each of three kindergarten grade levels (mean ages 3.8, 5.0, and 5.9 years old, respectively) were taught to pronounce novel English spellings that were based on letter-name (e.g., DK = Deke), letter-sound (DK = Dick), or visual (DK = Jean) cues. By the 2nd year of kindergarten, children performed significantly better in the name condition than the other conditions. The 3rd-year kindergartners performed better in the sound condition than the visual condition as well. The results point to the importance of letter-name and letter-sound knowledge for learning to read English, regardless of native-language background or method of instruction.

The Longitudinal Effects of Kindergarten Enrollment and Relative Age on Children's Academic Achievement

2013 ◽  
Vol 115 (3) ◽  
pp. 1-40
Author(s):  
ÜmmüHan YeŞİl Dağli ◽  
Ithel Jones
Keyword(s):  
Academic Success ◽  
School Readiness ◽  
Family Characteristics ◽  
Kindergarten Children ◽  
Third Grade ◽  
Relative Age ◽  
Parental Decision Making ◽  
And Mathematics ◽  
Kindergarten Enrollment ◽  
Reading And Mathematics

Background Research findings suggest that there may be some academic benefits for those children whose kindergarten enrollment is delayed, and the risk of underachievement seems to be greater for children who are younger when they first enter kindergarten. Although kindergarten enrollment occurs naturally, certain child, family, and childcare factors will likely influence parents’ decisions concerning when to enroll their children in kindergarten. Age-of entry studies have often neglected assignment bias results from those preenrollment factors. In addition, prior research has defined children's relative age outside of the immediate environment, as opposed to conceptualizing relative age within the context where children actually learn. Purpose This study examined the relationship between early, on-time, or delayed kindergarten enrollment and children's mathematics and reading achievement from kindergarten through third grade. We predicted that the degree to which delayed, on-time, or early enrollment influences children's reading and mathematics achievement depends on those preenrollment factors that potentially create assignment biases and the relative age of each child to his or her classmates. Research Design The study used the Early Childhood Longtudinal Study, Kindergarten Class of 1998-1999 (ECLS:K). A propensity score stratification model was used to adjust for sample assignment bias resulting from the preenrollment factors. Then, a cross-classified random effects model was applied. Results Results showed that certain child and family characteristics and parents’ perceptions about school readiness were related to when children first enter kindergarten. After controlling for demographic characteristics and propensity scores resulting from pre-enrollment factors, on average, at the beginning of kindergarten, children whose kindergarten enrollment was delayed had the highest scores in reading and mathematics, followed by children who entered kindergarten on time. Yet, in third grade, these differences were negligible. However, children in the delayed group who were also relatively older than their peers outperformed the other groups in third-grade mathematics. Conclusions The results suggest that the academic success or failure of children whose kindergarten enrollment is delayed, early, or on time depends on sociodemographic factors as well as the ages of the children in the same class (e.g., child's age relative to his or her classmates). Policy discussions about age of kindergarten entry or changing cutoff dates should include consideration of factors that influence parental decision making, as well as a child's age relative to his or her classmates.

Imaginary Audience Behavior as a Function of Age, Sex and Formal Operational Thinking

1984 ◽  
Vol 7 (1) ◽  
pp. 77-93 ◽  
Author(s):  
Luc Goossens
Keyword(s):  
Sex Differences ◽  
Future Research ◽  
Extended Version ◽  
Social Situations ◽  
Imaginary Audience ◽  
Grade Levels ◽  
12Th Grade ◽  
Audience Behavior ◽  
Age And Sex ◽  
Formal Operations

The Situation Scale for Adolescents (SISA), a Dutch extended version of the Imaginary Audience Scale, was administered to several hundreds of youngsters at the 7th, 9th and 12th grade levels. The scale, assessing self-consciousness in two types of social situations, proved to be reliable, but yielded confused results regarding age and sex differences. In addition, concern about the imaginary audience was not associated with formal operational thought. These results are in line with previous studies on these topics. When taken together, they clearly indicate that Elkind's theory on the imaginary audience is in need of revision. Findings on the cognitive origin of the imaginary audience are discussed in the light of recent research on formal operations, and suggestions are made for future research.

scholarly journals The Relationship between Different Types of Alarm Sounds and Children’s Perceived Risk Based on Their Physiological Responses

2019 ◽  
Vol 16 (24) ◽  
pp. 5091
Author(s):  
Jiaxu Zhou ◽  
Xiaohu Jia ◽  
Guoqiang Xu ◽  
Junhan Jia ◽  
Rihan Hai ◽  
...  
Keyword(s):  
Skin Conductance ◽  
Perceived Risk ◽  
Electrodermal Activity ◽  
Physiological Responses ◽  
Skin Conductance Level ◽  
Kindergarten Children ◽  
Physiological Data ◽  
Adult Males ◽  
Different Types ◽  
Alarm Sounds

Due to differences in cognitive ability and physiological development, the evacuation characteristics of children are different from those of adults. This study proposes a novel method of using wearable sensors to collect data (e.g., electrodermal activity, EDA; heart rate variability, HRV) on children’s physiological responses, and to continuously and quantitatively evaluate the effects of different types of alarm sounds during the evacuation of children. In order to determine the optimum alarm for children, an on-site experiment was conducted in a kindergarten to collect physiological data for responses to different types of alarm sounds during the evacuation of 42 children of different ages. The results showed that: (1) The alarm sounds led to changes in physiological indicators of children aged 3–6 years, and the effects of different types of alarm sounds on EDA and HRV activities were significantly different (p < 0.05). Skin conductance (SC), skin conductance tonic (SCT) and skin conductance level (SCL) can be used as the main indicators for analysing EDA of children in this experiment (p < 0.05), and the indicators of ultralow frequency (ULF) and very low frequency (VLF) for HRV were not affected by the type of alarm sounds (p > 0.05). (2) Unlike adults, kindergarten children were more susceptible to the warning siren. The combined voice and warning alarm had optimal effects in stimulating children to perceive risk. (3) For children aged 3–6 years, gender had a significant impact on children’s reception to evacuation sound signals (p < 0.05): Girls are more sensitive than boys in receiving evacuation sound signals, similar to findings of studies of risk perception of adult males and females. In addition, the higher the age, the greater the sensitivity to evacuation sound signals, which accords with results of previous studies on the evacuation dynamics of children.

scholarly journals Are There Sex Differences in Reaction to Different Types of Sexual Infidelity?

Psychology ◽  
2012 ◽  
Vol 03 (02) ◽  
pp. 161-164 ◽  
Author(s):  
T. Joel Wade ◽  
Ryan Kelley ◽  
Dominique Church
Keyword(s):  
Sex Differences ◽  
Sexual Infidelity ◽  
Different Types

A Grammatical Judgment Screening Test for Young Elementary School-Aged Children

1987 ◽  
Vol 18 (2) ◽  
pp. 131-143 ◽  
Author(s):  
Martin Fujiki ◽  
Bonnie Brinton ◽  
Sheryl Dunton
Keyword(s):  
Elementary School ◽  
Screening Test ◽  
Third Grade ◽  
Second Grade ◽  
Normal Children ◽  
School Aged Children ◽  
Grade Levels ◽  
Grammatical Judgment

This study examined the effectiveness of a grammatical judgment screening task in separating linguistically normal and language-disordered first, second, and third-grade children. Ten language-disordered and 10 linguistically normal children were selected from each of these grade levels, for a total of 60 subjects. The children were individually presented with a set of 30 ungrammatical sentences and required to judge the grammaticality of each sentence. If the sentence was judged to be ungrammatical, the child was asked to correct the sentence. Results indicated that there were statistically significant differences between the performance of the normal and language-disordered children at the first and second grade levels.

Exploration of the Benefits of an Activity-Specific Test of Temperament

2009 ◽  
Vol 105 (2) ◽  
pp. 643-658 ◽  
Author(s):  
Irina N. Trofimova
Keyword(s):  
Nervous System ◽  
Sex Differences ◽  
Experimental Task ◽  
Specific Test ◽  
Specific Approach ◽  
General Arousal ◽  
Verbal Activity ◽  
Different Types ◽  
Assessment Activity ◽  
Strength Of Excitation

The Structure of Temperament Questionnaire (STQ) was proposed by Rusalov in 1989 and subsequently tested in five languages. The questionnaire assesses four temperamental traits (Ergonicity, Plasticity, Tempo, and Emotionality) in three separate areas of activity: physical, verbal-social, and intellectual. The scales are all activity-specific. In 775 Canadian subjects, two temperament tests were compared, both developed on the basis of Pavlovian studies of the nervous system: the activity-specific approach (STQ) and the nonspecific Pavlovian Temperamental Survey (PTS). More significant sex differences were found on activity-specific scales of the STQ than on the nonspecific PTS scales. The pattern of correlations between the STQ scales and the time taken on an experimental task requiring a prolonged and intense word-assessment activity showed stronger correlations with the specific scales of the STQ measuring the dynamic aspects of social-verbal activity, and not with the PTS Strength of Excitation scale, which is based on a “general arousal” concept. The results supported the separation of temperament traits related to three different types of activities and opposed to “general arousal” theories of temperament.

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