The gender effect in 3D-Mental-rotation performance with familiar and gender-stereotyped objects – a study with elementary school children

2017 ◽  
Vol 29 (6) ◽  
pp. 717-730 ◽  
Author(s):  
Vera Ruthsatz ◽  
Sarah Neuburger ◽  
Martina Rahe ◽  
Petra Jansen ◽  
Claudia Quaiser-Pohl
Keyword(s):  
Elementary School ◽  
Mental Rotation ◽  
School Children ◽  
Elementary School Children ◽  
Gender Effect ◽  
And Gender

scholarly journals PEDAGOGICAL REQUIREMENTS FOR THE IMPLEMENTATION OF DIFFERENTIATED APPROACH IN TEACHING ELEMENTARY SCHOOL CHILDREN

2019 ◽  
Vol 7 (6) ◽  
pp. 495-499
Author(s):  
Gulnara Faridovna Dulmukhametova ◽  
Zarina Nailevna Sirazieva ◽  
Gulnara Faritovna Gali ◽  
Usova Svetlana Nicolaevna ◽  
Dilbar Valievna Shamsutdinova
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Developmental Psychology ◽  
Sex Differentiation ◽  
Educational Process ◽  
Effective Organization ◽  
And Gender ◽  
Teachers And Parents ◽  
The University

Purpose of the Study: The article describes the view of the authors on the model of the implementation of a differentiated approach in the training of elementary school children. Methodology: In the research the authors identify and systematize the pedagogical requirements for ensuring the sex differentiation in the education of elementary school children, together forming a meaningful model for implementing a gender approach to the educational process of primary school and including gender education for students, teachers, and parents. The authors analyze the category of sex differentiation in domestic and foreign pedagogy. Result: The authors theoretically describe the problem of implementing a differentiated approach in teaching elementary school children, and also substantiate the experimental work on testing the effectiveness of pedagogical conditions that interconnect and complement each other, forming a dynamic system that ensures the effective organization of the sex differentiation of elementary school children. Application and Novelty: Presented pedagogical requirements and model of a gender approach to the educational process can solve the age and gender problems of elementary school children and harmonize their relationships. Data of the article can be used not only in the educational process of elementary school but also at the lessons of such subjects as "Pedagogical psychology", "Developmental psychology", "Differential psychology" at the university. These requirements give the opportunity to prepare more qualified and competent psychologists and teachers for elementary school.

The Use of the Vandenberg and Kuse Mental Rotation Test in Children

2012 ◽  
Vol 33 (1) ◽  
pp. 62-67 ◽  
Author(s):  
Nady Hoyek ◽  
Christian Collet ◽  
Patrick Fargier ◽  
Aymeric Guillot
Keyword(s):  
Middle School ◽  
Gender Differences ◽  
Elementary School ◽  
Mental Rotation ◽  
School Children ◽  
Elementary School Children ◽  
Middle School Children ◽  
Mental Rotation Test ◽  
Rotation Test ◽  
Underlying Causes

Previous studies found that children are able to perform mental rotation (MR) tasks with a gender difference from the age of 4. More recently, gender differences in MR were also reported in infancy. However, different kinds of paradigms and stimuli were used. The present study investigates whether the Vandenberg and Kuse Mental Rotation Test (VMRT; Vandenberg & Kuse, 1978 ) as well as another similar 2-dimensional stimuli test may be used with elementary and middle-school children, and whether gender differences are evidenced. Results show that boys outperform girls in the middle-school group only. Elementary school children encountered difficulties solving both the VMRT and 2D MR tests. The data confirmed recent results showing that gender differences in the VMRT performance were found at age 10. We further concluded that the VMRT and 2D MR tests may not be well-designed for elementary-school children. Further investigations should focus on gender differences in MR for children younger than 9 years old as well as on the underlying causes of such difference, using other experimental paradigms.

Correlates of Pedometer-Assessed Physical Activity in Cypriot Elementary School Children

2006 ◽  
Vol 3 (3) ◽  
pp. 267-276 ◽  
Author(s):  
Constantinos A. Loucaides ◽  
Russell Jago
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Physical Activity Behavior ◽  
Hierarchical Regression ◽  
Environmental Correlates ◽  
Sports Club ◽  
Activity Behavior ◽  
And Gender

Background:The purpose of this study was to examine the association between pedometer-assessed physical activity and a number of individual, social, and environmental correlates among Cypriot elementary school children.Methods:School children in grades 5 and 6 (N = 104) and their parents (N = 70) wore pedometers for five consecutive weekdays and completed questionnaires assessing potential correlates of steps/d.Results:A hierarchical regression analysis indicated that gender, weekly frequency of sports club attendance, and hours playing outside accounted for 32% of the variance in steps/d. In addition, children with a body-mass index (BMI) above the 85th percentile (based on age and gender) scored significantly lower steps/d than children with a BMI below the 85th percentile.Conclusions:This study suggested that correlates of steps/d in children are similar to the findings of other studies using different measures of physical activity behavior.

Patterns of Victimization Locations in Elementary School Children: Effects of Grade Level and Gender

2013 ◽  
Vol 42 (6) ◽  
pp. 585-597 ◽  
Author(s):  
Paula J. Fite ◽  
Anne Williford ◽  
John L. Cooley ◽  
Kathryn DePaolis ◽  
Sonia L. Rubens ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
And Gender

scholarly journals PEDAGOGICAL REQUIREMENTS FOR THE IMPLEMENTATION OF DIFFERENTIATED APPROACH IN TEACHING ELEMENTARY SCHOOL CHILDREN

2019 ◽  
Vol 7 (4) ◽  
pp. 399-403
Author(s):  
Gulnara Faridovna Dulmukhametova ◽  
Zarina Nailevna Sirazieva ◽  
Gulnara Faritovna Gali ◽  
Usova Svetlana Nicolaevna ◽  
Dilbar Valievna Shamsutdinova
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Developmental Psychology ◽  
Sex Differentiation ◽  
Educational Process ◽  
Effective Organization ◽  
And Gender ◽  
Teachers And Parents ◽  
The University

Purpose of the Study: The article describes the authors’ view on the model of the implementation of a differentiated approach in the training of elementary school children. Methodology: In the research, the authors identify and systematize the pedagogical requirements for ensuring the sex differentiation in education of elementary school children, together forming a meaningful model for implementing a gender approach to the educational process of primary school and including gender education for students, teachers, and parents. The authors analyze the category of sex differentiation in domestic and foreign pedagogy. Result: The authors theoretically describe the problem of implementing a differentiated approach in teaching elementary school children, and also substantiate the experimental work on testing the effectiveness of pedagogical conditions that interconnect and complement each other, forming a dynamic system that ensures the effective organization of the sex differentiation of elementary school children. Application and Novelty: Presented pedagogical requirements and model of a gender approach to the educational process can solve the age and gender problems of elementary school children and harmonize their relationships. Data of the article can be used not only in the educational process of elementary school, but also at the lessons of such subjects as "Pedagogical psychology", "Developmental psychology", and "Differential psychology" at the university. These requirements give the opportunity

Examination of risky truancy behaviors and gender differences among elementary school children

2021 ◽  
pp. 1-16
Author(s):  
Juan Barthelemy ◽  
Tanya M. Coakley ◽  
Tyreasa Washington ◽  
Alice Joseph ◽  
Danielle R. Eugene
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
And Gender

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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