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451.
Three studies examined the effects of context on decisions about the reality status of novel entities. In Experiment 1 (144, 3- to 5-year-olds), participants less often claimed that novel entities were real when they were introduced in a fantastical than in a scientific context. Experiment 2 (61, 4- to 5-year-olds) revealed that defining novel entities with reference to scientific entities had a stronger effect on reality status judgments than did hearing scientifically oriented stories before encountering the novel entities. The results from Experiment 3 (192, 3- to 6-year-olds) indicated that definitions that support inferences facilitate reality status judgments more than do definitions that simply associate novel and familiar entities. These findings demonstrate that children share with adults an important means of assessing reality status. 相似文献
452.
Ailsa Niven Jacqueline Thow Jack Holroyd Anthony P. Turner 《Journal of sports sciences》2018,36(17):1993-2001
453.
Amy R. Smith Brenda Salley Deanna Hanson-Abromeit Rocco A. Paluch Hideko Engel Jacqueline Piazza Kai Ling Kong 《Child development》2024,95(2):481-496
The early language environment, especially high-quality, contingent parent–child language interactions, is crucial for a child's language development and later academic success. In this secondary analysis study, 89 parent–child dyads were randomly assigned to either the Music Together® (music) or play date (control) classes. Children were 9- to 15-month old at baseline, primarily white (86.7%) and female (52%). Measures of conversational turns (CTs) and parental verbal quality were coded from parent–child free play episodes at baseline, mid-intervention (month 6), and post-intervention (month 12). Results show that participants in the music group had a significantly greater increase in CT measures and quality of parent verbalization post-intervention. Music enrichment programs may be a strategy to enhance parent–child language interactions during early childhood. 相似文献
454.
455.
Suzanne G. Margiano Kari A. Sassu Brittany A. Dale Jacqueline M. Caemmerer Melissa A. Bray Emily Peters 《Psychology in the schools》2023,60(2):441-451
Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools. 相似文献
456.