Repeated Presentation of Stimuli and Production of Original Responses by Children

1973 ◽  
Vol 36 (1) ◽  
pp. 173-174 ◽  
Author(s):  
Joe Khatena
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Elementary School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Repeated Presentation ◽  
Verbal Stimuli

Form I of the Children's Version of Onomatopoeia and Images was administered to 107 elementary school students and Form II to 100 junior high school students. Their responses to 4 presentations of 5 verbal stimuli showed progressive mean gains in originality scores with the greatest gains occurring on the first repetition.

The analysis of elementary and high school students' natural and humorous responses patterns in coping with embarrassing situations

2014 ◽  
Vol 27 (2) ◽  
Author(s):  
Hui-Ju Chang ◽  
Chien-Ya Wang ◽  
Hsueh-Chih Chen ◽  
Kuo-En Chang
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Elementary Students ◽  
Elementary School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Aggressive Humor

AbstractThis research aims to examine the use of humor in early adolescents for coping with imagined situations. The main issues investigated are the response patterns of participants to requests to answer the imagined questions by taking both general and humorous perspectives. The Interpersonal Coping Questionnaire was used to survey 485 fifth- to eighth- grade elementary school students in Taipei County and Taipei City for their answers to the imagined questions. The results show that, compared to the general answering perspective, elementary school students taking the humorous answering perspective tended to use specific coping strategies, humor techniques and content. The analysis of techniques of humor in our study has also revealed that irony, imitation, and metaphor were the most used strategies to cope with embarrassing interpersonal conditions in cases where a humorous approach was requested. In terms of age, both male and female junior high school students use more humorous techniques than the fifthand sixth-graders do, indicating a significant correlation between the creation of humor and the development of cognition. In terms of gender, female junior high school students use illogic and parody/imitation more than the male counterparts do.The respondents' humorous responses were also classified as aggressive, affiliative, self-defeating, or self-enhancing. It was discovered in this study that in terms of age, male elementary students mostly frequently used aggressive humor, whereas female elementary students mostly often used affiliative humor responses. As for junior high school students, male students use more aggressive humor, while their female counterparts use more self-defeating humor. These findings of the present research provide a valuable understanding for education.

Analyses of interest and recognition of necessity on soil by elementary school pupils and junior high school students based on a questionnaire survey on soil in Japan

2020 ◽  
Author(s):  
Hideaki Hirai ◽  
Mitsuru Toma ◽  
Ikuko Akahane
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Junior High School ◽  
Questionnaire Survey ◽  
Rice Field ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Forest Park

<p>Focusing on the number of the word “soil” in the field of science in the national guideline of Japan, it has been decreasing almost every ten years. Also, soil is taught inorganically and organic aspect is not treated in the field of science of the recent curriculum (Hirai et al. 2011). On the other hand, as urbanization is proceeding, people are gathering into city where the places with soil are scarce. Under such circumstances it would be important to analyze an interest and recognition of necessity on soil of elementary school pupils and junior high school students who are engaged with the present educational guideline. Therefore, soil education committee of Japanese Society of Soil Science and Plant Nutrition made a decision to conduct a questionnaire survey on soil in 2015. The questions in the questionnaire are; Q1. Are there places with soil around where you live, such as a rice field, forest, park or garden? Q2. Would you like to have places with soil around where you live? Q3. If you replied that you preferred to have a place with soil, what are your reasons? Q4. If you answered that you preferred not to have places with soil around in Q2, what are your reasons? Q5. In what situations have you touched soil? Q6. Circle all of the functions of soil that you think are useful in the lives of people, animals and plants which you are familiar with. Q7. Would you like to know more about soil? After the questionnaire survey, it was revealed that the questionnaire was answered by 5,396 pupils in the elementary schools and 3,472 students in the junior high schools. The results were partly summarized as follows: 1) The percentage of those who replied “I would like to have as many as possible” for Q2 decreased with increasing grade. The highest value was 48.3 % of 1<sup>st</sup> grader of elementary school, while the lowest was 27.5 % of 3<sup>rd</sup> grader of junior high school. The recognition of necessity on soil would be decreasing with increasing age. 2) The percentage of those who replied Q5 with “When working with flower pots” decreased with increasing grade. The highest value was 71.0 % of 1<sup>st</sup> grader of the elementary school, while the lowest was 23.1 % of 3<sup>rd</sup> grader of junior high school. Moreover, almost the same tendency was observed for “When taking a class at school”, that is, the highest value was 69.6 % of 1<sup>st</sup> grader of elementary school, while the lowest was 27.1 of 3<sup>rd</sup> grader of junior high school. 3) The percentage of those who replied “I would like to know as much as possible about soil” for Q7 decreased with increasing age. The highest value was 66.1 % of 2<sup>nd</sup> grader of elementary school, while the lowest value was 14.5 % of 3<sup>rd</sup> grader of junior high school.</p>

scholarly journals COMPARATIVE ANALYSIS OF THE USAGE OF WHATSAPP AS A LEARNING APPLICATION DURING THE COVID-19 PANDEMIC IN ELEMENTARY SCHOOL AND JUNIOR HIGH SCHOOL STUDENTS

2021 ◽  
Vol 10 (2) ◽  
pp. 317
Author(s):  
Rinda Nuningtyas ◽  
Bambang Widi Pratolo ◽  
Arina Athiyallah
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Student Teaching ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Advantages And Disadvantages

During the Covid-19 pandemic, there was a very significant change in student teaching and learning methods.The government policy requires that almost all activities including learning activities at school be eliminated and replaced with online schools. One of the most used applications for learning in this pandemic era is WhatsApp. The general objective of this research is to conduct a comparative study on the use of the WhatsApp application as a learning application during the Covid-19 pandemic in elementary and junior high school students in English. While the specific purpose of this research is to find out the strengths and weaknesses as well as the constraints of using WhatsApp as a learning application. The research method used is through field observations using qualitative descriptive methods and also interview techniques to several elementary and junior high school students in the research environment. This is interesting to research further based on direct observations of researchers on the use of WhatsApp on school students directly. This study assumes that the advantages and disadvantages of the learning process using WhatsApp will be found for both elementary school students and junior high school students. That elementary school finds difficulty in using WhatsApp for learning. Because some of the elementary students are still not fluent in reading. Junior high school learners assume that learning by WhatsApp is efficient but still not comparable to face-to-face meetings. The research implications are as follows:  that the students would be able to learn easily by using WhatsApp as a learning application. The teacher Would find another method that enhances the understanding of the students besides using WhatsApp by necessity.

scholarly journals PERIBAHASA SUNDA (Kajian Struktur, Semantik, dan Psikolinguistik)

LOKABASA ◽  
2013 ◽  
Vol 4 (1) ◽  
Author(s):  
HARIS SANTOSA NUGRAHA
Keyword(s):  
High School ◽  
High School Students ◽  
Elementary School Students ◽  
Junior High School ◽  
Junior High ◽  
Senior High School ◽  
Junior High School Students ◽  
School Students ◽  
Functional Elements ◽  
Sentence Patterns

Penilitian ini bertujuan untuk menganalisis dan mendeskripsikan struktur peribahasa Sundaditinjau dari unsur fungsional sintaksisnya (tata kalimat), menganalisis dan mendeskripsikanunsur semantik peribahasa Sunda ditinjau dari jihat makna perbandingan dan maksudnya, sertamenemukan dan mendeskripsikan pemetaan peribahasa Sunda di setiap jenjang sekolah (SD, SMP,SMA) yang ditinjau dari aspek psikolinguistik (perkembangan bahasa anak). Dalam penelitian inidigunakan metode deskripstif-analisis. Melalui teknik studi pustaka, diambil data secara purposifsebanyak 185 peribahasa. Data tersebut diolah menggunakan metode hermeneutik melalui analisisunsur langsung. Kajian ini menyimpulkan bahwa (a) struktur peribahasa Sunda memiliki empatpola kalimat yang terdiri atas dua pola struktur kalimat sempurna dan dua pola kalimat tidaksempurna; (b) peribahasa Sunda memiliki makna perbandingan (murni dan campuran) dan maknamaksud (piluangeun, paréntah dan pituah); serta (c) unsur psikolinguistik peribahasa bisa untukmemetakan peribahasa di sekolah. Peribahasa untuk siswa SD ada 47 (25%), SMP ada 77 (40%),dan SMA ada 65 (35%). AbstractThis research aims to describe and analyze the structure of Sundanese proverb as seen fromthe functional elements of syntax, to describe and analyze the semantic elements of Sundaneseproverb by comparing meanings and intents, and to discover and schematize Sundanese proverbsat every level of school (elementary, junior high, senior high school) from the standpoint ofpsycholinguistics (child language development). This study used descriptive-analytical method.Through purposive sampling, the data comprised 185 proverbs. Samples were analyzed usingthe method of hermeneutics through direct elemental analysis. The study concluded that (a) thestructure of Sundanese proverbs has four patterns of sentences consisting of two perfect sentencestructure patterns and two incomplete sentence patterns; (b) Sundanese proverbs contain meaningcomparison (pure and mixed) and the meaning of intent (piluangeun, parentah and pituah), and (c)psycholinguistic elements of the proverbs in school: 47 proverbs for elementary school students(25%), 77 for junior high school students (40%), and 65 for senior high school (35%).

scholarly journals The Effect of Prior Knowledge of English at Elementary School on the Reading Ability of Junior High School Students

2019 ◽  
Vol 1 (2) ◽  
pp. 21-28
Author(s):  
Roudhotul Hildayani
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Prior Knowledge ◽  
Junior High School ◽  
Reading Ability ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Ex Post

This research is used quantitative method and the design used in this research was  ex post facto. In collecting the data, the reseacher administer questionairre then share the reading test to the students. In analyzing the data, the reseacher used linear regression in SPSS 16.0.the result of this research  shows that there is effect or influence between prior knowledge of english and reading ability. Based on the calculation linear reggresion, the gain of sig is 0.021  which is less than 0.05  . it mean s that prior knowledge of english at elementary school influence the reading ability of junior high school students. It can be concluded that the students who get  prior knowledge of english at elementary school are having better reading ability than those who do not.  

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