Sex Differences in Written Language among Elementary Pupils: A Seven-Year Longitudinal Study

1989 ◽  
Vol 64 (2) ◽  
pp. 407-414
Author(s):  
Betty H. Yarborough ◽  
Roger A. Johnson
Keyword(s):  
Elementary School ◽  
Sex Differences ◽  
Longitudinal Study ◽  
Language Skills ◽  
Written Language ◽  
The Other ◽  
Traditional View

This seven-year longitudinal study compared the development in written language skills of 41 boys and 38 girls from kindergarten through Grade 6. Advantages often attributed to girls were not found. Present results tend to refute the traditional view that girls are linguistically superior to boys and confirm the more recent view that neither sex has an advantage over the other in written language skills in the elementary school.

scholarly journals ANALYSIS WRITING SKILLS OF STUDENTS WITH HEARING DISABILITIES AT INCLUSIVE ELEMENTARY SCHOOL

2018 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Arik Umi Pujiastuti ◽  
Ina Agustin ◽  
Saeful Mizan
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Influencing Factors ◽  
Language Skills ◽  
Writing Skills ◽  
Spoken Language ◽  
Written Language ◽  
Interview Data ◽  
Test Result ◽  
Low Ability

  The fact is that there are people who have the disadvantage that they can not master the four skills or language skills (writing, reading, speaking, and listening). One of them is students with hearing disabilities. This deficiency affects other language skills, especially speaking and writing skills. Basically the ability of written language is the ability of the language that can be done students with hearing disabilities  to replace the ability of spoken language. This study aims to analyze and describe the ability to write in students with hearing disabilities at elementary school Inclusion in Tuban District. Based on data analysis conducted can be known from the interview data, on the indicator 1) seven students who can write with percentage 100%, indicator 2) four students who can show the ability and three students can not show the ability, the percentage of 57.1% students who can and 42.9% of students who can not. In indicator 3) three students can and four students who can not, percentage of, 42.9% for students who can and 57.1% students can not. Indicator 4) one student can and six students who can not, percentage of 14.2% students who can show ability and 85.8% students who can not point the ability. Indicator 5) three that can indicate the capability of the indicator and four that can not show, with the percentage of 42.9% of students who can and 57.1% of students who can not. The data of test result using indicator 2 to 5. Indicator 2) four students can show ability and three students can not, percentage equal to 57,1% student that can show ability 42,9% student which can not. Indicator 3) five students can two students can not, percentage of 71.4% of students who can and 28.6% for students who can not show ability. Indicator 4) one student can show ability and six students can not show ability, percentage is 14,2% student who can and 85,8% student can not show ability. Indicator 5) six students can show ability and one student can not show ability, percentage equal, 85,8% student can and 14,2% student can not. The conclusions obtained from the research that has been done states that the ability to write grade IV students with hearing disabilities in SDN Inclusion at Kabupaten Tuban. One of the influencing factors is the low ability of spoken language possessed by the inability to sense the sense of hearing.

Relation of Preschool Sex-Typing to Intellectual Performance in Elementary School

1976 ◽  
Vol 39 (3) ◽  
pp. 699-704 ◽  
Author(s):  
Beverly I. Fagot ◽  
Isabelle Littman
Keyword(s):  
Elementary School ◽  
Sex Differences ◽  
The Other ◽  
Sex Typing ◽  
Intellectual Performance ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Play Behaviors ◽  
Relationship Of ◽  
The Relationship

Children who had been observed in preschool when 3 yr. old using an observation schedule (Fagot & Patterson, 1969) consisting of 28 play behaviors were assigned interest scores on the basis of percent of time spent in the various activities. Masculinity scores were then computed on the basis of percentage of significantly preferred sex-typed behaviors. Several years later when one group was approximately 6 yr. old and the other group was approximately 10 yr. old, these same children were given the Children's Embedded-figures Test and rated by their own teachers on intellectual performance. Sex differences were present in the Embedded-figures Test with boys making fewer errors, but only on one variable, music, was there a significant teachers' rating. The relationship of preschool interest patterns to elementary school academic achievement and projected career choices suggested that the play choices in preschool have different meanings for boys and girls and therefore different consequences for later achievement.

scholarly journals Young Bilingual Children’s Spelling Strategies: A Comparative Study of 6- to 7-Year-Old Bilinguals and Monolinguals

2019 ◽  
Vol 8 (3) ◽  
pp. 216
Author(s):  
Sofia Guimaraes ◽  
Eric Parkins
Keyword(s):  
Longitudinal Study ◽  
Language Skills ◽  
Written Language ◽  
Bilingual Children ◽  
Spelling Error ◽  
Verbal Processing ◽  
Spelling Acquisition ◽  
Error Analyses ◽  
Spelling Strategies ◽  
Academic Year

Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six-to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a range of verbal and written language skills and non-verbal measures while controlling for SES.  For both bilinguals and monolinguals letter knowledge, phonological awareness and word concept were significant predictors of spelling. However, non-verbal reasoning played an increasing role in explaining spelling variance for bilinguals, suggesting that learning to spell in two alphabetic languages places more demands on non-verbal processing skills. Spelling error analyses further revealed that bilinguals when compared to monolinguals showed more reliance on phonological strategies, less compliance with the L1 orthographic system and at times transference from L2. The results suggest important implications for our understanding of spelling acquisition and the development of effective intervention practices for bilingual children.

An Error Analysis of Hiragana and Katakana Writing Systems in the Learning of Japanese as Third Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 46
Author(s):  
Norhazlina Husin ◽  
Nuranisah Tan Abdullah ◽  
Aini Aziz
Keyword(s):  
Error Analysis ◽  
Foreign Students ◽  
Teaching And Learning ◽  
Language Skills ◽  
The Other ◽  
Japanese Language ◽  
Writing System ◽  
Writing Systems ◽  
Third Language ◽  
Main Challenge

Abstract The teaching of Japanese language as third language to foreign students has its own issues and challenges. It does not merely involve only teaching the four language skills. Japanese language has its own unique values. These unique values also tend to differentiate the teaching of Japanese language as a third language from other third language acquisitions. The teaching of Japanese language as third language to foreign students also involves the teaching of its writing system. This makes the teaching of Japanese language rather complicated because Japanese language has three forms of writings, namely: Hiragana, Katakana and Kanji. Students are required to fully understand the Hiragana system of writing first before proceeding to learn the other two forms of writings. The main challenge in the teaching of Japanese writing systems is the time allocated that can be considered as very limited as other language aspects need to be taught too. This, which relates directly to students’ factor very much contribute to the challenges foreseen. Students are likely to face problems in understanding and using the writings as they simultaneously need to adhere to the findings teaching and learning schedules. This article discusses on the analysis conducted in terms of the learning of the Hiragana and Katagana systems of writing among foreign students. The discussion in this article is based on the teaching of Japanese language to students of Universiti Teknologi MARA(UiTM), Shah Alam. Keywords: Third language, Hiragana, Katakana, Kanji

WRITING SKILLS IN SMP USWATUN HASANAH, BURU DISTRICT

2020 ◽  
Author(s):  
HARZIKO
Keyword(s):  
Middle School Students ◽  
Language Skills ◽  
Writing Skills ◽  
Boarding School ◽  
Written Language ◽  
Data Sources ◽  
Reading Process ◽  
School Students ◽  
Junior High Students ◽  
The Media

Abstract Reading is a process carried out and used by the reader to obtain a message, which the writer wants to convey through the media of written language. A process that demands that groups of words which are a unity be seen at a glance, and so that the meaning of individual words will be known. If this is not fulfilled, then the explicit and implicit message will not be captured or understood, and the reading process will not be carried out properly. A process that demands that groups of words that represent a group will be seen in a glance, and so that the meaning of individual words will be known. This study aims to describe the language skills of Uswatun Hasanah Middle School students in Buru Regency. The research location is in the Islamic boarding school of Uswatun hasanah Namlea. data and data sources namely students of class VII Uswatun hasanah. the method in this study is PTK or classroom action research. The results of the study showed that the language skills of the seventh grade junior high students were very prominent as evidenced by the assignment of language assignments, namely. Keywords: Reading, Uswatun hasanah, students, Buru

Toward Understanding the Contributions of Sex and Situation to Behavior in a College Setting

1987 ◽  
Vol 60 (3) ◽  
pp. 875-883
Author(s):  
Nancy Lipsitt ◽  
Rose R. Olver
Keyword(s):  
Sex Differences ◽  
The Other ◽  
Men And Women ◽  
Male And Female ◽  
Relative Contribution ◽  
College Setting ◽  
Female Subjects

The relative contribution of sex and situation has become a contested issue in the understanding of sex differences in behavior. In the present study, 20 male and 20 female undergraduates were asked to describe their behavior and thoughts in six everyday college situations. Three of the situations were constructed to be typically male and three typically female in content. The results indicate that men and women demonstrate sex-specific characteristics in their responses regardless of the type of situation presented. Men exhibited concern with separateness from others, while women exhibited concern with sustaining connection to others, even when faced with situations described to present demand properties that might be expected specifically to elicit the concern characteristic of the other sex. However, for these students the situation also made a difference: female-defined situations elicited the most masculine responses for both male and female subjects.

Markion vs. Lukas: Plädoyer für die Wiederaufnahme eines alten Falles

2006 ◽  
Vol 52 (4) ◽  
pp. 484-513 ◽  
Author(s):  
MATTHIAS KLINGHARDT
Keyword(s):  
The Other ◽  
Traditional View ◽  
Other Hand

For the last 150 years the Gospel of Marcion has been considered to be an abbreviated edition of the canonical Luke. This article renews the reverse hypothesis of Marcion's priority to Luke, Luke therefore being a revised and enlarged edition of Marcion. The arguments include a critique of the traditional view, based primarily on its failure to verify Marcion's alleged editorial concept on the basis of his text, and to solve the problem what Marcion would have done with Acts. On the other hand, the beginning of Luke (esp. 1.1–4; 4.16–30) suggests that the differences between both editions are best understood as Lukan additions to Marcion rather than Marcionite abbreviations of Luke. This Lukan, anti-Marcionite revision is very close to the Four-Gospel-collection and first created the unity of Luke–Acts.

Sex Differences in Reward Allocation

1988 ◽  
Vol 67 (3) ◽  
pp. 981-982
Author(s):  
Kerry C. Martin ◽  
Jay Hewitt
Keyword(s):  
Sex Differences ◽  
Work Groups ◽  
The Self ◽  
The Other ◽  
Men And Women ◽  
High Productivity ◽  
Self Interest ◽  
Reward Allocation

Men and women were presented descriptions of two dyadic work groups. In both groups, one member of the dyad did approximately two-thirds of the work. For one of the groups, subjects were asked to imagine that they were the worker of high productivity while for the other group subjects were asked to imagine that they were impartial observers. Subjects were asked to divide the rewards among the two workers for both groups. Men and women did not differ in allocation of reward when acting as impartial observers. When subjects imagined themselves as the worker of high productivity, men gave themselves a greater share of the reward than did women. It was concluded that the results were consistent with the self-interest explanation of sex differences in allocation of reward.

scholarly journals Sex differences in the behavioral responses of dogs exposed to human chemosignals of fear and happiness

2021 ◽  
Author(s):  
Biagio D’Aniello ◽  
Barbara Fierro ◽  
Anna Scandurra ◽  
Claudia Pinelli ◽  
Massimo Aria ◽  
...  
Keyword(s):  
Sex Differences ◽  
Behavioral Responses ◽  
The Other ◽  
Behavioral Patterns ◽  
Stress Signals ◽  
Stress Behaviors ◽  
The Stranger

AbstractThis research focuses on sex differences in the behavioral patterns of dogs when they are exposed to human chemosignals (sweat) produced in happy and fear contexts. No age, breed or apparatus-directed behavior differences were found. However, when exposed to fear chemosignals, dogs’ behavior towards their owners, and their stress signals lasted longer when compared to being exposed to happiness as well as control chemosignals. In the happy odor condition, females, in contrast to males, displayed a significantly higher interest to the stranger compared to their owner. In the fear condition, dogs spent more time with their owner compared to the stranger. Behaviors directed towards the door, indicative of exit interest, had a longer duration in the fear condition than the other two conditions. Female dogs revealed a significantly longer door-directed behavior in the fear condition compared to the control condition. Overall the data shows that the effect of exposure to human emotional chemosignals is not sex dependent for behaviors related to the apparatus, the owner or the stress behaviors; however, in the happiness condition, females showed a stronger tendency to interact with the stranger.

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