Developmental Shift Hypothesis and Preferred Memory Attributes in Elementary School Children

1978 ◽  
Vol 46 (1) ◽  
pp. 167-170 ◽  
Author(s):  
George W. Hynd ◽  
John E. Obrzut
Keyword(s):  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
Fourth Graders ◽  
Sixth Graders ◽  
Second Graders ◽  
Developmental Shift ◽  
Limited Support ◽  
Orderly Fashion ◽  
Shift Hypothesis

Developmental preferences for memory attributes were investigated through an analysis of errors on a word-recognition test for children in grades 2, 4, and 6. 20 male and 20 females participated at each grade level. It was predicted that developmental shifts would occur whereby second graders would demonstrate a preference for orthographic distractors, fourth graders would prefer acoustic distractors, and sixth graders would evidence a preference for the associative-verbal distractors. Posttest comparisons showed that only second graders demonstrated the predicted preference. There were no other significantly preferred attributes according to grade level or sex. These findings offer limited support to the developmental shift hypothesis. Children, rather than shifting from one preferred attribute of memory to another in an orderly fashion as has been suggested, may progress through alternating stages where a number of attributes are prominant in recall to periods of development where a definite preference exists.

Reinforcement-Responsibility Differences in Birth Order, Grade Level, and Sex of Children in Grades 4, 5, and 6

1974 ◽  
Vol 34 (3) ◽  
pp. 699-705 ◽  
Author(s):  
Robert C. Newhouse
Keyword(s):  
Locus Of Control ◽  
Factorial Design ◽  
Birth Order ◽  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
Fourth Graders ◽  
Sixth Graders ◽  
Demographic Variables ◽  
Positive Events

This study was concerned with examining reinforcement-responsibility, a measure of locus of control, and its possible relationship to several demographic variables; sex, birth order, and grade level. The sample consisted of 800 elementary school children in Grades 4, 5, and 6. Data were analyzed by a 2 × 3 × 3 unbalanced factorial design with a co-variate adjustment (sex by birth order by grade level). Results indicated that only-born children assume credit for a lesser number of positive events than first- or later-borns, that fourth graders were more inclined than fifth and sixth graders to assume credit for their successes and less likely to accept responsibility for their failures, and females were more accepting of blame for failures than males ( p ≤ .05) for all comparisons.

The development of whole-word representations in compound word processing: Evidence from eye fixation patterns of elementary school children

2011 ◽  
Vol 32 (3) ◽  
pp. 533-551 ◽  
Author(s):  
TUOMO HÄIKIÖ ◽  
RAYMOND BERTRAM ◽  
JUKKA HYÖNÄ
Keyword(s):  
Eye Movements ◽  
School Children ◽  
Elementary School Children ◽  
Word Processing ◽  
Reading Development ◽  
Sixth Graders ◽  
Second Graders ◽  
Fixation Durations ◽  
Whole Word

ABSTRACTThe role of morphology in reading development was examined by measuring participants’ eye movements while they read sentences containing either a hyphenated (e.g., ulko-ovi “front door”) or concatenated (e.g., autopeli “racing game”) compound. The participants were Finnish second, fourth, and sixth graders (aged 8, 10, and 12 years, respectively). Fast second graders and all four and sixth graders read concatenated compounds faster than hyphenated compounds. This suggests that they resort to slower morpheme-based processing for hyphenated compounds but prefer to process concatenated compounds via whole-word representations. In contrast, slow second graders’ fixation durations were shorter for hyphenated than concatenated compounds. This implies that they process all compounds via constituent morphemes and that hyphenation comes to aid in this process.

Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities

2009 ◽  
Vol 32 (3) ◽  
pp. 123-141 ◽  
Author(s):  
Virginia W. Berninger ◽  
Robert D. Abbott ◽  
Amy Augsburger ◽  
Noelia Garcia
Keyword(s):  
Learning Disabilities ◽  
Grade Level ◽  
Fourth Graders ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Relative Advantage ◽  
Typically Developing ◽  
Spelling Ability ◽  
Students With Ld ◽  
Larger Sample

Fourth graders with learning disabilities in transcription (handwriting and spelling), LD-TD, and without LD-TD (non-LD), were compared on three writing tasks (letters, sentences, and essays), which differed by level of language, when writing by pen and by keyboard. The two groups did not differ significantly in Verbal IQ but did in handwriting, spelling, and composing achievement. Although LD-TD and non-LD groups did not differ in total time for producing letters by pen or keyboard, both groups took longer to compose sentences and essays by keyboard than by pen. Students in both groups tended to show the same pattern of results for amount written as a larger sample of typically developing fourth graders who composed longer essays by pen. Results for that sample, which also included typically developing second and sixth graders, showed that effects of transcription mode vary with level of language and within level of language by grade level for letters and sentences. However, consistently from second to fourth to sixth grade, children wrote longer essays with faster word production rate by pen than by keyboard. In addition, fourth and sixth graders wrote more complete sentences when writing by pen than by keyboard, and this relative advantage for sentence composing in text was not affected by spelling ability. Implications of the results for using computers for accommodations or specialized instruction for students with LD-TD are discussed.

Music Listening Preferences of Elementary School Children

1974 ◽  
Vol 22 (4) ◽  
pp. 284-291 ◽  
Author(s):  
R. Douglas Greer ◽  
Laura G. Dorow ◽  
Andrew Randall
Keyword(s):  
Elementary School ◽  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
Rock Music ◽  
Music Listening ◽  
Music Preferences ◽  
Grade Levels ◽  
Elementary Grade ◽  
Reinforcement Device

Nonverbal tests using an episodic reinforcement device were conducted to ascertain the music preferences of children in elementary grade levels. The tests also provided data on listening attention span in these grades. Results indicated a growing preference for rock music over nonrock music with advancing grade level, with a critical change observable between third and fourth grade levels

Children’s Perceptions of Indebtedness: The Help-seeker’s Perspective

1997 ◽  
Vol 20 (4) ◽  
pp. 699-713 ◽  
Author(s):  
Peggy A. De Cooke
Keyword(s):  
Help Seeking ◽  
Low Cost ◽  
Fourth Graders ◽  
Sixth Graders ◽  
Second Graders ◽  
Low Achievement ◽  
Children's Perceptions ◽  
High Achieving ◽  
The Cost ◽  
Experienced Difficulty

The present study examined age and ability differences in children’s evaluations of indebtedness in help-seeking. Second-, fourth-, and sixth-graders were separated into high-, medium-, and low-achievement groups. Children responded to two high-cost and two low-cost vignettes describing a hypothetical classroom help exchange between two peers. Second- and fourth-graders experienced difficulty in determining the extent of their indebtedness. Sixth-graders offered evaluations of indebtedness that varied systematically with helper cost. With the exception of the second-graders, low-achieving children did not differentiate their ratings across the cost conditions. In contrast, low-achieving second-graders and high-achieving sixth-graders rated the importance of reciprocation higher in the high-cost than in the low-cost condition. Children’s understanding of the norms guiding help-seeking interactions between peers is discussed.

Perceptual Information and Allocation of Reward by Elementary School Children

1975 ◽  
Vol 40 (1) ◽  
pp. 247-254
Author(s):  
Robert C. Coon ◽  
Irving M. Lane ◽  
Jerome R. Schmidt
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Second Graders ◽  
Second Grade ◽  
Perceptual Information ◽  
Perceptual Cues ◽  
Small Magnitude ◽  
Equity Research

The present study investigated an assumption derived from equity research concerning the types of cues that influence allocation of reward by kindergarten, first, and second grade children ( ns = 40). Subjects viewed numerically equivalent stimuli which differed in length. Magnitude of work inputs and magnitude of rewards to be allocated were manipulated experimentally. Results indicated that for both large and small magnitudes of work inputs, second graders viewed the stimuli as equal, whereas, younger children acknowledged the equivalence of stimuli only for small magnitude of work inputs. Results also indicated that children allocated rewards equally, regardless of misleading perceptual cues. Implications for equity were considered.

Disfluency Behavior of Elementary School Stutterers and Non-Stutterers: The Adaptation Effect

1968 ◽  
Vol 11 (3) ◽  
pp. 622-630 ◽  
Author(s):  
Dean E. Williams ◽  
Franklin H. Silverman ◽  
Joseph A. Kools
Keyword(s):  
Elementary School ◽  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
Sixth Grade ◽  
First Grade ◽  
Adaptation Effect ◽  
Speaking Task

A group of 184 elementary school children, 92 stutterers and 92 matched nonstutterers, performed a speaking task three times consecutively. Kindergarten and first grade children repeated a series of sentences, and the second through sixth grade children read a passage. Both the stutterers and the nonstutterers exhibited the adaptation effect. Both adapted proportionally to approximately the same degree. There was no tendency in either group for the degree of adaptation to vary as a function of grade level. Whether or not a child exhibited the adaptation effect appeared to be more closely related to how disfluent he was on his first performance of the task than to whether he had been labeled as a stutterer or a nonstutterer. Our results indictate that adaptation is not unique to stutterers, but is to be found also in normal speakers. Several implications are discussed.

Developmental Patterns in Problem Solving and Divergent Thinking Abilities in Gifted Elementary School Children

1978 ◽  
Vol 1 (2) ◽  
pp. 37-48 ◽  
Author(s):  
Sylvia Rosenfield ◽  
John C. Houtz
Keyword(s):  
Problem Solving ◽  
School Children ◽  
Elementary School Children ◽  
Divergent Thinking ◽  
Sixth Graders ◽  
Thinking Skills ◽  
Individual Variability ◽  
Gifted Children ◽  
Problem Solving Skills ◽  
Developmental Patterns

Development of problem solving and divergent thinking skills in intellectually gifted children was examined through administration of experimental tasks to 233 second through sixth graders. Different patterns of development were observed: problem solving skills grew steadily from the second through the sixth grades; divergent thinking increased from second through fourth, with no significant increase thereafter. Of potentially greater importance was the fact that children in fifth and sixth grades demonstrated more intra-individual variability across tasks than children in the earlier grades. Implications for curricula to include more divergent thinking tasks were discussed.

Children's interpretation of referential ambiguities and pragmatic inference

1984 ◽  
Vol 11 (3) ◽  
pp. 665-672 ◽  
Author(s):  
Serge Bredart
Keyword(s):  
Information Processing ◽  
Fourth Graders ◽  
Sixth Graders ◽  
Second Graders ◽  
Verbal Responses ◽  
Pragmatic Inference

ABSTRACTThe verbal responses of 22 second graders, 24 fourth graders and 22 sixth graders to ambiguous and clear messages were recorded. Children's referential choices were analysed. After the ambiguous messages, children (from the age of seven years) chose preferentially a referent with only the feature described in the message rather than a referent with this feature plus another one. The results support the Jackson & Jacobs' hypothesis (1982) that children use an interpretative strategy based on a presupposition about the speaker's co-operation. But the results may also support a hypothesis that children use an information-processing rule not necessarily related to a presupposition about the speaker's co-operation.

Algebra in the Fourth Grade

1960 ◽  
Vol 7 (2) ◽  
pp. 77-79
Author(s):  
Cynthia Parsons
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Seventh Graders ◽  
Syracuse University ◽  
Basic Course ◽  
11Th Grade ◽  
Madison Project

Some fourth graders are really learning algebra. As a matter of fact, so are third, fifth, sixth, and seventh graders. A basic course in algebra has been prepared under the direction of Dr. Robert Davis of Syracuse University. This course consists of a modified form of 9th and 11th grade algebra arranged for presentation to elementary school children. It got its name—The Madison Project—from the Madison School in Syracuse where it was first introduced in 1957.

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