scholarly journals The Influence of Gender and Resource Holding Potential on Aggressive and Prosocial Resource Control Strategy Choice in Early Childhood

2020 ◽  
Vol 5 ◽  
Author(s):  
Alan Parry Roberts ◽  
Claire P. Monks ◽  
Stella Tsermentseli
Keyword(s):  
Early Childhood ◽  
Control Strategy ◽  
Resource Control ◽  
Strategy Choice ◽  
Resource Holding Potential

scholarly journals Developing an Individual Profile of Attentional Control Strategy

2020 ◽  
Vol 29 (4) ◽  
pp. 364-371 ◽  
Author(s):  
Jessica L. Irons ◽  
Andrew B. Leber
Keyword(s):  
Control Strategy ◽  
Cognitive Abilities ◽  
Optimal Strategy ◽  
Attentional Control ◽  
Control Strategies ◽  
Strategy Choice ◽  
General Cognitive Ability ◽  
Attention Tasks ◽  
Attentional Performance ◽  
Suboptimal Strategies

What makes one person better at controlling attention than the next person? Attempts to answer this question have largely focused on measuring individuals’ cognitive abilities. However, variation in attentional performance can also be due to differences in strategy. Here, we describe research showing that individuals vary dramatically in how they choose to control attention, with many reliably choosing suboptimal strategies. Optimal strategy choice appears to be unrelated to attentional control ability, general cognitive ability, or even strategy choice on other attention tasks. It does, however, correlate with how effortful individuals find the optimal strategy, which suggests that strategy choice may be driven by subjective, task-specific effort demands. These findings represent initial steps toward fully characterizing an individual profile of attentional control strategies.

scholarly journals Developing an individual profile of attentional control strategy

2019 ◽  
Author(s):  
Jessica Irons ◽  
Andrew B. Leber
Keyword(s):  
Control Strategy ◽  
Cognitive Abilities ◽  
Optimal Strategy ◽  
Attentional Control ◽  
Control Strategies ◽  
Strategy Choice ◽  
General Cognitive Ability ◽  
Attention Tasks ◽  
Attentional Performance ◽  
Suboptimal Strategies

What makes one person better at controlling attention than the next? Attempts to answer this question have largely focused on measuring individuals’ cognitive abilities. However, variation in attentional performance can also be due to differences in strategy. Here we describe research showing that individuals vary dramatically in how they choose to control attention, with many reliably choosing suboptimal strategies. Optimal strategy choice appears to be unrelated to attentional control ability, general cognitive ability, or even strategy choice on other attention tasks. It does, however, correlate with how effortful individuals find the optimal strategy, suggesting strategy choice may be driven by subjective, task-specific effort demands. These findings represent initial steps toward fully characterizing an individual profile of attentional control strategies.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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