Developmental Differences in Vowel Duration in Open and Closed Syllables

1993 ◽  
Vol 77 (2) ◽  
pp. 471-481 ◽  
Author(s):  
Mark E. Lehman
Keyword(s):  
Context Effect ◽  
Age Groups ◽  
Developmental Differences ◽  
Developmental Changes ◽  
Vowel Duration ◽  
Developmental Effects

Vowel duration in open and closed syllables was investigated in groups of ten normal 5-, 8-, and 10-year-old children, and adults. Productions of three syllables (bee, bead, beet), analyzed acoustically for vowel duration, indicated that for all age groups, mean vowel durations for “bee” and “bead” were significantly different from “beet” but were not different from each other. Developmental effects were noted in mean and variability of vowel duration. In addition, a context effect was observed, with adult-like values for both mean and variability obtained at an earlier age for “beet” than for “bee” and “bead.” These results suggest that both phonemic and phonetic factors are important in accounting for developmental changes in mean and variability of vowel duration.

scholarly journals The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning

2021 ◽  
Author(s):  
Gökhan Gönül ◽  
Nike Tsalas ◽  
Markus Paulus
Keyword(s):  
Time Allocation ◽  
Time Pressure ◽  
Self Regulation ◽  
Age Groups ◽  
Study Time ◽  
Developmental Differences ◽  
Developmental Changes ◽  
Metacognitive Control ◽  
Metacognitive Cues ◽  
Study Time Allocation

AbstractThe effect of time pressure on metacognitive control is of theoretical and empirical relevance and is likely to allow us to tap into developmental differences in performances which do not become apparent otherwise, as previous studies suggest. In the present study, we investigated the effect of time pressure on metacognitive control in three age groups (10-year-olds, 14-year-olds, and adults, n = 183). Using an established study time allocation paradigm, participants had to study two different sets of picture pairs, in an untimed and a timed condition. The results showed that metacognitive self-regulation of study time (monitor-based study time allocation) differed between age groups when studying under time pressure. Even though metacognitive control is firmly coupled at 10 years of age, the overall level of self-regulation of adults was higher than that of children and adolescents across both study time conditions. This suggests that adults might have been more sensitive to experiential metacognitive cues such as JoL for the control of study time. Moreover, the timed condition was found to be more effective than the untimed, with regard to study time allocation. Also, there was an age effect, with adults being more efficient than 10- and 14-year-olds.

Developmental Changes in Word Recognition: An Information-Processing Account

1986 ◽  
Vol 38 (3) ◽  
pp. 395-418 ◽  
Author(s):  
Linda Pring ◽  
Maggie Snowling
Keyword(s):  
Word Recognition ◽  
Conceptual Knowledge ◽  
Context Effect ◽  
Word Reading ◽  
Contextual Information ◽  
Developmental Changes ◽  
Learning To Read ◽  
Young Readers ◽  
Single Word Reading ◽  
First Time

Two experiments examining developmental changes in the use of context in single word reading are reported. The first experiment investigated how effectively children can access conceptual knowledge and use this to help their word recognition. The results indicated that young readers can on demand direct their attention to semantic information, and this allows them to reap a relatively greater benefit from context than older more skilful readers. The second experiment attempted to clarify the way such use of contextual information might help in the specific case when a child attempts to decode a new word for the first time. Skilled and unskilled readers pronounced pseudohomophonic nonwords faster when they were primed by a semantic context, and the context effect was greater for unskilled readers. The nonword's graphemic similarity to a lexical item was also important. In general, the results were consistent with Stanovich's (1980) interactive-compensatory model of reading, and they suggest that in learning to read, several already existing stores of information (e.g. auditory, visual and conceptual) are integrated in order to achieve a solution to the word recognition problem.

Individual Change in Perceived Control over 20 Years

1993 ◽  
Vol 16 (2) ◽  
pp. 305-322 ◽  
Author(s):  
Margaret Gatz ◽  
Michele J. Karel
Keyword(s):  
Older Adults ◽  
Perceived Control ◽  
Middle Age ◽  
Cohort Effect ◽  
Personal Control ◽  
Developmental Differences ◽  
Developmental Changes ◽  
Individual Change ◽  
Cross Sectional ◽  
Historical Reality

Perceptions of personal control were studied in 1267 individuals who represented four generations of families participating in a large longitudinal study spanning 1971 to 1991. Cross-sectional, longitudinal, and sequential analytic strategies were employed. Over 20 years, mean levels of personal control became more internal in the 560 respondents who participated at all four times of measurement, probably as a reflection of contextual factors in the culture. Developmental changes toward greater internality were indicated for young adults as they progressed into middle age. Cross-sectional differences in middle-aged and older adults did not appear to represent developmental differences. The oldest generation of women was consistently the most external subgroup, suggesting a cohort effect reflective of their socio-historical reality.

scholarly journals Parental and Peer Influences on Physical Activity Among Scottish Adolescents: A Longitudinal Study

2011 ◽  
Vol 8 (6) ◽  
pp. 785-793 ◽  
Author(s):  
Joanna Kirby ◽  
Kate A. Levin ◽  
Jo Inchley
Keyword(s):  
Physical Activity ◽  
Longitudinal Study ◽  
Peer Support ◽  
Parental Support ◽  
Strong Predictor ◽  
Developmental Differences ◽  
Peer Influences ◽  
Developmental Effects ◽  
And Gender ◽  
Baseline Physical Activity

Background:This study investigated parental and peer influences on physical activity, examining gender and developmental differences during early-mid adolescence.Methods:A 5-year longitudinal study tracking physical activity (measured by PAQ-C) among adolescents (n = 641) from final year of primary (P7) to fourth year of secondary school (S4). Peer support, peer socializing, parental support, and independent play were assessed. Logistic regression predicted physical activity, by year and gender, in relation to social influences.Results:Boys reported higher physical activity, peer support, paternal support, and independent play than girls. Among both genders, peer, paternal, and maternal support decreased with age, whereas independent play increased. Time with friends was particularly important. Among high socializers (P7), odds of being active were over 3 times those of low socializers [boys: 3.53 (95% CI 1.77, 7.04), girls: 3.27 (95% CI 1.80, 5.92)]. Baseline physical activity was also a strong predictor among early secondary boys (OR 3.90 95% CI 2.10, 7.24) and girls (OR 4.15, 95% CI 2.00, 8.62). Parental support was less important than peer influences; only same-sex parental support remained significant in multivariables models.Conclusions:Parents and peers have important influences on adolescent physical activity. Significant gender and developmental effects are apparent through early-mid adolescence.

scholarly journals A reduction in the implicit sense of agency during adolescence compared to childhood and adulthood

2020 ◽  
Author(s):  
Ali AYTEMUR ◽  
Liat Levita
Keyword(s):  
Risk Taking ◽  
Critical Period ◽  
Developmental Trajectory ◽  
Age Effects ◽  
Developmental Changes ◽  
Sense Of Agency ◽  
Temporal Association ◽  
Intentional Binding ◽  
Developmental Effects ◽  
Increased Risk

Sense of agency (SoA), the fundamental feeling of control over our actions and their consequences, may show key developmental changes during adolescence. We examined SoA in childhood (9-10), mid-adolescence (13-14), late-adolescence (18-20) and adulthood (25-28) using two tasks (Libet Clock and Stream of Letters). SoA was implicitly indexed by intentional binding that reflects the agency effect on action-outcome temporal association. We found age effects on the sub-processes in both tasks. In the Libet Clock task, where performance was more reliable, we observed a U-shaped developmental trajectory of intentional binding suggesting an adolescent-specific reduction in the experience of control. This study provides evidence for the developmental effects on the implicit agency experience and suggests adolescence as a critical period. Our findings may have implications for understanding increased risk-taking behaviour and greater vulnerability for agency related disorders such as schizophrenia during adolescence.

Wideband Absorbance in Young Infants (0–6 months): A Cross-Sectional Study

2014 ◽  
Vol 25 (05) ◽  
pp. 471-481 ◽  
Author(s):  
Sreedevi Aithal ◽  
Joseph Kei ◽  
Carlie Driscoll
Keyword(s):  
Mixed Model ◽  
Age Groups ◽  
Cross Sectional Study ◽  
Distortion Product Otoacoustic Emission ◽  
Sectional Study ◽  
Cross Sectional ◽  
Distortion Product ◽  
Young Infants ◽  
Developmental Effects ◽  
Data Points

Background: Wideband acoustic immittance (WAI) studies on infants have shown changes in WAI measures with age. These changes are attributed, at least in part, to developmental effects. However, developmental effects in young infants (0–6 mo) on WAI have not been systematically investigated. Purpose: The objective of this study was to compare wideband absorbance (WBA) in healthy neonates and infants aged 1, 2, 4, and 6 mo. Research Design: This was a prospective cross-sectional study. All participants were assessed by using 1-kHz tympanometry, distortion product otoacoustic emission (DPOAE) tests, and WBA tests. Study Sample: Participants included 35 newborns (35 ears), 16 infants aged 1 mo (29 ears), 16 infants aged 2 mo (29 ears), 15 infants aged 4 mo (28 ears), and 14 infants aged 6 mo (27 ears). For each participant, the ears that passed both high-frequency (1-kHz) tympanometry and DPOAE tests were included for analysis. Data Collection and Analysis: WBA was recorded at ambient pressure conditions, and the response consisted of 16 data points at 1/3-octave frequencies from 0.25 to 8 kHz. A mixed-model analysis of variance (ANOVA) was applied to the data in each age group to evaluate the effects of sex, ear, and frequency on WBA. WBA was compared between various age groups. In addition, a separate mixed-model ANOVA was applied to WBA data, and post hoc analyses with the Bonferroni correction were performed at each of the 16 data points at 1/3-octave frequencies across age groups to examine the effect of age on WBA. Results: For all age groups, WBA was highest between 1.5 and 5 kHz and lowest at frequencies of less than 1.5 kHz and greater than 5 kHz. A developmental trend was evident, with both the 0- and 6-mo-old infants being significantly different from other age groups at most frequencies. The WBA results exhibited a multipeaked pattern for infants aged 0 to 2 mo, whereas a single broad peaked pattern for 4- and 6-mo-old infants was observed. The difference in WBA between 0- and 6-mo-old infants was statistically significant across most frequencies. In contrast, the WBA results for 1- and 2-mo-old infants were comparable. There were no significant sex or ear effects on WBA for all age groups. Conclusions: Developmental effects of WBA were evident for infants during the first 6 mo of life. The WBA data can be used as a reference for detecting disorders in the sound-conductive pathways (outer and middle ear) in young infants. Further development of age-specific normative WBA data in young infants is warranted.

QUALITY OF LIFE AND DEVELOPMENTAL CHANGES OF PRETERM INFANTS AT EARLY CHILDHOOD

2021 ◽  
Vol 55 (1 (254)) ◽  
pp. 91-102
Author(s):  
Siranush А. Mkrtchyan ◽  
Razmik А. Dunamalyan ◽  
Lilit E. Gukasyan ◽  
Marine A. Mardiyan
Keyword(s):  
Quality Of Life ◽  
Preterm Birth ◽  
Preterm Infants ◽  
Age Groups ◽  
Developmental Changes ◽  
Control Group ◽  
Preterm Children ◽  
Case Assessment ◽  
Prospective Longitudinal

The developmental and behavioral disabilities remain high in children and in adults who were born preterm. In this case assessment of quality of life and development of preterm infants can be very informative and interesting. This is a prospective longitudinal (at 3, 6, 9 and 12 months) study of preterm birth and term control infants selected from pediatric polyclinics of Yerevan. The quality of life (QL) measures were done with QUALIN questionnaire and the developmental measures with Battelle Developmental Inventory. A total of 71 preterm and 105 term control infants underwent study. Among 71 preterm birth infants, who selected on the study at 3 months, 40 infant's score on the BDI was <–1 SD and 1 infants' score on the BDI was <–2 SD. However, at the age of 12 months 32 of these same children showed a BDI score >85. Parents and pediatricians reported worse QL for of preterm infants compared with control group. At same time parents of preterm infants reported better QL for their children compared with pediatricians. The lowest QL and developmental scores among preterm children were detected at 3 months. Improvement of QL and developmental score was observed in the next age groups.

scholarly journals FACE-TO-FACE AND FACEBOOK ACROSS THE LIFESPAN: SOCIAL INTERACTIONS BUFFER STRESS ON MOOD, BUT ONLY FOR ADOLESCENTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S694-S695
Author(s):  
Yin Liu ◽  
Elizabeth B Fauth ◽  
Myles Maxey ◽  
Troy Beckert
Keyword(s):  
Social Support ◽  
Social Media ◽  
Protective Factor ◽  
Stress Reactivity ◽  
Age Groups ◽  
Social Contact ◽  
Developmental Differences ◽  
Stress Appraisal ◽  
Face To Face ◽  
The Impact

Abstract Social support serves as a protective factor, buffering stress in both adolescents and adults, however Socioemotional Selectivity Theory suggests developmental differences in stress reactivity and social support. It is unclear how modern forms of social contact, such as social media buffer stress, and the extent to which this differs across the lifespan. We utilized ecological momentary data to examine the moderating effects of age and two distinct types of social contacts the person had experienced in prior hours (frequency of face-to-face, or social media contacts) on the association between daily stress and momentary mood. Participants were recruited initially through Amazon.com’s Mechanical Turk (adolescents referred by a parent). A total of 119 adolescent (n = 44; Agemean= 15.73) and middle-aged/older adult participants (n = 75; Agemean= 59.67) provided momentary data three times a day, on three consecutive days, every two weeks, for up to 12 weeks. Multi-level models showed significant 3-way interactions between stress appraisal of avoiding an argument, age group, and frequency of social contact via face-to-face (β = 1.698, se = 0.542, p = .002) and social media (β = 3.341, se = 0.984, p = .001). Older adults experienced better mood than adolescents. When avoiding an argument was appraised as more stressful, both age groups displayed worse mood. Whereas high levels of recent social contact (both face-to-face and social media) seemed to exacerbate the impact of this stressor on poorer mood for older persons, high levels of recent social contact, particularly social media, had stress-buffering benefits for adolescents.

Evidence of Developmental Differences in Implicit Sequence Learning: An fMRI Study of Children and Adults

2004 ◽  
Vol 16 (8) ◽  
pp. 1339-1351 ◽  
Author(s):  
Kathleen M. Thomas ◽  
Ruskin H. Hunt ◽  
Nathalie Vizueta ◽  
Tobias Sommer ◽  
Sarah Durston ◽  
...  
Keyword(s):  
Implicit Learning ◽  
Sequence Learning ◽  
Premotor Cortex ◽  
Age Groups ◽  
Reaction Time Task ◽  
Memory Systems ◽  
Brain Regions ◽  
Developmental Differences ◽  
Implicit Sequence Learning ◽  
Age Related

Prevailing theories of implicit or unaware learning propose a developmental invariance model, with implicit function maturing early in infancy or childhood despite prolonged improvements in explicit or intentional learning and memory systems across childhood. Neuroimaging studies of adult visuomotor sequence learning have associated fronto-striatal brain regions with implicit learning of spatial sequences. Given evidence of continued development in these brain regions during childhood, we compare implicit sequence learning in adults and 7- to 11-year-old children to examine potential developmental differences in the recruitment of fronto-striatal circuitry during implicit learning. Participants performed a standard serial reaction time task. Stimuli alternately followed a fixed 10-step sequence of locations or were presented in a pseudorandom order of locations. Adults outperformed children, achieving a significantly larger sequence learning effect and showing learning more quickly than children. Age-related differences in activity were observed in the premotor cortex, putamen, hippocampus, inferotemporal cortex, and parietal cortex. We observed differential recruitment of cortical and subcortical motor systems between groups, presumably reflecting age differences in motor response execution. Adults showed greater hippocampal activity for sequence trials, whereas children demonstrated greater signal during random trials. Activity in the right caudate correlated significantly with behavioral measures of implicit learning for both age groups, although adults showed greater signal change than children overall, as would be expected given developmental differences in sequence learning magnitude. These results challenge the idea of developmental invariance in implicit learning and instead support a view of parallel developments in implicit and explicit learning systems.

Development of taste responses in the rat parabrachial nucleus

1987 ◽  
Vol 57 (2) ◽  
pp. 481-495 ◽  
Author(s):  
D. L. Hill
Keyword(s):  
Citric Acid ◽  
Hydrochloric Acid ◽  
Age Groups ◽  
Developmental Differences ◽  
Average Response ◽  
Chorda Tympani Nerve ◽  
Ontogenetic Changes ◽  
Quinine Hydrochloride ◽  
Sodium Saccharin ◽  
Parabrachial Nuclei

Extracellular responses from neurons in the parabrachial nuclei (PBN) were studied in rats 4 days old to adulthood during chemical stimulation of the tongue with monochloride salts, citric and hydrochloric acids, sucrose, sodium saccharin, and quinine hydrochloride. Multiunit taste responses were recorded in rats at 4-7 days of age and single-unit responses were recorded from 121 neurons in four other age groups of 14-20 days, 25-35 days, 50-60 days, and adults. PBN neurons in rats 4-7 days old consistently responded to 0.1 M solutions of NH4Cl and NaCl, to 0.5 M solutions of NH4Cl, NaCl, and KCl, and to 1.0 M sucrose, 0.1 M sodium saccharin, 0.1 M citric acid, and 0.1 N HCl. They often did not respond, however, to 0.1 M KCl and 0.01 M quinine hydrochloride. Single PBN neurons in rats 14 days old and older characteristically responded to all stimuli, which consisted of 0.1 and 0.5 M salts, acids, sucrose, sodium saccharin, and quinine hydrochloride. Thus no developmental differences occurred in the number of stimuli to which neurons responded after rats were 14 days old. With the exception of responses to hydrochloric acid, there were significant increases in response frequencies to all stimuli after 14 days of age. Average response frequencies to NH4Cl and citric acid increased after 20 days of age and those to NaCl, LiCl, KCl, sucrose, sodium saccharin, and quinine hydrochloride increased after 35 days of age. Average response frequencies for hydrochloric acid did not alter after 14 days of age. The proportion of single PBN neurons that responded maximally to specific monochloride salts did not change during development. Most single neurons in all age groups responded equally well to NH4Cl, NaCl, and LiCl. No PBN neuron responded maximally to KCl. Developmental differences in response frequencies of third-order gustatory neurons in the PBN generally reflect developmental response changes in first-order neurons of the chorda tympani nerve and second-order neurons of the solitary nucleus. However, unique developmental changes are evident in the PBN. Thus the ontogenetic changes that occur in PBN responses likely relate to modifications of lower-order peripheral and central nervous system afferents and peripheral receptor sensitivities.

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