Form Reproduction as a Function of Complexity

1968 ◽  
Vol 26 (1) ◽  
pp. 219-222 ◽  
Author(s):  
Keith E. Beery
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Negatively Associated ◽  
Age Related

180 elementary school children, ranging in age from 6 to 14 yr., were tested for their ability to reproduce geometric forms by means of direct copy on paper with pencil. The forms varied in complexity, as defined by the number of sides. Complexity was found to be negatively associated with level of performance in form reproduction, especially for forms of 8 sides or fewer. Performance in form reproduction was positively associated with age but some age-related inversions were noted.

The ‘open-earedness’ hypothesis and the development of age-related aesthetic reactions to music in elementary school children

2008 ◽  
Vol 25 (2) ◽  
pp. 121-138 ◽  
Author(s):  
Reinhard Kopiez ◽  
Marco Lehmann
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Classical Music ◽  
Rating Scale ◽  
Avant Garde ◽  
Musical Preference ◽  
Age Related ◽  
Age Range ◽  
Musical Styles

This study investigates age-related changes in musical preference in elementary school children. The tolerance towards unconventional musical styles has been called ‘open-earedness’ (Hargreaves, 1982a), and it is assumed to decline with increasing age. Musical preferences of 186 students from grade 1 to 4 (age range: 6–10 years) were measured by using a 5-point iconographic rating scale. Eight sound examples were presented in a sound questionnaire. Results showed a decline of open-earedness for unconventional music (classical, ethnic and avant-garde music) from grade 1 to 2 (age: 7–8 years). However, this effect disappeared when classical music was excluded from data analysis. Only a few absolute rejections of unconventional musical styles were found, and the mean preference ratings did not exceed the neutral mean range. Future studies will have to consider additional factors of influence to make clear predictions about the point in time when this transition occurs.

scholarly journals Effects of a Teacher-Centred, School-Based Intervention Program on Health Behavior and Cardiovascular Disease Risk in Elementary School Children

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Clemens Drenowatz ◽  
Olivia Wartha ◽  
Susanne Brandstetter ◽  
Jürgen M. Steinacker
Keyword(s):  
Cardiovascular Disease ◽  
Elementary School ◽  
Health Behavior ◽  
School Children ◽  
Elementary School Children ◽  
Intervention Group ◽  
Cvd Risk ◽  
School Based Intervention ◽  
School Based ◽  
Age Related

The increasing prevalence of overweight and obese children along with accompanying comorbidities has prompted an early acknowledgement of a healthy lifestyle. The purpose of this study was to examine the effect of a teacher-centered, school-based intervention on cardiovascular disease (CVD) risk and health behavior in elementary school children. 935 first- and second-grade children in southwest Germany provided valid data at baseline and follow-up. Trained technicians measured height and weight along with blood pressure, cholesterol, and intra-abdominal fat to determine CVD risk. Parent questionnaires were used to assess children’s health behavior. Within one year CVD risk declined in the intervention group, particularly due to an attenuation of the age-related increase in mean arterial pressure. The age-related decline in habitual sports participation was attenuated, and children in the intervention groups displayed higher odds of playing outside. Further, the consumption of sugar-sweetened beverages declined in the intervention group, and TV time remained stable, while it increased in the control group. These results indicate that a teacher-centered intervention positively affects health behavior and CVD risk. The incorporation of the intervention by the classroom-teacher should allow for a sustainable participation, which may result in more pronounced effects over time.

Sleep patterns and their age-related changes in elementary-school children

2010 ◽  
Vol 11 (6) ◽  
pp. 569-575 ◽  
Author(s):  
Wan Seok Seo ◽  
Hyung-Mo Sung ◽  
Jong Hun Lee ◽  
Bon Hoon Koo ◽  
Min Ji Kim ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Sleep Patterns ◽  
Age Related ◽  
Age Related Changes

Trait Emotional Intelligence Related to Bullying in Elementary School Children and to Victimization in Boys

2017 ◽  
Vol 37 (4) ◽  
pp. 178-187 ◽  
Author(s):  
Andrew A. Peachey ◽  
Jeanne Wenos ◽  
Stephanie Baller
Keyword(s):  
Elementary School ◽  
Emotional Intelligence ◽  
High School Students ◽  
School Children ◽  
Elementary School Children ◽  
Short Form ◽  
Trait Emotional Intelligence ◽  
School Students ◽  
Bully Victimization ◽  
Negatively Associated

While Healthy People 2020 calls for a reduction of bullying among high school students as a public health priority, earlier intervention supported by Occupational Therapists may be warranted. The current study investigated the prevalence of bullying behaviors within an elementary school, compared the experiences of victims with those of perpetrators, and determined when and for whom Trait Emotional Intelligence is a predictor of bullying and victimization. Elementary school children ( n = 235) in Grades 3 to 5 completed the Forms of Bullying Scale–Victim, the Forms of Bullying Scale–Perpetrator, and the Trait Emotional Intelligence Questionnaire–Child Short Form. The prevalence of bully-only perpetration was 3.0%, of victimization-only was 48.5%, and of bully-victimization was 10.4%. Trait Emotional Intelligence was negatively associated with bullying. Trait Emotional Intelligence was negatively associated with victimization in boys, but not girls. The findings are discussed within the need to provide instruction and services to students at an early age.

More Rapid and Stronger Vection in Elementary School Children Compared with Adults

Perception ◽  
10.1068/p7251 ◽  
2012 ◽  
Vol 41 (11) ◽  
pp. 1399-1402 ◽  
Author(s):  
Nobu Shirai ◽  
Takeharu Seno ◽  
Sachie Morohashi
Keyword(s):  
Elementary School ◽  
Visual Field ◽  
Motion Perception ◽  
School Children ◽  
Elementary School Children ◽  
Size Difference ◽  
Age Related ◽  
Cumulative Duration ◽  
Self Motion

We compared vection (visually induced illusory self-motion perception) among elementary school children and adults by measuring latency to onset, cumulative duration, and estimated strength of vection. Significantly stronger vection with shorter latency was observed in children compared with adults. Several possible causes (eg size-difference of the effective visual field) of the age-related differences are discussed.

Effects of Lightness Contrast and Fundus Pigmentation on Age-Related Decrement in Magnitude of the Mueller-Lyer Illusion

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1276-1278 ◽  
Author(s):  
Pam Ebert
Keyword(s):  
College Students ◽  
Elementary School ◽  
School Children ◽  
Contrast Effect ◽  
Elementary School Children ◽  
Bimodal Distribution ◽  
Lightness Contrast ◽  
Age Related ◽  
Fundus Pigmentation ◽  
White College

Components of the Mueller-Lyer figure, representing two levels of lightness contrast (1.5 black/ and 7.5 light grey/ each on 9.5 white/ ground) were viewed tachistoscopically for 500 msec. by 65 white elementary school children and 50 white college students. The contrast effect was significant, with black figures yielding a greater illusion than the light grey figures at all age levels. Further, a bimodal distribution of fundus density was evident in both age categories, with more densely pigmented Ss yielding smaller illusions.

scholarly journals Diagnosis of the audio-verbal memory as a basic modality of mnemonic processes of elementary school children with Dyslexia

2020 ◽  
Vol 55 ◽  
pp. 156-170
Author(s):  
Zhanna Svirska
Keyword(s):  
Elementary School ◽  
School Children ◽  
Verbal Memory ◽  
Elementary School Children ◽  
Reading Skills ◽  
Age Related ◽  
Basic Parameters ◽  
Text Reading ◽  
Specific Disorders ◽  
Qualitative And Quantitative Characteristics

The article is devoted to the first Ukrainian research of the audio-verbal memory as the basic modality of the mnemonic processes necessary for successful mastering in text reading skills. More specifically, we observe the correlation between the number of immature mental processes and barriers in the perception and active processing (decoding) of information for elementary school children. We could see that mastering in the reading skills is greatly influenced by impairment of the audio-verbal memory for children with specific disorders of psychological development. This research is the only one in Ukraine that defines and determines the performance indicators of audio-verbal memory, its qualitative and quantitative characteristics for the young children with Dyslexia. Studying the age-related dynamics of memory of children with Dyslexia has shown that its varieties have a different rate of development intensity: the basic parameters of audio-verbal memory of children with impaired reading skills have improved significantly with aging.

scholarly journals Generative Learning: Which Strategies for What Age?

2020 ◽  
Author(s):  
Garvin Brod
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
University Students ◽  
Concept Mapping ◽  
Learning Strategies ◽  
School Children ◽  
Elementary School Children ◽  
Age Groups ◽  
Generative Learning ◽  
Age Related

Abstract Generative learning strategies are intended to improve students’ learning by prompting them to actively make sense of the material to be learned. But are they effective for all students? This review provides an overview of six popular generative learning strategies: concept mapping, explaining, predicting, questioning, testing, and drawing. Its main purpose is to review for what ages the effectiveness of these strategies has been demonstrated and whether there are indications of age-related differences in their effectiveness. The description of each strategy covers (1) how it is supposed to work, (2) the evidence on its effectiveness in different age groups, and (3) if there are age-related differences in its effectiveness. It is found that while all six generative learning strategies reviewed have proven effective for university students, evidence is mixed for younger students. Whereas some strategies (practice testing, predicting) seem to be effective already in lower-elementary-school children, others (drawing, questioning) seem to be largely ineffective until secondary school. The review closes with a call for research on the cognitive and metacognitive prerequisites of generative learning that can explain these differences.

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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