Using a Thin Slice Coding Approach to Assess Preschool Personality Dimensions

2019 ◽  
Author(s):  
Diana Whalen ◽  
Kirsten Gilbert ◽  
Joshua James Jackson ◽  
Joan Luby ◽  
Deanna Barch
Keyword(s):  
Young Children ◽  
Big Five ◽  
Parent Report ◽  
Preschool Age ◽  
Personality Dimensions ◽  
Thin Slice ◽  
Observational Measures ◽  
Preschool Age Children ◽  
Different Dimensions ◽  
Big 5 Personality

Background: A large literature assessing personality across the lifespan has used the Big Five as an organizing framework, with much evidence that variation along different dimensions predicts different aspects of psychopathology. There is some evidence from parent reports that these dimensions begin to emerge as early as preschool, but there is a need for objective observational measures of personality in young children, as parent report can be confounded by the parents own personality.Methods: The current study observationally coded personality dimensions in a clinically enriched sample of preschoolers. A clinically heterogeneous preschool sample oversampled for depression (N=299) completed 1-8 structured observational tasks with an experimenter. ‘Big 5’ personality dimensions of extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience were coded using a “thin slice” technique with 7,820 unique ratings available for analysis. Results: Thin-slice ratings of personality dimensions were reliably observed in preschoolers’ ages 3-6 years. Within and across-task consistency was also evident, with consistency estimates higher than found in adult samples. Conclusions: Personality dimensions can be observationally identified in preschool-age children and offer reliable estimates that stand across different observational tasks. Refuting standard dogma that personality may not coalesce until adolescence, findings provide evidence that personality dimensions reliably emerge as early as age 3. Study findings highlight the importance of observational approaches to assessing early indicators of potentially lifelong personality dimensions relevant for understanding psychopathology risk.

scholarly journals How Do Five- to Six-Year-Old Children Interpret a Burning Candle?

2021 ◽  
Vol 11 (5) ◽  
pp. 213
Author(s):  
Vanessa Sesto ◽  
Isabel García-Rodeja
Keyword(s):  
Qualitative Study ◽  
Young Children ◽  
Mental Representations ◽  
Prior Experience ◽  
Preschool Age ◽  
Natural Phenomena ◽  
Video Recordings ◽  
Preschool Age Children ◽  
Previous Learning ◽  
Science Activities

Many studies have been conducted in recent years on the explanations given by preschool-age children about different natural phenomena. Nonetheless, very few studies have actually focused on the important domain of matter and its transformations. Specifically, the field of chemical reactions remains unexplored. This qualitative study aims to investigate the explanations of twenty-two 5- to 6-year-old children about combustion, while at the same time evaluating the effect of prior experience with science activities on their interpretations. For this study, the following experiment was proposed: burning a candle inside an inverted vessel. The following data collection tools were used: a Predict-Observe-Explain (POE) strategy and audio and video recordings. The children’s explanations were analysed using classification frameworks, which had been developed in previous studies. The results of this study suggest that young children tend to provide naturalistic explanations about combustion. This finding is an indicator that young children are able to construct mental representations within this conceptual domain. Likewise, the results indicate that children who are used to engaging in inquiry-based activities may be more likely to establish a relationship with previous learning experiences to interpret other natural phenomena.

The Incredible Years® Programs for ADHD in Young Children: A Critical Review of the Evidence

2017 ◽  
Vol 26 (4) ◽  
pp. 195-208 ◽  
Author(s):  
Desiree W. Murray ◽  
Jacqueline R. Lawrence ◽  
Doré R. LaForett
Keyword(s):  
At Risk ◽  
Young Children ◽  
Conduct Problems ◽  
Parent Report ◽  
Treatment Programs ◽  
Adolescent Psychology ◽  
Incredible Years ◽  
Child Treatment ◽  
Observational Measures ◽  
The Impact

This study evaluated the effectiveness of Incredible Years® (IY) programs for Attention-Deficit/Hyperactivity Disorder (ADHD) in children aged 3 to 8 years based on a systematic literature review. Effects of IY programs for children with or at risk for ADHD are examined in addition to the impact on ADHD behaviors in young children identified as having conduct problems or disruptive behavior. Search strategies identified 17 publications reflecting 11 unique intervention studies, including three with samples demonstrating elevated ADHD symptoms or meeting criteria for ADHD. Effects on ADHD outcomes, primarily parent report, were positive and comparable to those seen for conduct problems; benefits were also seen on social skills. Smaller and more variable effects were seen on observational measures and teacher reports. The overall methodological strength of this literature was relatively strong, although lack of fidelity measurement is a weakness. Using criteria established by the American Psychological Association’s Division 53 (Society of Clinical Child and Adolescent Psychology), the IY Basic Parent Program may be considered Probably Efficacious for young children at risk for ADHD. In addition, the combined IY parent and child treatment programs can be considered Possibly Efficacious for children aged 4 to 6 years with ADHD, based on one study by the developer with a diagnosed sample.

Disciplining Young Children: The Role of Verbal Instructions and Reasoning

PEDIATRICS ◽  
1995 ◽  
Vol 96 (2) ◽  
pp. 336-341
Author(s):  
Nathan J. Blum ◽  
George E. Williams ◽  
Patrick C. Friman ◽  
Edward R. Christophersen
Keyword(s):  
Young Children ◽  
Problem Behaviors ◽  
Preschool Age ◽  
Verbal Reasoning ◽  
Behavioral Psychology ◽  
Children's Behavior ◽  
Verbal Instructions ◽  
Oppositional Behaviors ◽  
Preschool Age Children

Pediatricians are often asked to advise parents who are having difficulty managing the oppositional behaviors of their toddlers and preschool-age children. A large number of articles provide advice to pediatricians and parents on effective disciplinary strategies. However, despite the fact that verbal explanations, reasoning, and instructions are commonly used by parents, few articles directly address the use of these strategies to affect children's behavior. In this paper, we review studies that explicitly investigate the ability of adults' verbal explanations or instructions to alter the behavior of young children. These studies suggest that under most circumstances, verbal explanations and instructions are not effective in changing young children's problem behaviors. We then discuss how theories in developmental and behavioral psychology help explain the limitations of using verbal reasoning and instructions to change young children's problem behaviors. Finally, we provide some recommendations for parents on the use of verbal explanations and instructions in disciplining young children.

Examining the Preliminary Effects of a Summer Social Emotional Learning Program for Young Children

2020 ◽  
pp. 106342662091239
Author(s):  
Sara C. McDaniel ◽  
Kizzy Albritton ◽  
Adrienne Stuckey
Keyword(s):  
Young Children ◽  
Preschool Age ◽  
Future Research ◽  
Learning Program ◽  
Social Emotional ◽  
Preliminary Results ◽  
School Settings ◽  
Preschool Age Children ◽  
Quasi Experimental ◽  
Formal School

This quasi-experimental pilot study examined the use of the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum during the summer prior to kindergarten entry for preschool-age children. The purpose of the study was to examine if participation in the summer Preschool PATHS curriculum would lead to increased levels of social–emotional competence for the participating children, particularly as they prepared to transition into formal school settings. Preliminary results of pilot data indicate positive outcomes for preschool-age children participating in the intervention. These preliminary results suggest that the Preschool PATHS curriculum could potentially be delivered immediately prior to school enter with the potential for promoting competencies and strengths to put young children on a path toward a positive trajectory as they start school. Limitations of the study are discussed as well as practical implications and future research needs.

The development of hypothetical reference in the speech of young children

1979 ◽  
Vol 6 (3) ◽  
pp. 563-579 ◽  
Author(s):  
Stan A. Kuczaj ◽  
Mary J. Daly
Keyword(s):  
Experimental Study ◽  
Young Children ◽  
Preschool Age ◽  
The Other ◽  
Naturalistic Study ◽  
Cross Sectional ◽  
Preschool Age Children ◽  
Quasi Experimental

ABSTRACTThe data obtained in two investigations (one a longitudinal/cross-sectional naturalistic study, the other a quasi-experimental study) demonstrate that preschool age children have the capacity for hypothetical reference. However, the data also indicate that this capacity for hypothetical reference operates within certain constraints, particularly early in the preschool years. Specifically, future hypothetical reference is an earlier acquisition than past hypothetical reference; reference to single hypothetical events appears sometime prior to reference to sequences of hypothetical events; and accuracy is better in self-initiated than other-initiated hypothetical reference. The implications of these findings are discussed.

Techniques for Teaching Young Children to Use Low Vision Devices

1990 ◽  
Vol 84 (8) ◽  
pp. 419-419 ◽  
Author(s):  
C. Cowan ◽  
R. Shepler
Keyword(s):  
Young Children ◽  
Social Isolation ◽  
Low Vision ◽  
Preschool Age ◽  
Young Learners ◽  
Practical Guide ◽  
Preschool Age Children ◽  
Print Materials

The traditional techniques for helping low vision children deal with print materials in school are time consuming and contribute to social isolation. Therefore, even preschool-age children should be trained to use low vision devices. Since low vision devices have typically been used with adults, there are few materials and techniques suitable for the young learners. This article presents a practical guide to help professionals develop techniques and materials that motivate children to learn to use low vision devices.

scholarly journals A parent-report scale of behavioral inhibition: Validation and application to preschool-age children who do and do not stutter

2020 ◽  
Vol 63 ◽  
pp. 105748 ◽  
Author(s):  
Katerina Ntourou ◽  
Elizabeth Oyler DeFranco ◽  
Edward G. Conture ◽  
Tedra A. Walden ◽  
Nasir Mushtaq
Keyword(s):  
Behavioral Inhibition ◽  
Parent Report ◽  
Preschool Age ◽  
Preschool Age Children

What Does “Touch” Mean to Young Children?: An Empirical Study

1988 ◽  
Vol 67 (3) ◽  
pp. 683-690 ◽  
Author(s):  
Patricia Y. Hashima ◽  
Keith Barton ◽  
Margaret S. Steward
Keyword(s):  
Young Children ◽  
Empirical Study ◽  
Preschool Age ◽  
Preschool Age Children

This study examined 40 preschool children's understanding of the word touch. 24 drawings were presented one at a time to each child, and the children were instructed to describe each of the drawings and to classify them into drawings portraying touch or drawings showing no touch. 20 undergraduates were also interviewed. The same procedure was used, but in addition the undergraduates were asked to predict how preschool-age children would do on the same task. The results showed several ways in which the children's understanding of the word touch differed from that of an adult.

The comprehension and production of verbal passives by Italian preschool-age children

2015 ◽  
Vol 37 (4) ◽  
pp. 901-931 ◽  
Author(s):  
FRANCESCA VOLPATO ◽  
LAURA VERIN ◽  
ANNA CARDINALETTI
Keyword(s):  
Young Children ◽  
Child Language ◽  
Preschool Age ◽  
Specific Variable ◽  
Preschool Age Children ◽  
To Come

ABSTRACTThis paper investigates the comprehension and the production of passive sentences in Italian-speaking children (aged 3 years, 4 months to 6 years, 2 months) analyzing both the variables observed in previous studies on other languages (verb type and presence of the by-phrase) versus an Italian-specific variable: the use of auxiliary venire “to come.” Because Italian venire is only possible in verbal passives, this property is crucial to determine whether children have full competence of the (verbal) passive structure. The high percentage of accuracy in the comprehension of sentences containing venire suggests that the eventive passive interpretation is fully available in child language, even in 3- to 4-year-old children. Moreover, young children produce passive sentences with either auxiliary venire or essere “to be,” also adding the by-phrase, thus proving unambiguously that children control verbal passive sentences from very early on.

scholarly journals The Role of Behavioral Inhibition for Conversational Speech and Language Characteristics of Preschool-Age Children Who Stutter

2020 ◽  
Vol 29 (2) ◽  
pp. 638-651
Author(s):  
Victoria Tumanova ◽  
Carly Woods ◽  
Rachel Razza
Keyword(s):  
Behavioral Inhibition ◽  
Negative Impact ◽  
Behavioral Observation ◽  
Parent Report ◽  
Preschool Age ◽  
Indirect Measure ◽  
Language Complexity ◽  
Preschool Age Children ◽  
Language Characteristics ◽  
Temperamental Trait

Purpose The purpose of this study was to investigate whether preschool-age children who stutter (CWS) were more likely to exhibit a temperamental trait of behavioral inhibition (BI), a correlate of shyness, than children who do not stutter (CWNS) and whether this temperamental trait affected preschool-age children's speech fluency and language complexity during a conversation with an unfamiliar adult. Method Sixty-eight preschool-age children (31 CWS, 37 CWNS) participated. The degree of BI was assessed by measuring the latency to their sixth spontaneous comment and the number of all spontaneous comments during a conversation with an unfamiliar examiner (following Kagan et al.'s [1987] methodology). Parent report of shyness from the Children's Behavior Questionnaire served as an indirect measure of BI. Children's language complexity was assessed by measuring their mean length of utterance and the number of words spoken. For CWS, the frequency of stuttering and the negative impact of stuttering were also assessed. Results First, we found no between-group differences in the degree of BI across the behavioral observation measures. However, CWS were rated shyer by parents than CWNS. Second, for CWS only, higher BI was associated with less complex utterances and fewer words spoken. Third, for CWS, higher BI was associated with fewer stuttered disfluencies produced. Conclusions This study provides empirical evidence that BI to the unfamiliar may have salience for childhood stuttering as it affected the quantity and quality of language spoken with an unfamiliar adult. Clinical implications of high BI for the assessment and treatment of preschool-age stuttering are discussed.

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