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.

Friendships and Social Interactions of School-Aged Children With Migraine

Cephalalgia ◽  
2008 ◽  
Vol 28 (7) ◽  
pp. 734-743 ◽  
Author(s):  
K Vannatta ◽  
EA Getzoff ◽  
DK Gilman ◽  
RB Noll ◽  
CA Gerhardt ◽  
...  
Keyword(s):  
Social Functioning ◽  
Older Children ◽  
School Students ◽  
School Aged Children ◽  
School Based ◽  
Behavioural Difficulties ◽  
The Social ◽  
The Impact ◽  
Better Than

We set out to evaluate the friendships and social behaviour of school-aged children with migraine. Concern exists regarding the impact of paediatric migraine on daily activities and quality of life. We hypothesized that children with migraine would have fewer friends and be identified as more socially sensitive and isolated than comparison peers. Sixty-nine children with migraine participated in a school-based study of social functioning. A comparison sample without migraine included classmates matched for gender, race and age. Children with migraine had fewer friends at school; however, this effect was limited to those in elementary school. Behavioural difficulties were not found. Middle-school students with migraine were identified by peers as displaying higher levels of leadership and popularity than comparison peers. Concern may be warranted about the social functioning of pre-adolescent children with migraine; however, older children with migraine may function as well as or better than their peers.

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.

scholarly journals CONCEPTUALIZING DEATH: HOW DO CHILDREN IN TURKEY UNDERSTAND DEATH?

2021 ◽  
Keyword(s):  
Social Policy ◽  
Concept Development ◽  
Emotional Understanding ◽  
Parental Communication ◽  
Older Children ◽  
Keywords Children ◽  
Age Appropriate ◽  
Better Than

Death is a hard concept to understand and a delicate subject to talk about, especially with children. The primary purpose of the current study was to investigate the development of death concept in children between the ages of 3-10. We also aimed to examine the influence of parental communication in the concept’s development. Fifty-four children (M = 6.44; 30 girls, 24 boys) and their parents (N = 37) were recruited. Children were interviewed one-on-one to evaluate their cognitive and emotional understanding of death. Moreover, their parents were administered a questionnaire to assess how they communicated the concept to their children. We found that older children (7-10 years) grasped some cognitive subcategories of death better than younger children (3-7 years). Our results also showed that both younger and older children had better cognitive and emotional comprehension of the concept if their parents have communicated it to them. These findings suggest that talking to children about death, in an age-appropriate way, helps them perceive the concept better. Age-appropriate communication, especially on an important topic such as death, can further be discussed in terms of social policy. Keywords: children and death, death concept, development of death comprehension, parental communication

Internet Safety

2011 ◽  
pp. 289-314
Author(s):  
Andrea Peach ◽  
Susan Bell ◽  
Alexandru Spatariu
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Relational Aggression ◽  
Mobile Technology ◽  
The Internet ◽  
Older Children ◽  
Internet Safety ◽  
Safety Issues ◽  
School Aged Children ◽  
The Media

Preschool and young school-aged children use the internet at high rates, and with this access, parents and educators worry about safety issues. Reports of cyberbullying, child predators, inappropriate internet content, and violations of privacy, such as identity theft saturate the media (Dowell, Burgess, & Cavanaugh, 2009). This chapter will explore the roots of cyberbullying, including relational aggression and bullying in early childhood, will examine issues in internet safety that pertain to young children, and will differentiate the issues with young children from those that plague older children. Resources for working with children, parents, and educators will be reviewed, and future safety issues of internet and other mobile technology will be discussed.

Effects of Microworld Training Experience on Sorting Tasks by Young Children

1988 ◽  
Vol 16 (4) ◽  
pp. 349-364 ◽  
Author(s):  
Vickie M. Brinkley ◽  
J. Allen Watson
Keyword(s):  
Young Children ◽  
Age Groups ◽  
Sorting Task ◽  
Control Group ◽  
Training Experience ◽  
Treatment Groups ◽  
Age Appropriate ◽  
Better Than ◽  
Two Age Groups ◽  
And Task

The effects of microworld microcomputer training on sorting behaviors of 124 two-and three-year-old male and female day care children were studied. Subjects were divided into two age groups (mean ages were 2.5 and 3.0 years) and then into three treatment groups (microworld, real world, and combination) and a control group (no intervention). All treatment groups received one and one-half training hours on an inside/outside a house sorting task using ten familiar, age-appropriate objects. All subjects were pretested and posttested. To assess learning transfer, the posttest included objects on which the children were both trained and untrained. Findings from a 2 × 4 ANCOVA showed a significant age group difference on posttest objects for which children were not trained ( p = .0317) and a near significant trend on objects for which the children were trained ( p = .0654). Three-year-olds learned better than two-year-olds ( p = .0001), with learning increasing over time. One-third of the three-year-olds manipulated the computer and task independently. The abstract microcomputer task was shown to be no more difficult for young children than was the concrete doll house task.

Bananas Can't Talk: Young Children Judging the Reality of Big Bird, Bugs and the Bananas

1996 ◽  
Vol 21 (4) ◽  
pp. 25-30
Author(s):  
Susan Howard
Keyword(s):  
Young Children ◽  
Children And Adolescents ◽  
Real World ◽  
Real Life ◽  
Public Debate ◽  
Older Children ◽  
Research Attention ◽  
The Real ◽  
Television Content ◽  
Working Hypotheses

Research exploring the ways older children and adolescents interact with and make sense of television is providing us with a fascinating picture of active viewers who use various strategies to assess the extent to which television content relates to real life. The preschooler has not received the same research attention although considerable anxiety exists over the effects that television may have on the young viewer. At the heart of this concern lie questions regarding the child's ability to distinguish between fantasy and reality in television content. In this article, five 4-year-olds talk about how ‘real’ they think some TV characters are and from their discussions there emerges a picture of active, thinking viewers not the passive, mesmerised children so often constructed in public debate. These children are aware that TV images are representations which have varying degrees of relationship to things in the ‘real’ world. Some of their working hypotheses about these degrees of relationship are presented here.

scholarly journals Development of children’s use of external reminders for hard-to-remember intentions

2017 ◽  
Author(s):  
Jonathan Redshaw ◽  
Johanna Vandersee ◽  
Adam Bulley ◽  
Sam Gilbert
Keyword(s):  
Young Children ◽  
Primary School ◽  
Cognitive Load ◽  
Prospective Memory ◽  
Task Difficulty ◽  
Memory Performance ◽  
Older Children ◽  
Metacognitive Control ◽  
School Aged Children ◽  
Computerized Task

The current study explored under what conditions young children would set reminders to aid their memory for delayed intentions. A computerized task requiring participants to carry out delayed intentions under varying levels of cognitive load was presented to 63 children (aged between 6.9 and 13.0 years old). Children of all ages demonstrated metacognitive predictions of their performance that were congruent with task difficulty. Only older children, however, set more reminders when they expected their future memory performance to be poorer. These results suggest that most primary school-aged children possess metacognitive knowledge about their prospective memory limits, but that only older children may be able to exercise the metacognitive control required to translate this knowledge into strategic reminder setting.

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.

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.

Examining Functional Spatial Perception in 10-Year-Olds and Adults

2018 ◽  
Vol 125 (5) ◽  
pp. 879-893
Author(s):  
Shaziela Ishak ◽  
Julie Haymaker
Keyword(s):  
Young Children ◽  
Spatial Perception ◽  
Safety Margin ◽  
Real Life ◽  
Spatial Relations ◽  
Older Children ◽  
Property Damage ◽  
Very Young Children ◽  
Life Circumstances ◽  
Wooden Cube

This study examined a specific type of spatial perception, functional spatial perception, in 10-year-old children and adults. Functional spatial perception involves anticipating actions made with objects to fulfill a function, or, in this case, fitting objects through openings. We examined accuracy, sensitivity, and consistency in participants' abilities to adjust a window to the smallest opening through which a small wooden cube would fit. Success at this task requires accounting for the dimensions of both the object and the opening. In life circumstances, poor decisions at similar tasks may result in injury, frustration, or property damage. As much previous work in this area included very young children and adults, we sought to determine whether older children (10-year-olds) would show adult-like skills. Ten-year-old participants were as equally accurate and sensitive as adults, and both groups left a safety margin in performing this task; but we found that adults made more consistent judgments than 10-year-olds. There are developmental implications for these findings, given daily real-life needs to accurately gauge functional spatial relations and navigate objects in real life.

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