What do children know about German verb prefixes?

2019 ◽  
Vol 14 (2) ◽  
pp. 274-297
Author(s):  
Veronika Mattes
Keyword(s):  
Experimental Study ◽  
Preschool Age ◽  
School Age ◽  
Semantic Transparency ◽  
Lexical Knowledge ◽  
Verbal Prefixes ◽  
Early School ◽  
Speech Data ◽  
Early School Age ◽  
Semantic Awareness

Abstract Not much is known about how children cope with the task of acquiring the complex, polyfunctional, and often abstract and idiosyncratic system of German verbal prefixes. This paper presents an experimental study on children’s knowledge, i.e. their morphological and semantic awareness, of the five verbal prefixes be‑, ent‑, er‑, ver‑, and zer‑ in preschool age and early school age. The experiment combines a decision and a definition task involving canonical and novel prefix verbs, and it examines the influence of context on the recognition of the verbs. The results of the study show that, in general, the knowledge of prefix verbs increases significantly between 6 and 8 years. Preschoolers have preliminary, but still very labile representations of the five verbal prefixes, school children have established much more independent representations, however, the lexical knowledge they have about prefixes and prefixed verbs is still fragmentary. The five prefixes under investigation differ considerably with respect to their morpho-semantic transparency. Higher transparency results in good passive knowledge of the prefixes, even when they are rarely used by the children spontaneously, such as the infrequent, but semantically salient prefix ent- (ent-kommen ‘escape’), that is much better known to children than spontaneous speech data would suggest.

scholarly journals Anger in infancy and its implications: History of attachment in mother–child and father–child relationships as a moderator of risk

2018 ◽  
Vol 31 (04) ◽  
pp. 1353-1366 ◽  
Author(s):  
Rebecca L. Brock ◽  
Grazyna Kochanska
Keyword(s):  
Preschool Age ◽  
Complex Nature ◽  
School Age ◽  
Strange Situation ◽  
Car Seat ◽  
Early School ◽  
History Of ◽  
Early School Age ◽  
The Impact ◽  
Parent Child

AbstractGrowing research has documented distinct developmental sequelae in insecure and secure parent–child relationships, supporting a model of early attachment as moderating future developmental processes rather than, or in addition to, a source of direct effects. We explored maladaptive developmental implications of infants’ anger proneness in 102 community families. Anger was assessed in infancy through observations in the Car Seat episode and parents’ ratings. Children's security with parents was assessed in the Strange Situation paradigm at 15 months. At preschool age, child negativity (defiance and negative affect) was observed in interactions with the parent, and at early school age, oppositionality was rated by parents and teachers. Security was unrelated to infant anger; however, it moderated associations between infant anger and future maladaptive outcomes, such that highly angry infants embarked on a negative trajectory in insecure, but not in secure, parent–child dyads. For insecure, but not secure, mother–child dyads, infants’ mother-rated anger predicted negativity at preschool age. For insecure, but not secure, father–child dyads, infants’ anger in the Car Seat predicted father- and teacher-rated oppositional behavior at early school age. Results highlight the developmentally complex nature of the impact of attachment, depending on the relationship with mother versus father, type of measure, and timing of effects.

scholarly journals Children´s graphical records as universal non-verbal messages

2021 ◽  
Vol 54 (1-2) ◽  
pp. 100-106
Author(s):  
Ewa Piwowarska
Keyword(s):  
Verbal Communication ◽  
Preschool Age ◽  
School Age ◽  
Artistic Activity ◽  
Early School ◽  
Art Works ◽  
The World ◽  
Early School Age ◽  
Verbal Messages ◽  
Children’S Thinking

Non-verbal communication depends on children’s experiences and knowledge. In artistic activity the richer one’s experiences are that are related to art workshop, the greater is that per-son’s the ability to transmit information about the world, both real and notional, fantastic, which is within the scope of interest of a young creator. The aim of planned research was: to determine ways of creating graphical records by children in preschool and early school age, as universal non-verbal messages. In the research proceedings it was important to define ways of presenting particular issues and types of perspective the children used in particular tasks. Additionally, the symbols were important that were used by children to underline the power of expression. Artistic works of children at preschool age are a creation of both the presence and the future and expression of psychical state. The artistic means used in art works are significant because they reveal logic of children’s thinking, feeling and knowledge the children have.

Peer commentary on ‘Developing linguistic literacy: a comprehensive model’ by Dorit Ravid and Liliana Tolchinsky

2002 ◽  
Vol 29 (2) ◽  
pp. 449-488 ◽  
Author(s):  
RUTH A. BERMAN
Keyword(s):  
Middle Childhood ◽  
Preschool Age ◽  
School Age ◽  
Comprehensive Model ◽  
Linguistic Terms ◽  
Narrative Texts ◽  
Oral Production ◽  
Early School ◽  
Interesting Paper ◽  
Early School Age

The authors of this rich and interesting paper have done a fine service to the field of child language by bringing to the forefront the largely neglected topic of later language development. Major discourse-oriented studies including children beyond preschool age have been confined to oral production of narrative texts (Peterson & McCabe, 1983; Berman & Slobin, 1994; Hickmann, in press), and they all leave off at around age ten. The pathbreaking work of Labov (1972) did in fact consider the language of pre-adolescents and teenagers in explicitly linguistic terms, but this also concerned oral narratives without focusing on development. One important contribution of the present study, then, is to show that the progression from early school-age via middle childhood and on to adolescence and adulthood involves far more than merely increased vocabulary.

scholarly journals Symbolization in the Structure of Abilities in Children of Preschool and School Age

2015 ◽  
Vol 11 (2) ◽  
pp. 48-56 ◽  
Author(s):  
A.N. Veraksa ◽  
V.A. Yakupova ◽  
M.N. Martynenko
Keyword(s):  
Effective Means ◽  
First Grade ◽  
Preschool Age ◽  
Educational Activity ◽  
Control Group ◽  
School Age ◽  
Learning Content ◽  
Early School ◽  
Mental Abilities ◽  
Early School Age

This research explores the role of symbolization in educational activity in children of late preschool and early school age. The aim of the research was to compare the efficiency of using sign and symbolic means (i.e. schemes and models) in the learning of some new content in preschool and early school age. The study involved 46 children of late preschool age from one of the Moscow kindergartens, 20 girls and 26 boys (M = 78 months); and 25 first grade students of one of the Moscow schools, 16 girls and 9 boys (M = 101 months). The study consisted of the following stages: carrying out tests of mental abilities and dividing the subjects into two sub¬groups within each age group (that is, two subgroups of preschool children and two subgroups of school chil¬dren) with equal levels of development of the explored abilities; conducting developmental lessons aimed at making the children familiar with phenomena characterizing phase transitions in states of aggregation of mat¬ter — with the help of symbolic means (in the experimental group) or sign means (in the control group); carrying out a posttest, that is, measuring the level of development of the concepts of aggregate states in all sub¬groups. The outcomes of the research indicated that symbolization may actually be an effective means of con¬structing learning content both in preschool and in early school age.

Age-Specific Changes of Activity Self-Regulation in Preschool-Age and Early School-Age Children

2007 ◽  
Vol 3 (4) ◽  
pp. 39-49 ◽  
Author(s):  
O.A. Semyonova ◽  
D.A. Koshelkov ◽  
R.I. Machinskaya
Keyword(s):  
School Children ◽  
Self Regulation ◽  
Age Groups ◽  
Preschool Age ◽  
School Age Children ◽  
School Age ◽  
Neuropsychological Examination ◽  
Behavioural Difficulties ◽  
Early School ◽  
Early School Age

This research aimed to study age-specific changes of activity self-regulation in children entering school. Children involved in the research were healthy and didn't have any learning or behavioural difficulties; the research comprised three age groups: 6—7 year old, 7—8 year old and 9—10 year old children. Various components of such functions as activity programming, regulation and verification (i.e. planning functions) were assessed in a neuropsychological examination using a specially developed technique. According to this examination, planning functions formation undergoes progressive changes in preschool-age and early school-age children. A significant improvement in the child's ability to delay his/her spontaneous reactions, to maintain the acquired activity programme, to mediate the child's own actions, and to accept help from an adult can be seen at the age of 7—8 years. Progressive changes in acquiring programmes and developing activity strategies occur chiefly by the age of 9—10. Therefore, the data obtained in the research provide evidence for the heterogeneity in the development of various components of planning functions in children from 6 to 10 years old.

scholarly journals A cascade from disregard for rules of conduct at preschool age to parental power assertion at early school age to antisocial behavior in early preadolescence: Interplay with the child's skin conductance level

2016 ◽  
Vol 29 (3) ◽  
pp. 875-885 ◽  
Author(s):  
Grazyna Kochanska ◽  
Rebecca L. Brock ◽  
Lea J. Boldt
Keyword(s):  
Antisocial Behavior ◽  
Skin Conductance ◽  
Skin Conductance Level ◽  
Preschool Age ◽  
School Age ◽  
Parental Discipline ◽  
Multilevel Approach ◽  
Early School ◽  
Early School Age ◽  
Conductance Level

AbstractYoung children's disregard for conduct rules (failing to experience discomfort following transgressions and violating adults' prohibitions) often foreshadows future antisocial trajectories, perhaps in part because it elicits more power-assertive parental discipline, which in turn promotes children's antisocial behavior. This process may be particularly likely for children with low skin conductance level (SCL). In 102 two-parent community families, we tested a model in which children's SCL, assessed at 8 years, was posed as a moderator of the cascade from children's disregard for conduct rules at 4.5 years to parents' power assertion at 5.5 and 6.5 years to antisocial behavior at 10 and 12 years. Children's disregard for conduct rules was observed in scripted laboratory paradigms, parents' power assertion was observed in discipline contexts, and children's antisocial behavior was rated by parents. Conditional process analyses revealed that the developmental cascade from early disregard for rules to future parental power assertion to antisocial outcomes occurred only for the children with low SCL (below median), but not their high-SCL (above median) peers. By elucidating the specific interplay among children's disregard for rules, the parenting they receive, and their psychophysiology, this study represents a developmentally informed, multilevel approach to early etiology of antisocial behavior.

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