A Developmental Analysis of Children’s Self-Ability Judgments in the Physical Domain

1991 ◽  
Vol 3 (4) ◽  
pp. 310-326 ◽  
Author(s):  
Thelma S. Horn ◽  
Maureen R. Weiss
Keyword(s):  
Teacher Evaluation ◽  
Multivariate Analyses ◽  
Developmental Differences ◽  
Physical Domain ◽  
Older Children ◽  
Physical Competence ◽  
Developmental Patterns ◽  
Age Dependent ◽  
Developmental Analysis

This study examined developmental differences in children’s judgments of their physical competence. Two questionnaires were administered to 134 children, ranging in age from 8 to 13 years, to measure their perceptions of competence and the criteria they use to evaluate that competence. In addition, children’s actual physical competence was assessed through teacher evaluation. Univariate and multivariate analyses of the data revealed three major findings. First, the accuracy with which children judge their competence does increase with age. Second, the criteria children use to assess their competence is also age-dependent, with younger children showing greater preference for adult feedback and older children showing greater preference for peer comparison. Third, the criteria children use in competency judgments was found to be directly related to the accuracy of such judgments. The results of this study demonstrated the existence of developmental patterns with respect to children’s judgments of their physical competence.

Perceived Competence of Schoolchildren in Physical Education

1997 ◽  
Vol 16 (3) ◽  
pp. 324-339 ◽  
Author(s):  
Beverley McKiddie ◽  
Ian W. Maynard
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Multivariate Analyses ◽  
Perceived Competence ◽  
Developmental Differences ◽  
Sources Of Information ◽  
Physical Competence ◽  
School Year ◽  
Physical Education Lesson ◽  
Age Dependent

The primary aim of this study was to examine developmental differences in children's evaluation of their physical competence within the physical education lesson. Participants (N = 160) from two groups in secondary school (Year 7 and Year 10) completed two questionnaires that measured their levels of perceived competence and the criteria used to assess competence. The actual level of a participant’s physical competence was ascertained through teacher evaluation. Univariate and multivariate analyses of data disclosed three main findings. First, children’s accuracy in evaluating their own competence increases with age. Second, the sources of information children use to judge their ability is also age-dependent. Gender differences also emerged, indicating that overall males exhibited a greater preference for game outcome/ease of learning new skills as criteria to judge their competence. Third, the information sources children use in competency judgments was directly linked to the accuracy of these judgments.

Feedback as a Source of Physical Competence Information: Effects of Age, Experience and Type of Feedback

2003 ◽  
Vol 25 (3) ◽  
pp. 341-359 ◽  
Author(s):  
Anthony J. Amorose ◽  
Peter J.K. Smith
Keyword(s):  
Youth Sport ◽  
Age Group ◽  
Physical Domain ◽  
Older Children ◽  
Physical Competence ◽  
Future Expectations ◽  
Experience Level ◽  
Feedback Type ◽  
Future Success ◽  
Main Effects

Extending the research by Amorose and Weiss (1998), the present study tested whether experience level moderates the interpretation of coaching feedback as a cue of ability in younger and older children, and examined how descriptive and prescriptive informational feedback are used as a source of competence information. Younger (7–10 years) and older (12–14 years) girls with either high or low experience playing softball watched a series of videotapes depicting four youth sport athletes attempting to hit a softball. After each attempt, whether successful or unsuccessful, a coach was heard giving each athlete a specific type of feedback, either evaluative, descriptive, prescriptive, or neutral. Participants then rated each athlete’s ability, effort, and future expectancy of success. Although the hypothesized experience-level by age-group by feedback-type interactions did not emerge, the results showed strong feedback main effects for ability, effort, and future success. Analysis of these results suggest that feedback provides important cues for ability, effort, and future expectations of success in the physical domain, and that children use several cues of competence information in addition to the coach’s feedback to derive competence information.

The Development of Visuo-spatial Memory: How to Remember Location

1992 ◽  
Vol 15 (4) ◽  
pp. 455-471 ◽  
Author(s):  
Ruth Schumann-Hengsteler
Keyword(s):  
Spatial Memory ◽  
Spatial Information ◽  
Memory Performance ◽  
Spatial Arrangement ◽  
Simultaneous Presentation ◽  
Developmental Differences ◽  
Object Identity ◽  
Older Children ◽  
Visual Spatial ◽  
Age Dependent

Recent studies on developmental differences in spatial memory have reported equivocal results. Some found an age-dependent improvement of memory performance whereas others did not. The two studies reported here investigate age differences in memory for visual-spatial information. A picture reconstruction task with simultaneous presentation of scene-like visual-spatial arrangements was used. Subjects had to recognise objects and to reconstruct the initial spatial arrangement. The first study with 5to 10year-olds produced the typical age-dependent improvement in recognising visual material as well as in remembering the locations of specific objects. No effect for age was obtained in memory for the critical loci themselves. The second study with 4to 6-year-olds revealed similar results. Error analyses indicated that in younger children the association between object identity and object location is weaker than in older children. The results are considered as evidence for the assumption that spatial information is not necessarily represented as a feature of an item. Alternative types of representations of spatial information in the picture reconstruction task are discussed.

A Comparison of Mothers' Individual and Simultaneous Book Sharing With Preschool Siblings

2002 ◽  
Vol 11 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Anne van Kleeck ◽  
Amy Beckley-McCall
Keyword(s):  
Mixed Strategy ◽  
Developmental Differences ◽  
Older Children ◽  
Levels Of Abstraction ◽  
Linguistic Complexity ◽  
Reading Condition ◽  
Book Sharing ◽  
Simultaneous Reading ◽  
Fine Tune ◽  
Different Levels

Many studies have demonstrated that adults fine tune book-sharing discussions to the developmental levels of preschoolers, but little is known regarding how reading simultaneously to different-aged preschoolers is negotiated. We observed five mothers of different-aged preschoolers sharing books with each child individually and with both children together. Analyses focused on the linguistic complexity of the book, the amount of time spent sharing a book, and on several aspects of the mothers' book-sharing mediation. Results revealed developmental differences on several measures of how mothers mediated with younger as compared to older children individually. Book complexity, the time spent sharing books, and the percent of utterances at higher levels of abstraction were higher when reading to the older children; the number of mediation strategies per minute and the percent of mothers' behaviors that were used to get and maintain attention were higher when reading to the younger children. When reading to both children simultaneously, which aspects of the mediation fell at these different levels varied among the different mothers. This suggests that different mothers reach different solutions to the task of simultaneously reading to preschoolers of different ages. One mother approached the simultaneous book sharing much as she did sharing a book with her older child, one mother approached it as she did with her younger child, one mother simply read and did little mediation, and two mothers appeared to use a mixed strategy in the simultaneous reading condition.

Visual evoked potentials to red-green stimulation in schoolchildren

2006 ◽  
Vol 23 (3-4) ◽  
pp. 447-451 ◽  
Author(s):  
MANCA TEKAVČIČ POMPE ◽  
BRANKA STIRN KRANJC ◽  
JELKA BRECELJ
Keyword(s):  
Evoked Potentials ◽  
Visual Evoked Potentials ◽  
Older Children ◽  
Negative Wave ◽  
Positive Wave ◽  
Normal Color Vision ◽  
Heterochromatic Flicker Photometry ◽  
Monocular Stimulation ◽  
Age Dependent ◽  
Visual Evoked

The aim is to study chromatic visual evoked potentials (VEP) to isoluminant red-green (R-G) stimulus in schoolchildren. Sixty children (7–19 years) with normal color vision were examined, 30 binocularly and 30 monocularly. The isoluminant point was determined for each child subjectively by using heterochromatic flicker photometry, and objectively from recordings. The stimulus was a 7° circle composed of horizontal sinusoidal gratings, with spatial frequency 2 cycles/degrees and 90% contrast, presented in onset-offset mode. VEP were recorded from Oz (mid-occipital) position. Age-dependent waveform changes and changes of the positive and negative wave were studied to both binocular and monocular R-G stimulation. Age-dependent waveform changes were observed to binocular and monocular R-G stimulation. In younger children the positive wave was prominent, whereas in older children also the negative wave became more evident. The latency of the positive wave decreased linearly with age to R-G binocular stimulation. To monocular stimulation no significant changes of the latency were observed. The amplitude of the positive wave dropped exponentially with age to binocular and monocular stimulation. The latency of the negative wave increased linearly with age to binocular and monocular stimulation, whereas the amplitude did not show age-dependent changes. These findings suggest that the chromatic VEP response undergoes evident age-dependent changes during the school-age period.

Prosodic, paralinguistic, and interactional features in parent-child speech: English and Spanish

1977 ◽  
Vol 4 (1) ◽  
pp. 67-86 ◽  
Author(s):  
Ben G. Blount ◽  
Elise J. Padgug
Keyword(s):  
Young Children ◽  
Older Children ◽  
Developmental Patterns ◽  
Spanish Speaking ◽  
English Speaking ◽  
Child Speech ◽  
High Degree ◽  
Interactional Features ◽  
Degree Of Similarity ◽  
Parent Child

ABSTRACTParents employ a special register when speaking to young children, containing features that mark it as appropriate for children who are beginning to acquire their language. Parental speech in English to 5 children (ages 0; 9–1; 6) and in Spanish to 4 children (ages 0; 8–1; 1 and 1; 6–1; 10) was analysed for the presence and distribution of these features. Thirty-four paralinguistic, prosodic, and interactional features were identified, and rate measures and proportions indicated developmental patterns and differences across languages. Younger children received a higher rate of features that marked affect; older children were addressed with more features that marked semantically meaningful speech. English-speaking parents relied comparatively more on paralinguistic and affective features, whereas Spanish-speaking parents used comparatively more interactional features. Despite these differences, there was a high degree of similarity across parents and languages for the most frequently occurring features.

Intraindividual Variability of Self-Evaluations in the Physical Domain: Prevalence, Consequences, and Antecedents

2001 ◽  
Vol 23 (3) ◽  
pp. 222-244 ◽  
Author(s):  
Anthony J. Amorose
Keyword(s):  
Physical Education ◽  
Intraindividual Variability ◽  
Physical Domain ◽  
Physical Education Class ◽  
Short Term ◽  
Physical Competence ◽  
Education Class ◽  
Important Index ◽  
Self Worth ◽  
The Relationship

This study examined: (a) the prevalence of intraindividual variability (i.e., the degree to which individuals exhibit short-term fluctuations in their self-evaluations) of global self-worth, physical self-worth, and perceived physical competence; (b) the independent and combined influence of level and intraindividual variability of self-evaluations on students’ motivation; and (c) the relationship between social sources of evaluative information and intraindividual variability. Students (N = 167) ranging from 12 to 15 years of age (M = 13.48 yrs, SD = .56) completed questionnaires each day that they were in physical education class for 3 weeks (i.e., 6 occasions). Results revealed that most of the students exhibited fluctuations in their self-evaluations over the 3 weeks. Level of self-evaluations was the critical predictor of motivation; however, an interaction with intraindividual variability was also significant. Nonsignificant relationships were found between intraindividual variability and the importance that students placed on social sources of evaluative information. Overall, results indicated that intraindividual variability should be considered along with level as an important index of one’s self-perception profile.

Shifting gears: Coping flexibility in children with and without ADHD

2009 ◽  
Vol 34 (1) ◽  
pp. 10-23 ◽  
Author(s):  
Kimberley A. Babb ◽  
Linda J. Levine ◽  
Jaime M. Arseneault
Keyword(s):  
Coping Strategies ◽  
Cognitive Skills ◽  
Developmental Differences ◽  
Age Difference ◽  
Social Strategies ◽  
Older Children ◽  
Repertoire Size ◽  
Coping Flexibility ◽  
Younger Age ◽  
Children's Coping

This study examined developmental differences in, and cognitive bases of, coping flexibility in children with and without ADHD. Younger (age 7 to 8) and older (age 10 to 11) children with and without ADHD ( N = 80) responded to hypothetical vignettes about problematic interactions with peers that shifted from controllable to uncontrollable over time. We assessed children’s coping strategies, perceptions of controllability, coping repertoire size, and executive function. Coping flexibility was defined as reporting more strategies directed toward adjusting to, rather than changing, situations as they became uncontrollable. Older children without ADHD demonstrated greater coping flexibility than did younger children without ADHD or either age group with ADHD. The age difference in coping flexibility was mediated by older children’s greater accuracy in perceiving decreases in controllability. Children with ADHD (both younger and older) reported more anti social strategies than did children without ADHD, a difference that was accounted for by their smaller repertoire of coping strategies. Programs directed toward enhancing coping flexibility may need to target different cognitive skills for children with and without ADHD.

Foot Agility and Social Anxiety in Older Children (9–15 Years)

1994 ◽  
Vol 79 (1) ◽  
pp. 431-434 ◽  
Author(s):  
Pauline Richards ◽  
M. A. Persinger
Keyword(s):  
Social Anxiety ◽  
Anterior Cingulate ◽  
Older Children ◽  
Normal Children ◽  
Medial Surface ◽  
Emotional Bonding ◽  
Age Dependent ◽  
Phylogenetic Model ◽  
The Brain

According to Paul MacLean's phylogenetic model of the brain, the anterior cingulate should be associated with interpersonal emotional bonding. If this assumption is correct, then foot agility (primarily affected by the dorsal medial surface of the cerebrum) should be associated with attenuated bonding and enhanced social anxiety. It would not be associated with finger agility, finger agnosia, or toe agnosia because their integrity involves more distal portions of the cortex. Strong age-dependent and linear increases in agility but not agnosia were shown for the fingers and the feet for normal children (28 girls, 28 boys) between 9 and 15 years of age. As predicted, a correlation of −0.50, not confounded by age or other measures, was noted between foot agility and social anxiety, but was statistically significant for the girls, not for the boys.

scholarly journals Young Children's Attitudes Toward Peers Who Wear Hearing Aids

2020 ◽  
Vol 29 (2) ◽  
pp. 110-119 ◽  
Author(s):  
Lindsey R. Wheeler ◽  
Anne Marie Tharpe
Keyword(s):  
Hearing Aids ◽  
Peer Acceptance ◽  
Hearing Aid ◽  
Normal Hearing ◽  
Rating Task ◽  
Typically Developing ◽  
Older Children ◽  
Physical Competence ◽  
Negative Attitudes ◽  
Additional Support

Purpose This study examined whether young children with normal hearing demonstrated negative attitudes toward peers wearing hearing aids, often described as the “hearing aid effect.” The effect of age on these attitudes was also examined. Method Forty-five typically developing children with normal hearing, aged 6–11 years, were recruited to answer questions about and rate photos of children with and without hearing aids in areas of peer acceptance as well as physical and cognitive competence. Participants completed a forced-choice task, a perceived competence rating task, and a sociometric rating task. Results Children in this study perceived their peers who wore hearing aids as having less physical competence and less peer acceptance than peers without hearing aids, thus confirming a hearing aid effect in children as young as 6 years of age. Both younger and older children were more likely to choose pictures of children wearing hearing aids as having less peer acceptance than pictures of children who were not wearing hearing aids. Older children were also more likely to choose a picture of a child with hearing aids as having less physical competence than a picture of a child without hearing aids. Conclusion These findings should serve to alert professionals who work with children who have hearing loss that additional support and education might be warranted for these children and their peers with normal hearing.

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