The development of cognitive organization in young children: an exploratory study*

2017 ◽  
pp. 107-128
Author(s):  
K. Ann Renninger ◽  
Irving E. Sigel
Keyword(s):  
Young Children ◽  
Exploratory Study ◽  
Cognitive Organization

The development of cognitive organization in young children: An exploratory study

1987 ◽  
Vol 29 (2) ◽  
pp. 133-161 ◽  
Author(s):  
K. Ann Renninger ◽  
Irving E. Sigel
Keyword(s):  
Young Children ◽  
Exploratory Study ◽  
Cognitive Organization

Do Patients with Alzheimer's Disease Draw like Young Children? An Exploratory Study

2014 ◽  
Vol 43 (4) ◽  
pp. 1285-1292
Author(s):  
Fotini Bonoti ◽  
Evanthia Tzouvaleka ◽  
Konstantinos Bonotis ◽  
Filippos Vlachos
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Young Children ◽  
Exploratory Study

scholarly journals Examining Performance on a Process-Based Assessment of Word Learning in Relation to Vocabulary Knowledge and Learning in Vocabulary Intervention

2019 ◽  
Vol 40 (05) ◽  
pp. 344-358
Author(s):  
Elizabeth Spencer Kelley ◽  
Howard Goldstein
Keyword(s):  
Reading Comprehension ◽  
Preschool Children ◽  
Young Children ◽  
Word Learning ◽  
Exploratory Study ◽  
Semantic Knowledge ◽  
Learning Opportunities ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
Knowledge Based

AbstractVocabulary knowledge of young children, as a well-established predictor of later reading comprehension, is an important domain for assessment and intervention. Standardized, knowledge-based measures are commonly used by speech-language pathologists (SLPs) to describe existing vocabulary knowledge and to provide comparisons to same-age peers. Process-based assessments of word learning can be helpful to provide information about how children may respond to learning opportunities and to inform treatment decisions. This article presents an exploratory study of the relation among vocabulary knowledge, word learning, and learning in vocabulary intervention in preschool children. The study examines the potential of a process-based assessment of word learning to predict response to vocabulary intervention. Participants completed a static, knowledge-based measure of vocabulary knowledge, a process-based assessment of word learning, and between 3 and 11 weeks of vocabulary intervention. Vocabulary knowledge, performance on the process-based assessment of word learning, and learning in vocabulary intervention were strongly related. SLPs might make use of the information provided by a process-based assessment of word learning to determine the appropriate intensity of intervention and to identify areas of phonological and semantic knowledge to target during intervention.

scholarly journals Longitudinal Study of Stable Isotope Compositions of Maternal Milk and Implications for the Palaeo-Diet of Infants

2017 ◽  
Vol 29 (3-4) ◽  
pp. 131-139 ◽  
Author(s):  
E. Herrscher ◽  
G. Goude ◽  
L. Metz
Keyword(s):  
Stable Isotope ◽  
Young Children ◽  
Exploratory Study ◽  
Nitrogen Isotope ◽  
Isotope Ratios ◽  
Maternal Milk ◽  
Carbon Isotope Ratios ◽  
Mother And Child ◽  
The Difference ◽  
The Impact

The classic interpretation of stable isotope data from young children in an archaeological context is based on the hypothesis that the nitrogen isotope ratios present in breast milk remain identical throughout the breastfeeding period. This exploratory study assesses the changes in the nitrogen and carbon isotope ratios in maternal milk and in the nails of the mother and child, with the aim to evaluate the impact of variations in the stable isotope ratios in maternal milk on the tissues of children, and consequently on the reconstruction of the palaeo-diet of young children. The results show that the isotopic composition of maternal milk diminishes in relation to the mother's tissues like nails and, by extrapolation, bones. The δ15N values of the milk vary little during the weeks of breastfeeding, but this is not the case for carbon, which varies considerably during the course of breastfeeding and weaning and does not seem to be linked to the mother's diet and/or to the height and weight of the child. The difference between the δ15N values recorded for the mother's and child's nails is less than 2‰, which is lower than the values often cited in bioarchaeological literature. In addition, the data from this study does not confirm the hypothesis of a significant increase in heavy isotopes in the nails of newborn babies in relation to those of their mother at childbirth.

An Exploratory Study of Mirror-Image Shape Discrimination in Young Children: Vision and Touch

1994 ◽  
Vol 78 (1) ◽  
pp. 83-88 ◽  
Author(s):  
Shoji Itakura ◽  
Hiroshi Imamizu
Keyword(s):  
Young Children ◽  
Shape Analysis ◽  
Visual Discrimination ◽  
Exploratory Study ◽  
Mirror Image ◽  
Shape Discrimination ◽  
Relative Dominance ◽  
English Alphabet ◽  
Image Shape

30 children (18 boys and 12 girls) with a mean age of 4 yr., 8 mo. were subjects in an experiment testing the relative dominance of visual and tactual modalities in mirror-image shape discrimination. The sets of unfamiliar stimuli (written and wooden letters of the English alphabet, P, B, C, U, R, F) were presented to the children randomly. Children matched the stimulus with either another visual or another tactual shape. Analysis suggests touch is not inferior to vision in mirror-image shape discrimination. These results are different from those of previous reports comparing tactual and visual discrimination with nonmirror-image patterns.

Does poor early metabolic control predict subsequent poor control in young children with Type 1 diabetes: An exploratory study

2011 ◽  
Vol 3 (2) ◽  
pp. 153-157 ◽  
Author(s):  
Claude M. CHEMTOB ◽  
Carl J. HOCHHAUSER ◽  
Eyal SHEMESH ◽  
James SCHMEIDLER ◽  
Robert RAPAPORT
Keyword(s):  
Type 1 Diabetes ◽  
Young Children ◽  
Metabolic Control ◽  
Exploratory Study ◽  
Poor Control

scholarly journals COMPUTATIONAL MODELLING AND CHILDREN’S EXPRESSIONS OF SIGNAL AND NOISE

2017 ◽  
Vol 16 (2) ◽  
pp. 15-37
Author(s):  
JANET AINLEY ◽  
DAVE PRATT
Keyword(s):  
Education Research ◽  
Young Children ◽  
Exploratory Study ◽  
Computational Models ◽  
Statistics Education ◽  
Computational Modelling ◽  
Software Tools ◽  
Clinical Interviews ◽  
Research Journal ◽  
Recent Developments

Previous research has demonstrated how young children can identify the signal in data. In this exploratory study we considered how they might also express meanings for noise when creating computational models using recent developments in software tools. We conducted extended clinical interviews with four groups of 11-year-olds and analysed the videos of the children’s activity through a process of progressive focusing. In this paper we explain the design of our tasks and report how the children’s expressions for noise, supported by the need to communicate with the software, developed from specific values to verbal expressions of uncertainty such as ‘around’, to offering ranges of values. We consider the opportunities and constraints of such an approach, which we call ‘purposeful computational modelling’. First published November 2017 at Statistics Education Research Journal Archives

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