Effect of Metaphorical Verbal Instruction on Modeling of Sequential Dance Skills by Young Children

2002 ◽  
Vol 95 (3_suppl) ◽  
pp. 1097-1105 ◽  
Author(s):  
Misako Sawada ◽  
Shiro Mori ◽  
Motonobu Ishii
Keyword(s):  
Young Children ◽  
Factorial Design ◽  
Analysis Of Variance ◽  
The Other ◽  
Verbal Instruction ◽  
Older Children ◽  
And Performance ◽  
Better Than

Metaphorical verbal instruction was compared to specific verbal instruction about movement in the modeling of sequential dance skills by young children. Two groups of participants (Younger, mean age 5:3 yr., n = 30; Older, mean age 6:2 yr., n = 30) were randomly assigned to conditions in a 2 (sex) x 2 (age [Younger and Older]) x 3 (verbal instruction [Metaphorical, Movement-relevant, and None]) factorial design. Order scores were calculated for both performance and recognition tests, comprising five acquisition trials and two retention trials after 24 hr., respectively. Analysis of variance indicated that the group given metaphorical instruction performed better than the other two instructions for both younger and older children. The results suggest that metaphorical verbal instruction aids the recognition and performance of sequential dance skills in young children.

scholarly journals Pengaruh Minat Baca terhadap Keterampilan Menulis Teks Eksplanasi Siswa SMA Negeri 1 Lembah Melintang

2020 ◽  
Vol 3 (2) ◽  
pp. 190
Author(s):  
Winda Azmy ◽  
Abdurahman Abdurahman
Keyword(s):  
Factorial Design ◽  
Writing Skills ◽  
Performance Tests ◽  
Writing Students ◽  
Explanatory Text ◽  
And Performance ◽  
Reading Interest ◽  
Better Than ◽  
Text Writing

<p align="center"><span lang="EN-US">This study aims to study whether there was interest interested in learning explanatory text writing students. This type of research is quantitative with a 2x2 <em>factorial design</em>. Students are grouped into two classes, namely the experimental class and the control class. The experimental class in this study was in class XI IPA 1, while the control class was in XI IPA 3. The instruments used to collect data were reading interest questionnaires and performance tests for explanatory text writing skills. The results of this study are the following two things. First, explanatory text writing skills of students who have high reading interest in the experimental class are better than students who have high reading interest in the control class. Second, explanatory text writing skills of students who have low reading interest in the experimental class are better than students who have low reading interest in the control class.</span></p>

scholarly journals Peritoneal equilibration test results are different in infants, children, and adults.

1995 ◽  
Vol 6 (4) ◽  
pp. 1309-1312
Author(s):  
S R Mendley ◽  
N L Majkowski
Keyword(s):  
Peritoneal Dialysis ◽  
Young Children ◽  
Analysis Of Variance ◽  
Clinical Care ◽  
Test Results ◽  
Older Children ◽  
Peritoneal Equilibration Test ◽  
Very Young Children

Peritoneal equilibration test (PET) curves have been standardized in adult peritoneal dialysis (PD) patients. However, it appears that norms for pediatric PD patients may be different. A series of PET in 29 stable, chronic PD patients < or = 14 yr old performed at dwell volumes of 33 +/- 6 mL/kg with 2.5% Dianeal is reported. PET results for glucose and creatinine transport were compared between patients age < or = 2 and those 3 to 14 and published adult values by analysis of variance. Children < or = 2 transport glucose and creatinine more rapidly than do children 3 to 14 and adults. Children 3 to 14 transport glucose more rapidly than do adults; creatinine transport is not significantly different. These data demonstrate that transport characteristics differ between very young children, older children, and adults. Because PET are usually performed to plan mode of therapy, to address inadequate ultrafiltration, or to increase clearance, awareness of these results should assist in the clinical care of children on PD.

scholarly journals Children and Adults in Second-Language Learning

2018 ◽  
Vol 6 (1) ◽  
pp. 30
Author(s):  
Hadna Suryantari
Keyword(s):  
Second Language ◽  
Young Children ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Common Belief ◽  
Classroom Situation ◽  
Older Children ◽  
Natural Situation ◽  
Better Than

Learning is a process in which people study to acquire or obtain knowledge or skill. Second language learning is a process of internalizing and making sense of a second language after one has an established first language. Learning a second language is different from learning first language. Second language is learnt after one is able to speak and has absorbed knowledge, which influences him  in learning a second language. Most of us believe that children are better than adults in learning second language. This statement is supported by common observation stated that young second-language learners seems to be able to learn another language quickly by exposure without teaching. In this article, the writer tries to present how children and adults in second-language learning based on factors involved in it. Steinberg (2001) states that there are three factors involved in second-language learning. The first is psychological category. It includes intellectual processing which consists of explication and induction process, memory, and motor skills. Then, social situation consists of natural situation and classroom situation. The last is other psychological variables. It consists of ESL or EFL community context, motivation, and attitude. It is complex to determine whether children or adults are better in second-language learning. The common belief that children are better than adults has been proved, although with some qualification regarding the classroom situation. Put another way, adults do not do best in any situation. In the natural situation of language learning, it is determined that young children will do better than adults, and so will older children. It is not even uncommon for young children to learn a second language in a year or less. Therefore, children do better than adults. In the classroom situation, older children will do better than adults. However, young adults will do better than young children to the extent that the young children’s classroom is not a simulation of the natural situation. In the simulation case, young children will do better.

Speech Intelligibility of Young School-Aged Children in the Presence of Real-Life Classroom Noise

2004 ◽  
Vol 15 (07) ◽  
pp. 508-517 ◽  
Author(s):  
Donald G. Jamieson ◽  
Garry Kranjc ◽  
Karen Yu ◽  
William E. Hodgetts
Keyword(s):  
Young Children ◽  
School System ◽  
Speech Intelligibility ◽  
Real Life ◽  
Older Children ◽  
School Aged Children ◽  
Age Appropriate ◽  
Better Than

We examined the ability of 40 young children (aged five to eight) to understand speech (monosyllables, spondees, trochees, and trisyllables) when listening in a background of real-life classroom noise. All children had some difficulty understanding speech when the noise was at levels found in many classrooms (i.e., 65 dBA). However, at an intermediate (-6 dB SNR) level, kindergarten and grade 1 children had much more difficulty than did older children. All children performed well in quiet, with results being comparable to or slightly better than those reported in previous studies, suggesting that the task was age appropriate and well understood. These results suggest that the youngest children in the school system, whose classrooms also tend to be among he noisiest, are the most susceptible to the effects of noise.

A Catch in the Reye

PEDIATRICS ◽  
1988 ◽  
Vol 82 (3) ◽  
pp. 391-391
Author(s):  
JAMES P. ORLOWSKI
Keyword(s):  
Young Children ◽  
Children And Adolescents ◽  
The Other ◽  
Reye Syndrome ◽  
Older Children ◽  
Infants And Young Children

In Reply.— McGee and Sienko suggest that Reye syndrome may be a different disease in infants and young children than in older children and adolescents. This is an intriguing concept and is based partly on their observation that our patients1 were noticeably younger than the ones reported in the other four studies they reference. It is important to notice, however, that the age ranges in three of those four studies were purposely distorted and skewed to older children.

Anticipatory Coarticulation in the Speech of Adults and Young Children

1991 ◽  
Vol 34 (6) ◽  
pp. 1222-1232 ◽  
Author(s):  
William F. Katz ◽  
Clarissa Kripke ◽  
Paula Tallal
Keyword(s):  
Young Children ◽  
Age Groups ◽  
Video Data ◽  
The Other ◽  
Older Children ◽  
Adults And Children

Three experiments investigated anticipatory lingual and labial coarticulation in the [sV] productions of children and adults. Acoustic, perceptual, and video data were used to trace the development of intrasyllabic coarticulation in the speech of adults and children (ages 3, 5, and 8 years). Although children show greater variability in their articulatory patterns than adults, the data do not support claims that young children produce a greater degree of intrasyllabic coarticulation than older children or adults. Rather, the acoustic and video data suggest that young children and adults produce similar patterns of anticipatory coarticulation, and the perceptual data indicate that coarticulatory cues in the speech of 3-year-old children are less perceptible than those of the other age groups.

The Socialisation of Pride in Young Children

1994 ◽  
Vol 17 (3) ◽  
pp. 541-552 ◽  
Author(s):  
Nadja Reissland
Keyword(s):  
Young Children ◽  
Older Children ◽  
Mothers And Children ◽  
And Performance ◽  
Target Children

A total of 40 target children, ranging in age from 10 months to 4 years 10 months (mean age 31 months) and their mothers, took part in a study, involving a game of "feeding fish" with different sized marbles in order to test the relation between maternal praise and performance in children. The mothers and children were videotaped in their homes. It was established that children improved their performance on the task as they grew older, that at a mean age of 35.1 months they smiled selectively more often when performing at their higher levels of capability and that mothers praised the highest level of performance relatively more often than lower levels of performance. Furthermore, mothers praise directed to younger children included reference to the person and the performance of the actor. Praise directed toward older children, however, included only reference to the performance of the child. The implications of these observations for the socialisation of pride are discussed.

scholarly journals The effects of contingent relationship magnitude between pay and performance on social loafing behaviors

2013 ◽  
Vol 26 (1) ◽  
pp. 103-118
Author(s):  
Insub Choi ◽  
Kyehoon Lee ◽  
Shezeen Oah
Keyword(s):  
College Students ◽  
Distributive Justice ◽  
Factorial Design ◽  
Team Performance ◽  
Individual Performance ◽  
Social Loafing ◽  
Individual Work ◽  
Mixed Factorial Design ◽  
And Performance ◽  
Better Than

The main purpose of this study was to compare the effects of contingent relationship magnitude between pay and performance on social loafing behaviors and perception of the distributive justice. Sixty-four college students were applied in an ABC/ACB counter-balancing mixed factorial design(A: the high contingent relationship magnitude between pay and performance on individual performance, B: the high contingent relationship magnitude between pay and performance on team performance, C: the low contingent relationship magnitude between pay and performance on team performance), each participant attended 12 sessions in total. For this study, a brainstorming task was developed. The dependent variable was the sum of total idea frequency in the brainstorming task and the perception of the distributive justice. Analyses showed that each condition of contingent relationship magnitude between pay and performance had effectiveness in team idea frequency and perceived distributive justice. Result indicated that teamwork was better than individual work on performance. Also, the result suggested that social loafing behaviors or perception of the distributive justice could be effected depend upon the extent to which how the contingent relationship magnitude between pay and performance on team performance.

Children Are Cursed

2003 ◽  
Vol 14 (3) ◽  
pp. 283-286 ◽  
Author(s):  
Susan A.J. Birch ◽  
Paul Bloom
Keyword(s):  
Young Children ◽  
False Belief ◽  
The Other ◽  
Knowledge Attribution ◽  
False Beliefs ◽  
Older Children ◽  
False Belief Tasks ◽  
Curse Of Knowledge ◽  
Knowledge Bias

Young children have problems reasoning about false beliefs. We suggest that this is at least partially the result of the same curse of knowledge that has been observed in adults—a tendency to be biased by one's own knowledge when assessing the knowledge of a more naive person. We tested 3- to 5-year-old children in a knowledge-attribution task and found that young children exhibited a curse-of-knowledge bias to a greater extent than older children, a finding that is consistent with their greater difficulty with false-belief tasks. We also found that children's misattributions were asymmetric. They were limited to cases in which the children were more knowledgeable than the other person; misattributions did not occur when the children were more ignorant than the other person. This suggests that their difficulty is better characterized by the curse of knowledge than by more general egocentrism or rationality accounts.

Semantic Analyzability in Children’s Understanding of Idioms

1991 ◽  
Vol 34 (3) ◽  
pp. 613-620 ◽  
Author(s):  
Raymond W. Gibbs
Keyword(s):  
Young Children ◽  
Short Story ◽  
First Graders ◽  
Contextual Information ◽  
Fourth Graders ◽  
Older Children ◽  
Figurative Meaning ◽  
Idiomatic Expressions ◽  
Better Than

This study investigated the role of semantic analyzability in children’s understanding of idioms. Kindergartners and first, third, and fourth graders listened to idiomatic expressions either alone or at the end of short story contexts. Their task was to explain verbally the intended meanings of these phrases and then to choose their correct idiomatic interpretations. The idioms presented to the children differed in their degree of analyzability. Some idioms were highly analyzable or decomposable, with the meanings of their parts contributing independently to their overall figurative meanings. Other idioms were nondecomposable because it was difficult to see any relation between a phrase’s individual components and the idiom’s figurative meaning. The results showed that younger children (kindergartners and first graders) understood decomposable idioms better than they did nondecomposable phrases. Older children (third and fourth graders) understood both kinds of idioms equally well in supporting contexts, but were better at interpreting decomposable idioms than they were at understanding nondecomposable idioms without contextual information. These findings demonstrate that young children better understand idiomatic phrases whose individual parts independently contribute to their overall figurative meanings.

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