scholarly journals Preschool‐Aged Children Jointly Consider Others’ Emotional Expressions and Prior Knowledge to Decide When to Explore

2021 ◽  
Author(s):  
Yang Wu ◽  
Hyowon Gweon
Keyword(s):  
Prior Knowledge ◽  
Emotional Expressions ◽  
Preschool Aged Children

scholarly journals Preschool-aged children jointly consider others’ emotional expressions and prior knowledge to decide when to explore

2019 ◽  
Author(s):  
Yang Wu ◽  
Hyowon Gweon
Keyword(s):  
Prior Knowledge ◽  
Prediction Error ◽  
Emotional Expressions ◽  
Children’S Learning ◽  
Causal Function ◽  
Salient Function ◽  
Adult Play ◽  
Preschool Aged Children ◽  
Children's Learning

Emotional expressions are abundant in children’s lives. What role do these expressions play in children’s learning? Here we ask whether preschool-aged children use others’ emotional expressions to infer the presence of unknown causal functions and guide their exploration accordingly. Children (3.0-4.9 years; N=112) learned about one salient causal function of a novel toy, and then saw an adult play with the toy. Children explored the toy more when the adult expressed surprise than when she expressed happiness (Experiment 1), but only when the adult already knew about the toy's salient function (Experiment 2). These results suggest that children selectively interpret others’ surprise as “vicarious prediction error” based on others’ knowledge, and use it to guide their own exploration and discovery.

scholarly journals “What did you see in this picture” Training preschool children to create fictional narratives.

2021 ◽  
Vol 9 (9) ◽  
pp. 634-644
Author(s):  
Hellen Vretudaki
Keyword(s):  
Preschool Children ◽  
Prior Knowledge ◽  
Instructional Strategy ◽  
Control Group ◽  
Structural Elements ◽  
Intervention Programme ◽  
Structural Framework ◽  
Multilevel Intervention ◽  
Experimental Group ◽  
Preschool Aged Children

The purpose of this study is to examine the effect on preschool aged children of an intervention reinforcing comprehension of the structural framework of stories, so that they can produce their own stories. The sample consisted of 78 children, ages 4-6. The sample was separated into two groups, one experimental and one control group. The children in the experimental group were taught how to create original fictional stories through a multilevel intervention programme. During sessions, well-structured books were used that had very well-structured contents and an instructional strategy was implemented on five levels (creating prior knowledge, discussion, modelling, monitoring the process and producing stories). The children in the control group were read the same books and a discussion followed on the interesting parts of the stories. The results showed that the intervention programme significantly improved the children’s ability to understand the structural elements of a story and to generate comprehensible and organised fictional stories.

Reliability of Clinician Judgments of Severity of Phonological Impairment

1995 ◽  
Vol 4 (3) ◽  
pp. 39-46 ◽  
Author(s):  
Susan K. Rafaat ◽  
Susan Rvachew ◽  
Rebecca S. C. Russell
Keyword(s):  
Conversational Speech ◽  
Speech Language Pathologists ◽  
Age Appropriate ◽  
Citation Form ◽  
Phonological Abilities ◽  
Preschool Aged Children

Pairs of speech-language pathologists independently rated severity of phonological impairment for 45 preschoolers, aged 30 to 65 months. Children were rated along a continuum from normal to profound. In addition to judging overall severity of impairment, the clinicians provided separate ratings based on citation form and conversational samples. A judgment of intelligibility of conversational speech was also required. Results indicated that interclinician reliability was adequate (80% agreement) for older preschool-aged children (4-1/2 years and above) but that judgments by speechlanguage pathologists were not sufficiently reliable for children under 3-1/2 years of age 40% agreement). Children judged to have age appropriate phonological abilities were not clearly distinguishable from children judged to have a mild delay. Educating speech-language pathologists regarding the normative phonological data that are available with respect to young preschoolers, and ensuring that such data are readily accessible for assessment purposes, is required.

Transmission of H. pylori infection: Study in families of preschool-aged children from Minas Gerais, Brazil

2001 ◽  
Vol 120 (5) ◽  
pp. A128-A128 ◽  
Author(s):  
D QUEIROZ ◽  
G ROCHA ◽  
A SANTOS ◽  
A BOCEWICZ ◽  
A ROCHA ◽  
...  
Keyword(s):  
Minas Gerais ◽  
H Pylori ◽  
Infection Study ◽  
Preschool Aged Children

Estimating the Valence of Single Stimuli: A New Variant of the Affective Simon Task

2003 ◽  
Vol 50 (2) ◽  
pp. 86-96 ◽  
Author(s):  
Andreas Voß ◽  
Klaus Rothermund ◽  
Dirk Wentura
Keyword(s):  
Simon Task ◽  
Emotional Expressions ◽  
Evaluation Task ◽  
New Variant ◽  
Game Context

Abstract. In this article, a modified variant of the Affective Simon Task (AST; De Houwer & Eelen, 1998 ) is presented as a measure of implicit evaluations of single stimuli. In the AST, the words “good” or “bad” have to be given as responses depending on the color of the stimuli. The AST was combined with an evaluation task to increase the salience of the valence of the presented stimuli. Experiment 1 investigated evaluations of schematic faces showing emotional expressions. In Experiment 2 we measured the valence of artificial stimuli that acquired valence in a game context during the experiment. Both experiments confirm the validity of the modified AST. The results also revealed a dissociation between explicit and implicit evaluations.

Acquisition of sex-typed preferences in preschool-aged children.

1978 ◽  
Vol 14 (6) ◽  
pp. 614-623 ◽  
Author(s):  
Craig S. Edelbrock ◽  
Alan I. Sugawara
Keyword(s):  
Preschool Aged Children
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