Social Distance Perceptions of Elementary School Children in Age-Heterogeneous and Homogeneous Classroom Settings

1984 ◽  
Vol 58 (2) ◽  
pp. 395-409 ◽  
Author(s):  
Lawrence W. Sherman
Keyword(s):  
Social Distance ◽  
Elementary School Children ◽  
Social Motivation ◽  
Older Children ◽  
Same Sex ◽  
Grouping Practices ◽  
Differential Development ◽  
Within Subjects ◽  
Intergroup Behavior ◽  
Age And Sex

Social distance ratings of the same 87 8-, 9-, and 10-yr.-old children in both age-heterogeneous and age-homogeneous classrooms were examined. Cross-age/same-age and cross-sex/same-sex ratings as well as differences between age-heterogeneous and -homogeneous settings were examined utilizing a complex within-subjects analysis of variance design. Children's social distance indices were significantly differentiated by their age, their sex, and the age and sex of the children who rated them. Cross-age and cross-sex ratings were significantly greater than same-age/sex ratings. Older children had the least while younger children had the greatest mean social distance scores. Ratings by same-age peers in age-heterogeneous settings were significantly lower than in age-homogeneous settings. The data are explained using Tajfel's (1982) and Reykowski's (1982) theories concerning differential intergroup behavior and social motivation. Social distance patterns are discussed and related to differential development of social competence of boys and girls. The effects of multi-age grouping practices upon children's perceptions of social distance are discussed with regard to the development of healthy classroom climates.

Effects of Eye Color on the Accuracy of Ball Throwing of Elementary School Children

1989 ◽  
Vol 68 (1) ◽  
pp. 163-166 ◽  
Author(s):  
John Beer ◽  
Paula Fleming
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Eye Color ◽  
Elementary School Age

Light-eyed individuals generally perform better at self-paced activities while dark-eyed individuals perform better at reactive activities. In throwing a ball at a target there were no differences between light- and dark-eyed elementary school-age children. Boys hit the target more times than did girls, and older children in upper grades hit the target more often than did younger children in lower grades.

Temporal Characteristics of Aerodynamic Segments in the Speech of Children and Adults

2002 ◽  
Vol 39 (4) ◽  
pp. 432-438 ◽  
Author(s):  
David J. Zajac ◽  
Alyssa M. Hackett
Keyword(s):  
Older Children ◽  
Total N ◽  
Temporal Characteristics ◽  
Temporal Variables ◽  
Coefficients Of Variation ◽  
Secondary Objective ◽  
Temporal Measures ◽  
Main Effects ◽  
Normal Speech ◽  
Age And Sex

Objectives The primary purpose of this study was to determine the temporal characteristics of aerodynamic segments in the normal speech of children and adults without cleft palate. A secondary objective was to determine the withinspeaker variability of the segments. Method Speakers consisted of 46 children aged 6 to 8 years, 41 older children aged 11 to 12 years, and 41 adults aged 18 to 37 years (total n = 128) who repeated the word “hamper” during continuous utterances. The pressure-flow method was used to determine the duration of six segments of the oral air pressure and nasal airflow pulses associated with the /mp/ sequence. Descriptive statistics, including coefficients of variation (COV), were computed for each segment as a function of age and sex of the speakers. Analysis of variance (ANOVA) procedures were used to determine the effects of age, sex, or both on the temporal variables. Results ANOVAs indicated statistically significant main effects (p < .008) for age on five of the six temporal measures and for sex on three of the six measures. Five of the six COVs were also statistically significant for age. There were no statistically significant interactions between speaker age and sex for any measure. Conclusions The results indicate distinct patterns of timing for aerodynamic segments of speech produced by children and adults. Overall, adults exhibited less temporal variability than children. The generally longer and more variable segments produced by children suggest diagnostic and treatment implications relative to speakers with velopharyngeal dysfunction.

Age- and sex-specific pediatric reference intervals for biochemistry analytes as measured with the Ektachem-700 analyzer.

1988 ◽  
Vol 34 (8) ◽  
pp. 1622-1625 ◽  
Author(s):  
G Lockitch ◽  
A C Halstead ◽  
S Albersheim ◽  
C MacCallum ◽  
G Quigley
Keyword(s):  
Calcium Phosphate ◽  
Total Protein ◽  
Reference Intervals ◽  
Specific Reference ◽  
Healthy Population ◽  
Reference Ranges ◽  
Older Children ◽  
Related Difference ◽  
Film Analyzer ◽  
Age And Sex

Abstract Using the Ektachem-700 multilayer film analyzer, we defined age- and sex-specific reference intervals for 20 analytes in sera from a healthy population of neonates and children ages one to 19 years. Upper and lower normal reference intervals for each analyte were determined by nonparametric methods as the 0.975 and 0.025 fractiles, respectively. Newborns have lower concentrations of total protein and albumin, and higher concentrations of phosphate, bilirubin, and enzymes in serum than older children do. Concentrations of urea, glucose, calcium, phosphate, and bilirubin change rapidly postnatally. Outside the neonatal period, no significant age- or sex-related difference was found for plasma glucose, serum amylase, conjugated or unconjugated bilirubin, or lipase. There was no sex-related difference in reference intervals for albumin, total protein, calcium, phosphate, or urea. However, concentrations of uric acid and creatine kinase are much higher in postpubertal boys than in girls. Alkaline phosphatase values peak later in boys. Except for lactate dehydrogenase and gamma-glutamyltransferase, the reference intervals defined here do not differ strikingly from data derived with use of other analyzers. The age- and sex-related trends are independent of method. However, each laboratory should determine the degree to which these reference ranges can be directly applied to analyses performed with another analyzer.

Use of Decision Frames by Elementary School Children

1986 ◽  
Vol 63 (3) ◽  
pp. 1107-1112 ◽  
Author(s):  
Helene J. Krouse
Keyword(s):  
Elementary School ◽  
Cognitive Development ◽  
School Children ◽  
Elementary School Children ◽  
Third Graders ◽  
Cognitive Level ◽  
Older Children ◽  
Decision Framing ◽  
Decision Frames ◽  
Decision Tasks

This study evaluated Tversky and Kahneman's model of decision framing among 90 children, 30 each from Grades 1, 3, and 6. Students were first tested to determine their level of cognitive development. They then responded to two sets of decision tasks to determine the extent to which they corresponded to Tversky and Kahneman's predicted departures from rationality. Analyses showed that older children utilized mechanisms similar to those described for adults, while first and third graders did not. There was no effect as a function of cognitive level. The implications of these findings for theory and research are discussed.

Hypothesis Testing on a Proportional Reasoning Task by Children at Different Piagetian Stage Levels

1986 ◽  
Vol 9 (1) ◽  
pp. 91-104
Author(s):  
Gerald E. Gruen ◽  
Stuart I. Offenbach ◽  
Thomas Keane
Keyword(s):  
Sex Differences ◽  
Hypothesis Testing ◽  
Proportional Reasoning ◽  
Strong Relationship ◽  
Older Children ◽  
Reasoning Task ◽  
Cognitive Limitations ◽  
The Relationship ◽  
Age And Sex

The relationship between 7-, 9-, and 11-year-old children's performance on a battery of selected Piagetian measures and on a proportional reasoning task was examined. The proportional reasoning task, modeled after an hypothesis-testing probe procedure, was devised to identify the hypotheses and strategies children use when making proportional judgments. As expected, a strong relationship between stage level and (1) the complexity of hypotheses used, (2) the use of the proportional hypothesis, and (3) the overall use of logical hypotheses was found. Generally, only formal-operational children responded proportionally. Contrary to expectations, children were not responsive to feedback, i.e., they tended to generate and maintain the same hypothesis across trials regardless of feedback. The role of children's cognitive limitations, as well as how salient the feedback was, were discussed as possible explanations for this finding. Age and sex differences on the proportional reasoning task also were found. Possible directions for extension of this study to older children and adolescents were discussed.

Interpersonal Distance as a Function of Task Difficulty, Praise, Status Orientation, and Sex of Partner

1974 ◽  
Vol 39 (2) ◽  
pp. 683-692 ◽  
Author(s):  
Leonore Loeb Adler ◽  
Marvin A. Iverson
Keyword(s):  
Social Distance ◽  
Task Difficulty ◽  
Physical Distance ◽  
Spatial Distance ◽  
High Status ◽  
Interpersonal Distance ◽  
Same Sex ◽  
Easy Task ◽  
Female Partners ◽  
Lower Status

Interpersonal distance between Ss and confederates was measured in the laboratory. Ss placed themselves relatively far away from partners who flattered them and who were ascribed lower status. In turn, they sat farther from subordinates who praised them after performing a difficult in comparison with an easy task. Their spatial distance from partners of high status did not differ across conditions. These results were interpreted as evidence for the fact that social distance as experienced in status-oriented relationships is manifest in interpersonal physical distance. In further analyses, the differences in interpersonal distance were more reliable in same-sex than in male-female partners. Also, men tended to be more variable and on the average more distant than were women.

AGE AND SEX DIFFERENCES IN NEUROBEHAVIORAL PERFORMANCE: A STUDY OF PORTUGUESE ELEMENTARY SCHOOL CHILDREN

2005 ◽  
Vol 115 (12) ◽  
pp. 1687-1709 ◽  
Author(s):  
ISABEL PAVÃO MARTINS ◽  
ALEXANDRE CASTRO-CALDAS ◽  
BRENDA D. TOWNES ◽  
GORETTY FERREIRA ◽  
PEDRO RODRIGUES ◽  
...  
Keyword(s):  
Elementary School ◽  
Sex Differences ◽  
School Children ◽  
Elementary School Children ◽  
Neurobehavioral Performance ◽  
Age And Sex

scholarly journals Sex- and context-dependent effects of acute isolation on vocal and non-vocal social behaviors in mice

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0255640
Author(s):  
Xin Zhao ◽  
Patryk Ziobro ◽  
Nicole M. Pranic ◽  
Samantha Chu ◽  
Samantha Rabinovich ◽  
...  
Keyword(s):  
Social Behavior ◽  
Social Interactions ◽  
Social Isolation ◽  
Social Behaviors ◽  
Social Motivation ◽  
Same Sex ◽  
Female Mice ◽  
The Social ◽  
Opposite Sex ◽  
Brain And Behavior

Humans are extraordinarily social, and social isolation has profound effects on our behavior, ranging from increased social motivation following short periods of social isolation to increased anti-social behaviors following long-term social isolation. Mice are frequently used as a model to understand how social isolation impacts the brain and behavior. While the effects of chronic social isolation on mouse social behavior have been well studied, much less is known about how acute isolation impacts mouse social behavior and whether these effects vary according to the sex of the mouse and the behavioral context of the social encounter. To address these questions, we characterized the effects of acute (3-day) social isolation on the vocal and non-vocal social behaviors of male and female mice during same-sex and opposite-sex social interactions. Our experiments uncovered pronounced effects of acute isolation on social interactions between female mice, while revealing more subtle effects on the social behaviors of male mice during same-sex and opposite-sex interactions. Our findings advance the study of same-sex interactions between female mice as an attractive paradigm to investigate neural mechanisms through which acute isolation enhances social motivation and promotes social behavior.

scholarly journals Investigating the Usability of a Head-Mounted Display Augmented Reality Device in Elementary School Children

Sensors ◽  
2021 ◽  
Vol 21 (19) ◽  
pp. 6623
Author(s):  
Luisa Lauer ◽  
Kristin Altmeyer ◽  
Sarah Malone ◽  
Michael Barz ◽  
Roland Brünken ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Specific Interaction ◽  
Multimodal Interaction ◽  
Achievement Emotions ◽  
Head Mounted Display ◽  
Technological Advances ◽  
Head Mounted Displays ◽  
Within Subjects

Augmenting reality via head-mounted displays (HMD-AR) is an emerging technology in education. The interactivity provided by HMD-AR devices is particularly promising for learning, but presents a challenge to human activity recognition, especially with children. Recent technological advances regarding speech and gesture recognition concerning Microsoft’s HoloLens 2 may address this prevailing issue. In a within-subjects study with 47 elementary school children (2nd to 6th grade), we examined the usability of the HoloLens 2 using a standardized tutorial on multimodal interaction in AR. The overall system usability was rated “good”. However, several behavioral metrics indicated that specific interaction modes differed in their efficiency. The results are of major importance for the development of learning applications in HMD-AR as they partially deviate from previous findings. In particular, the well-functioning recognition of children’s voice commands that we observed represents a novelty. Furthermore, we found different interaction preferences in HMD-AR among the children. We also found the use of HMD-AR to have a positive effect on children’s activity-related achievement emotions. Overall, our findings can serve as a basis for determining general requirements, possibilities, and limitations of the implementation of educational HMD-AR environments in elementary school classrooms.

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