scholarly journals THE EXPRESSION OF ADVERBIAL QUALIFICATON IN THE SPEECH OF PRESCHOOL AND ELEMENTARY SCHOOL CHILDREN FROM VRANJE

2020 ◽  
pp. 001
Author(s):  
Dragana Stanković
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Analytical Form ◽  
The Other ◽  
Place Of Residence ◽  
Standard Language ◽  
Standard Case ◽  
Analytic Construction ◽  
Other Hand

This paper analyses the case constructions that preschool and elementary school children from Vranje use to express adverbial qualification. The aim of this paper is to determine which case forms preschool and elementary school children from Vranje use to express the category of adverbial qualification and in which case structures standard language case form enters most easely. The speech of 40 examinees of different age, sex, place of residence, parents’ education was analyzed. The material was collected by the method of spontaneous conversation. Аll recorded case forms are analyzed and described by the descriptive method.The most stable analytical form are determined by the percentage analysis. The conducted analysis showed that preschool and elementary school children from Vranje express the meaning of adverbial qualification by the analytical constructions in fuction of genitives, accusatives, instrumentasl and locatives. They are used to express the meaning of instrumentation, mediativity, comitivity, criteria, distributivity and comparativity. However, under the influence of standard language, the infiltration of flective form was recorded. The standard case form influences most intensively on the analytic construction in the fuction of the genitive. On the other hand, the construction in the fuction of locative is  more resistant to the influence of lingustic standard. Considering that the study of the dialect syntax of cases and the speech of children is rarity in dialectological researches, the conducted research is justified and important for further researches in this field and for the teaching of Sebian grammar in Prizren-Timok speaking area.

The Gender Factor in Six- to Ten-Year-Old Children's Views of Occupational Roles

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1207-1210 ◽  
Author(s):  
Ruth Scheresky
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
The Other ◽  
Sex Typing ◽  
Occupational Roles ◽  
Children’S Views ◽  
Gender Factor

Differences in children's acceptance of occupational roles that are traditionally sex-typed by society were explored for a sample of 270 elementary school children, 135 boys and 135 girls. The degree of sex-typing was high among all subjects. Children viewed occupations as the role of one sex or the other, according to traditional sex-typed views.

scholarly journals Variola minor in Bragança Paulista County, 1956: lack of evidence indicating the influence of contaminated classrooms on spread of the disease

1974 ◽  
Vol 72 (2) ◽  
pp. 281-288 ◽  
Author(s):  
Melville R. Klauber ◽  
Juan J. Angulo
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Interaction Analysis ◽  
Space Time ◽  
The Other ◽  
Time Interval ◽  
Time Interaction

SUMMARYSpace-time interaction analysis was applied to data from 101 elementary school children who contracted variola minor during an epidemic in Bragança Paulista County, Brazil. One school had two and the other three shifts of students occupying the same classrooms each day. There was no evidence found for excessive numbers of cases to occur among unvaccinated students occupying the same desks or seated near the desks occupied by cases occurring during another shift. Only three cases occurred among the 31 unvaccinated students occupying desks of students with variola from other shifts. Only one of these three subsequent cases occurred at a time interval suggestive of transmission. For the three models tested there was no evidence of space-time interaction between time of onset of the disease and location of desk for pairs of students from different shifts.

Nominating under constraints

2014 ◽  
Vol 39 (1) ◽  
pp. 77-86 ◽  
Author(s):  
Rob Gommans ◽  
Antonius H. N. Cillessen
Keyword(s):  
Elementary School ◽  
Social Status ◽  
Peer Relationships ◽  
Peer Relations ◽  
School Children ◽  
Elementary School Children ◽  
Methodological Issue ◽  
The Other ◽  
Peer Nominations

Children’s peer relationships are frequently assessed with peer nominations. An important methodological issue is whether to collect unlimited or limited nominations. Some researchers have argued that the psychometric differences between both methods are negligible, while others have claimed that one is superior over the other. The current study compared both methods directly in a counterbalanced design among 112 8–12-year-old elementary school children. Overall, both methods revealed comparable results, although some significant and noteworthy differences were found. The use of unlimited nominations was recommended for questions related to social status (preference, popularity). Some method differences varied by gender. Implications for future peer relations research were discussed.

An Investigation of the Efficacy of Oral Myofunctional Therapy as a Precursor to Articulation Therapy for Pre-First Grade Children

1981 ◽  
Vol 46 (2) ◽  
pp. 160-167 ◽  
Author(s):  
Margaret S. Christensen ◽  
Marvin L. Hanson
Keyword(s):  
Elementary School ◽  
School Children ◽  
Service Time ◽  
Elementary School Children ◽  
First Grade ◽  
The Other ◽  
Only Children ◽  
Myofunctional Therapy ◽  
Articulation Disorders ◽  
Tongue Thrust

This study investigated the assumption that oral myofunctional services might facilitate remediation of articulation disorders. Subjects were ten 6-year-old elementary school children who exhibited both tongue-thrust behavior and articulation errors. All subjects had equal service time for a 14-week period, half receiving articulation services only and the other half receiving oral myofunctional services prior to and in conjunction with articulation services. Results showed that children in both programs made essentially equal progress in correcting placement of tongue-tip-sounds, remediating /s/ and /z/ misarticulation, and remediating general articulation errors. Only children who received oral myofunctional services remediated tongue-thrust behaviors.

scholarly journals PENGARUH KEJADIAN KECACINGAN TERHADAP KADAR HB DAN INDEKS MASA TUBUH ANAK

2019 ◽  
Vol 12 (4) ◽  
pp. 265-270
Author(s):  
Vierto Irennius Girsang ◽  
Rismawati Munthe ◽  
Teguh Pribadi
Keyword(s):  
Body Mass Index ◽  
Elementary School ◽  
Body Mass ◽  
School Children ◽  
Elementary School Children ◽  
The Other ◽  
Micronutrient Deficiencies ◽  
Cross Sectional ◽  
Helminth Infections ◽  
North Sumatra

HEMOGLOBIN LEVELS AND BODY MASS INDEX WITH THE SOIL-TRANSMITTED HELMINTH INFECTIONS AMONG  ELEMENTARY SCHOOL CHILDREN Background: Children in tropical countries have more helminth infections which can cause blood loss through the gastrointestinal tract. Helminth infections and micronutrient deficiencies are closely related this can result in a decrease in endurance and cause disruption of child development.Purpose: This study aims to determine the effect of helminthiasis on hemoglobin levels and body mass index of elementary school children at Silahisabungan District, Dairi Regency, North Sumatra Province.Methods: This research was an observational analytic cross sectional approach. Subject study as many as 116 children. The study was carried out by examining feces, hemoglobin and counting body mass index the subjects. Statistical analysis used compare means with 95% CI (α = 0,05).Results: In this study, showed that children infected with worms have significant effect on levels of hemoglobin (p < 0.05). The other result there is associated between worm infection with body mass index (p < 0.05).Suggestion: The recommended of this study, important to give regular worm medicine and examination.Latar Belakang: Anak-anak di negara tropis lebih banyak mengalami infeksi kecacingan yang dapat menyebabkan kehilangan darah melalui saluran cerna. Secara kumulatif infeksi cacinganan dapat menimbulkan kekurangan gizi dan kehilangan darah yang berakibat menurunnya daya tahan tubuh dan menimbulkan gangguan tumbuh kembang anak.Tujuan: Penelitian ini bertujuan untuk mengetahui pengaruh kejadian kecacingan terhadap kadar Hb dan indeks masa tubuh anak Sekolah Dasar Kecamatan Silahisabungan Kabupaten Dairi Provinsi Sumatera Utara.Metode: Penelitian ini merupakan studi observasional dengan rancangan cross sectional. Tahapan penelitian dilakukan dengan pemeriksaan fases siswa untuk mendapatkan anak yang kecacingan dan yang tidak kecacingan. Selanjutnya membandingkan  indeks massa tubuh dan kadar  hemoglobin pada anak sekolah dasar yang positif kecacingan dan anak yang negatif kecacingan. Besar sampel pada penelitian  ini sebanyak 116 siswa. Analisa statistik yang digunakan uji beda mean dengan 95% CI (α=0,05).Hasil: Diperoleh ada perbedaan rata-rata indeks massa tubuh anak yang kecacingan dan yang tidak kecacingan dengan nilai p<0,05. Ada perbedaan rata-rata kadar Hb pada anak yang kecacingan dan tidak kecacingan dengan nilai p<0.05.Saran: Perlu adanya pemberian obat cacing yang teratur serta pemeriksaan kecacingan yang rutin pada siswa.      

On the use of the connective ‘and’ in oral narration: a study of French-speaking elementary school children

2004 ◽  
Vol 31 (2) ◽  
pp. 399-419 ◽  
Author(s):  
MONIQUE VION ◽  
ANNIE COLAS
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Native Speakers ◽  
The Other ◽  
Arbitrary Sequence ◽  
Comic Strip ◽  
Display Condition ◽  
Experimental Conditions ◽  
French Speaking

The study deals with children's use of the connective and to end a story. One hundred and ninety-one children (aged 7;0 to 11;0) who were native speakers of French told two-character comic strip stories with no text to a same-age peer. In the consecutive-display condition, the comic strip was in booklet format with one frame per page, whereas in the simultaneous-display condition, all frames were on the same page. In the arbitrary-sequence condition, the events in each comic strip, although presented as a sequence, could have occurred in any order, whereas in the ordered-sequence condition, the order of the events could not be changed. In the maintained-topic condition, the materials were designed to induce a thematic subject right after the first frame (by the repeated presence of the same character in every picture, up to and including the last one), whereas in the changed-topic condition, the other character appeared alone in the last frame.The analysis focused on cases where the children began the narration of the last frame using and to change the text pattern established so far. The results showed that and was often used in this way (35·2% of the productions), especially in the experimental conditions that facilitated event interconnection (simultaneous display, ordered sequence, maintained topic). The ordered-sequence condition showed that the nine-year-olds in simultaneous display employed and in co-occurrence with another connective, whereas the eleven-year-olds mainly used and more specifically: when the topic changed. The discussion deals with the specialization during development of the use of and within a speaker's discourse.

Effects of 100% and 50% Success Rates on Children's Response Speeds

1978 ◽  
Vol 47 (2) ◽  
pp. 371-378
Author(s):  
John H. Whiteley ◽  
Michael R. J. Dewson
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Frustration Effect ◽  
Partial Reinforcement ◽  
The Other ◽  
Success Rates ◽  
Switching Task

Nonreward has facilitated subsequent responding in experiments with children whereas failure has consistently resulted in a decrement in performance. On the premise that failure-elicited interference may have masked any frustration effect in previous studies, the present investigation sought to test the prediction, analogous to the partial reinforcement acquisition effect, that response speeds would be faster under conditions of 50% success than under conditions of 100% success. 40 elementary school children performed 24 trials, each trial consisting of a light-switching task followed by a lever-pulling response. Half of the subjects were allowed to succeed on the switching task on 100% of the trials and the other subjects were failed on 50% of the trials. Analysis of the light-switching speeds showed no significant over-all difference between the 50% and 100% groups; however, in the 50% group subjects responded faster on trials immediately following failure than they did on trials immediately following success. Analysis of lever-start speeds showed speeds of subjects in the 50% group were significantly slower following failure than they were following success. The results were discussed in terms of subjects' strategies and failure-produced interference.

Re-introduction of referents in Italian children's narratives

1996 ◽  
Vol 23 (2) ◽  
pp. 465-486 ◽  
Author(s):  
Margherita Orsolini ◽  
Franca Rossi ◽  
Clotilde Pontecorvo
Keyword(s):  
Elementary School ◽  
Detailed Analysis ◽  
School Children ◽  
Elementary School Children ◽  
Semantic Content ◽  
The Other ◽  
Age Group ◽  
Children's Narratives ◽  
Different Ages ◽  
Italian Children

ABSTRACTIn this study we investigate the re-introduction of referents in the Frog stories told by Italian children aged 4–10 (N = 100). We found that for every age group full nouns are the most frequent forms used for reference re-introduction. Null forms, such as clitic pronouns or person/number inflection on the verb, are the second most frequent forms. A detailed analysis of null forms shows that children of different ages exploit different properties of the verbal and non-verbal context which can make a referent predictable. Compared to preschoolers, elementary school children are more likely to use null forms when the semantic content of the verb, or the structure of the preceding text make referents inferrable. On the other hand, preschoolers tend to exploit the importance of a character in the story plot, or the visual availability of the referent in the non-verbal context, as properties that make an entity salient enough to prevent the speaker from using overt linguistic forms such as full nouns. Our study confirms results of previous research, showing that elementary school children are more competent than preschoolers in integrating the semantic content of the current utterance into the context generated by previous discourse.

Some Social Variables in Conceptual Style Preference

1980 ◽  
Vol 50 (2) ◽  
pp. 452-454
Author(s):  
D. A. Roach
Keyword(s):  
Elementary School ◽  
Birth Order ◽  
Family Size ◽  
School Children ◽  
West Indies ◽  
Elementary School Children ◽  
Economic Status ◽  
The Other ◽  
Social Variables ◽  
Socio Economic Status

The effects of socio-economic status, fathers’ absence, family size, and birth order on the preference for conceptual style of Grade 6 elementary school children in Jamaica, West Indies, were examined. The 206 boys and 212 girls were from 5 urban schools. The Conceptual Style Test and a questiononaire were administered. Analytic conceptual style was significantly and positively correlated with socio-economic status for girls but not for boys. The relations between preference for conceptual style and the other variables were nonsignificant.

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.

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