Discrimination of Simultaneous Melodies

1999 ◽  
Vol 47 (2) ◽  
pp. 101-110 ◽  
Author(s):  
Helga R. Gudmundsdottir
Keyword(s):  
First Graders ◽  
Fifth Graders ◽  
Older Children ◽  
Computer Keyboard ◽  
The One ◽  
Upper Register

This study examined first-, third-, and fifth-graders' ( n = 73) ability to hear two simultaneous melodies. Two familiar melodies and one unfamiliar melody were used as the stimuli. The pairs of simultaneous melodies were presented in different register and timbre combinations. The children were asked to press specially labeled keys on a computer keyboard to indicate which song(s) they heard. Responses were recorded by a computer. The older children identified two simultaneous melodies faster and more accurately than the younger ones did. While 70% of the first graders reported hearing two melodies and identified them with 75 % accuracy, more than 95% of the fifth graders reported hearing two melodies and identified them with 97%) accuracy. Children who were able to correctly identify two simultaneous melodies identified the melody in the upper register first significantly more often than the one in the lower register. However, when the melodies were played with contrasting timbres (trumpet and piano), they tended to identify the trumpet melody before they identified the piano melody regardless of register. Children who were only able to identify one melody tended to focus on the upper melody when the timbre was the same in both registers, but when the melodies were played with contrasting timbres, they attended to the trumpet melody regardless of register.

scholarly journals Introducing Basic Concepts: In Search of the Missing Scaffolds

2017 ◽  
Vol 13 (4) ◽  
pp. 4-14 ◽  
Author(s):  
G.A. Zuckerman ◽  
O.L. Obukhova ◽  
L.A. Ryabinina ◽  
N.A. Shibanova
Keyword(s):  
Fairy Tale ◽  
First Graders ◽  
Educational Games ◽  
Young Student ◽  
Educational Models ◽  
Motivational Support ◽  
Essential Properties ◽  
The Subject ◽  
The One ◽  
Grade One

What are the conditions for the intersection and mutual enrichment of two separate lines of development of conceptual thinking – those of everyday and scientific notions? We assume that such intersection would require at least two conditions. The first one is well known: it is modeling of essential properties of the subject under study. Educational models are providing hand-on actions of the young student with a theoretical content of the notion. The second condition is the motivational support for constructing educational models. This condition is not fulfilled as evidenced by the lack of students’ initiative in creating and using the educational models at the early stages of the introduction of scientific concepts. We expected the conceptual characters of educational games to complement scaffolding for bringing the initial concepts into the systematic school curricula?. On the one hand, these conceptual characters act according to the logic of the concept, on the other hand, they exist as the fairy-tale heroes. Our hypothesis is supported by the evidence from the formative experiments in grade one. When the conceptual characters became part of the lessons, learning became impregnated with feelings, imagination and initiative; in particular, the first-graders were building the learning models without any suggestions from their teacher. The assessment of these students showed that the introduction of the initial concepts with the help of conceptual characters significantly affected the very concepts thus developed; in particular, it promoted their attribution to the essential properties of the subject under study.

scholarly journals Selective trust in young children and distracted adults: halo-effects outweigh rational choices

2020 ◽  
Author(s):  
Jonas Hermes ◽  
Franziska Brugger ◽  
hannes rakoczy ◽  
Tanya Behne
Keyword(s):  
Young Children ◽  
Cognitive Strategies ◽  
Dual Process ◽  
Cognitive Resources ◽  
Older Children ◽  
Selective Trust ◽  
Rational Choices ◽  
Cognitive Foundations ◽  
The One ◽  
The Individual

Research has shown that young children are selective in whom they trust, for example, learning selectively from the previously more reliable sources. To explain what cognitive foundations this capacity may build upon, is has recently been proposed that children recruit different kinds of cognitive strategies. These may include, on the one hand, simple heuristics such as favoring the overall better protagonist or those who score high on a salient, accessible characteristic, and, on the other hand, more systematic and cognitively effortful strategies, e.g., taking into account the individual properties of a protagonist. Based on such dual-process account, the present studies investigated the prediction that the more systematic processes require cognitive resources and develop with age. Children and adults were familiarized with two protagonists: The strong-and-shy protagonist scored high on a highly accessible trait (strength), whereas the weak-and-extraverted protagonist scored high on a less accessible trait (extraversion). In test trials, participants chose between these two protagonists for strength- and extraversion-related tasks. The results were consistent with the prediction of the dual-process account: Older children, and adults under normal conditions, showed a pattern of systematic reasoning, selecting the protagonists with the relevant trait for a given task. Yet, younger children, and adults whose cognitive capacities were burdened with a secondary task, showed a pattern of heuristic reasoning, selecting the strong-and-shy protagonist not only in the strength tasks but often also in the extraversion tasks. This is the first piece of direct evidence for the applicability of a dual-process account on selective trust.

scholarly journals ADHD: Current Questions and Research

CNS Spectrums ◽  
2004 ◽  
Vol 9 (9) ◽  
pp. 638-638
Author(s):  
Jeffery Newcorn
Keyword(s):  
Young Children ◽  
Normal Activity ◽  
Developmental Trajectory ◽  
Controversial Issues ◽  
Risk And Resilience ◽  
Older Children ◽  
Different Ages ◽  
Adolescents And Adults ◽  
Functional Consequences ◽  
The One

The past decade has seen an increased focus on the developmental trajectory of attention-deficit/hyperactivity disorder (ADHD), with the recognition that ADHD is, for many, a life-long condition akin to many other chronic illnesses. There has been an increase in the extent to which young children, adolescents, and adults receive a diagnosis of ADHD, yet there remain many poorly understood and controversial issues within the scientific community and the lay public. Do ADHD patients of different ages present with similar manifestations of the disorder, and if so, why was this not recognized for so long? Are there alternative clinical presentations among ADHD patients of different ages? What is the nature of comorbidity in ADHD over the course of development, and what are its functional consequences? How can we best measure and define ADHD, differentiating it from normal activity in young children, on the one hand, and other psychiatric disorders in older children and adults on the other? This is a key issue because ADHD has been a controversial diagnostic entity to many nonpsychiatrists because there is no one laboratory task that defines it. Most importantly, how do we understand issues related to risk and resilience in a longitudinal model, and can we identify factors that predict different clinical outcomes or pathways?

Do children understand that people selectively conceal or express emotion?

2014 ◽  
Vol 39 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Hajimu Hayashi ◽  
Yuki Shiomi
Keyword(s):  
First Graders ◽  
Negative Emotion ◽  
Fifth Graders ◽  
Order Theory ◽  
Third Graders ◽  
Second Order ◽  
The Other ◽  
The Real ◽  
Express Emotion ◽  
Negative Feelings

This study examined whether children understand that people selectively conceal or express emotion depending upon the context. We prepared two contexts for a verbal display task for 70 first-graders, 80 third-graders, 64 fifth-graders, and 71 adults. In both contexts, protagonists had negative feelings because of the behavior of the other character. In the prosocial context, children were instructed that the protagonist wished to spare the other character’s feelings. In contrast, in the real-emotion context, children were told that the protagonist was fed up with the other character’s behavior. Participants were asked to imagine what the protagonists would say. Adults selected utterances with positive or neutral emotion in the prosocial context but chose utterances with negative emotion in the real-emotion context, whereas first-graders selected utterances with negative emotion in both contexts. In the prosocial context, the proportion of utterances with negative emotion decreased from first-graders to adults, whereas in the real-emotion context the proportion was U-shaped, decreasing from first- to third-graders and increasing from fifth-graders to adults. Further, performance on both contexts was associated with second-order false beliefs as well as second-order intention understanding. These results indicate that children begin to understand that people selectively conceal or express emotion depending upon context after 8 to 9 years. This ability is also related to second-order theory of mind.

How Many Children Are Here Today?

1955 ◽  
Vol 2 (5) ◽  
pp. 161-162
Author(s):  
Mrs. Esther Instebo
Keyword(s):  
First Graders ◽  
First Grade ◽  
The Self ◽  
Actual Person ◽  
True Number ◽  
One To One ◽  
Daily Attendance ◽  
The One

Numbers Seemed To Become more real to my first graders last fall when we decided to use as counters the self-portraits we had made for open house. It was considered a privilege for one child to point to the portraits with a ruler while another tapped the actual person gently on the shoulder or head. This seemed to establish the one to one relationship so necessary in early rote counting. Each child watched intently to be sure he was tapped as his portrait was pointed out. T he port raits were so real to the children that taking daily attendance became a true number experience very quickly. The inevitable first grade chart story of “We have_______boys, We have girls, We have ________ children.” came easily because the children looked forward to counting their friends each day.

The Struggle to Link Written Symbols with Understandings: An Update

1989 ◽  
Vol 36 (7) ◽  
pp. 38-44
Author(s):  
James Hiebert
Keyword(s):  
Young Children ◽  
Real World ◽  
Mathematics Learning ◽  
Older Children ◽  
Simple Addition ◽  
Addition And Subtraction ◽  
The One ◽  
Real World Problems

Two of the most striking and informative results from recent research on children's mathematics learning are the following. On the one hand, many children possess a surprising degree of competence with mathematical situations outside of school. For example, before beginning school, most young children can solve simple addition and subtraction stories, such as “Mary has 8 pennies. She gives 3 pennies to Roger. How many does she have left?” (Carpenter and Moser 1984; DeCorte and Verschaffel 1987; Riley, Greeno, and Heller 1983). In other words, before children have been taught how to add and subtract, they can solve addition and s ubtraction problems. Similarly, older children, as well as adults, can solve a variety of real-world problems using strategies that they have not learned directly in school (Carraher, Carraher, and Schliemann 1987; Lave, Murtaugh, and de Ia Rocha 1984; Scdbner 1984).

in which members share little in common perceptually. Food consists simply of those items that play a certain role in children's breakfast, lunch, and dinner scripts. In an especially well-known study, Lucariello, Kyratzis, and Nelson (1992) asked preschool children of various ages to provide specific items for five super-ordinate categories: food, clothes, animals, furniture, and tools. The first three of these in particular were hypothesized to have slot-filler structure because of their participation in salient events in children's lives, and indeed, it was found that the basis for each of these categories for young children was the similar events in which its exemplars participated. There was also evidence that the older children formed these categories on the basis of more different types of events than younger children. Subsequent research has shown that children can form both syntagmatic and paradigmatic categories from their initial event representations (see Nelson, 1996, for a review). Nelson is one of the only theorists of children's language development who has gone onto focus on the nature of children's lexical development later in the preschool period (the one major exception being Anglin, 1977,1983). Briefly, the idea is that by establishing lexical fields of similar terms, children construct relations such as synonymy, antonymy, and hy pony my (hierarchical relations). The establishment of these relations makes possible "the manipulation of language terms without refer-ence to situational context" (Nelson, 1985, p. 214); that is, children establish lexical relations among words, "unencumbered by all of the syntagmatic entailments of the conceptual system" (Nelson, 1985, p. 214). Establishing these kinds of abstract rela-tions enables children to, among other things, perform in adult-like ways in explicit verbal classification tasks as they approach school age. It is only at this point that Nelson is willing to say that children have "a system of semantic relations that is purely symbolic and semiautonomous, that is, it can operate independently of the conceptual system" (Nelson, 1985, p. 214). Strong evidence for this proposal was re-cently supplied by Sell (1992). In a study of children ranging in age from 2 to 10 years, she found that the youngest children seemed to possess mainly categories based in specific events. The slightly older children (5-6 years of age) possessed, in addition, slot-filler categories based on participant roles in whole classes of events. It was only the oldest, school-aged children, who possessed fully taxonomic concep-tual categories independent of specific events and event types. With respect to the grammatical structure of language, Tomasello (1992a) used Nelson's event-based model to explicate some aspects of children's early multi-word productions. The hypothesis was that the basic structure of children's earliest multiword utterances is provided by verbs. The defining feature of verbs is of course the dynamic and sequential nature of their underlying conceptualizations; they refer to events and states of affairs. Moreover, the meaning of a verb perforce includes participant roles such as agent and patient as an integral component. For example, the meaning of the verb give includes the giver, the thing given, and the person given to as they engage in certain activities. Children's understanding and

2002 ◽  
pp. 13-26
Keyword(s):  
Basic Structure ◽  
Conceptual System ◽  
Older Children ◽  
Grammatical Structure ◽  
Lexical Development ◽  
Initial Event ◽  
Participant Roles ◽  
The One ◽  
Event Based ◽  
Event Representations

How children aged seven to twelve organize the opening sequence in a map task

2015 ◽  
Vol 43 (4) ◽  
pp. 731-759
Author(s):  
ANNA FILIPI
Keyword(s):  
Conversation Analysis ◽  
Access To Information ◽  
Older Children ◽  
Discourse Marker ◽  
Starting Point ◽  
Spatial Tasks ◽  
Question And Answer ◽  
Marker Location ◽  
The One ◽  
Differential Access

AbstractUsing the methods of conversation analysis, the opening sequences of a map task in the interactions of sixteen children aged seven to twelve were analyzed. The analytical concerns driving the study were who started, how they started, and how children dealt with differential access to information and the identification of phases within the opening. It was found that all participants oriented to the instruction-giver as the one to start, even when the information-follower commenced the task. With respect to how to start, the older children produced a question and answer sequence or a try-mark to establish a common starting point. Five of the eight younger children inferred a common starting point on the map. Three recurring phases were identified: readiness to begin established through a discourse marker, location of the starting point, and actual instruction. The findings are discussed with reference to the importance of interaction in referential spatial tasks.

Effects of a School-Based Physical Activity Program on Physical and Psychosocial Quality of Life in Elementary School Children: A Cluster-Randomized Trial

2010 ◽  
Vol 22 (4) ◽  
pp. 511-522 ◽  
Author(s):  
Tim Hartmann ◽  
Lukas Zahner ◽  
Uwe Pühse ◽  
Jardena J. Puder ◽  
Susi Kriemler
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Elementary School ◽  
School Children ◽  
Effect Size ◽  
Elementary School Children ◽  
First Graders ◽  
Fifth Graders ◽  
School Based

The present study tested the effect of a school-based physical activity (PA) program on quality of life (QoL) in 540 elementary school children. First and fifth graders were randomly assigned to a PA program or a no-PA control condition during one academic year. QoL was assessed by the Child Health Questionnaire at baseline and postintervention. Based on mixed linear model analyses, physical QoL in first graders and physical and psychosocial QoL in fifth graders were not affected by the intervention. In first graders, the PA intervention had a positive impact on psychosocial QoL (effect size [d], 0.32; p < .05). Subpopulation analyses revealed that this effect was caused by an effect in urban (effect size [d], 0.38; p < .05) and overweight first graders (effect size [d], 0.45; p < .05). In conclusion, a school-based PA intervention had little effect on QoL in elementary school children.

The Experience of Childhood

2018 ◽  
Author(s):  
Bernard Capp
Keyword(s):  
Birth Order ◽  
Sibling Rivalry ◽  
Older Children ◽  
Parental Preferences ◽  
Family Issues ◽  
General Preference ◽  
The One ◽  
Brothers And Sisters

The chapter sets out the gendered context of childhood, on family issues such as the education and behaviour deemed appropriate for boys and girls, and what level of freedom they might enjoy. It explores parental preferences in terms of both gender and birth order, and shows that despite a general preference for boys, many couples hoped for children of both sexes. The analysis then addresses the issue of individual favouritism. While the eldest son was often favoured, other parents showered affection on their youngest, or the one closest in temperament. Parental favouritism was a major factor in sibling rivalry, with resentment over issues such as inheritance directed both at parents and the favoured siblings. The chapter ends by exploring the contrasting evidence of close childhood bonds, and striking examples of the care and protection provided by older children towards younger brothers and sisters.

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