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Paola Uccelli Özlem Ece Demir-Lira Meredith L. Rowe Susan Levine Susan Goldin-Meadow 《Child development》2019,90(5):1650-1663
This study examines whether children's decontextualized talk—talk about nonpresent events, explanations, or pretend—at 30 months predicts seventh-grade academic language proficiency (age 12). Academic language (AL) refers to the language of school texts. AL proficiency has been identified as an important predictor of adolescent text comprehension. Yet research on precursors to AL proficiency is scarce. Child decontextualized talk is known to be a predictor of early discourse development, but its relation to later language outcomes remains unclear. Forty-two children and their caregivers participated in this study. The proportion of child talk that was decontextualized emerged as a significant predictor of seventh-grade AL proficiency, even after controlling for socioeconomic status, parent decontextualized talk, child total words, child vocabulary, and child syntactic comprehension. 相似文献
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Children are sensitive to a number of considerations influencing distributions of resources, including equality, equity, and reciprocity. We tested whether children use a specific type of reciprocity norm—market norms—in which resources are distributed differentially based strictly on amount offered in return. In two studies, 195 children 5–10 years and 60 adults distributed stickers to friends offering same or different amounts of money. Overall, participants distributed more equally when offers were the same and more unequally when offers were different. Although sensitive to why friends offered different amounts of money, children increasingly incorporated market norms into their distributions with age, as the oldest children and adults distributed more to those offering more, irrespective of the reasons provided. 相似文献
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This article assessed changes in the association between single motherhood and children’s verbal cognitive ability at age-11 using data from three cohorts of British children, born in 1958 (n = 10,675), 1970 (n = 8,933) and 2000 (n = 9,989), and mediation analysis. Consistent with previous studies, direct effects were small and insignificant. For those born in 1958 and 1970 indirect effects, operating through reduced economic and parental resources, were associated with −.107-SD to −.156-SD lower attainment. Differences between the two cohorts, and by children’s age when parents separated, were insignificant. For the 2000 cohort, effect sizes for children born to single mothers did not change significantly (−.112-SD) but attenuated for children whose parents separated in early childhood (−.076-SD) or while of school age (−.054-SD). 相似文献
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Mick G. Mack Donna Thompson Susan Hudson 《Research quarterly for exercise and sport》2013,84(4):368-372
Abstract The purpose of this study was to examine the development of skill competence and tactical sophistication during a games unit conducted following the features of sport education provided by Siedentop (1994). One team of six players was followed through a 30-lesson season of “Ultimate.” Using Gréhaigne, Godbout, and Bouthier's (1997) formula for an efficiency index, together with a number of other measures of skill and tactical competence, it was determined that these students made significant improvements in selection and execution dimensions of the game. Furthermore, lower skilled students did not feel marginalized within their teams and believed they had equal opportunities for improvement. The key reasons for developing competence in this setting were the sufficient length of the season to allow for significant practice opportunities and the consistent team membership throughout season, which allowed all players to develop a sense of usefulness. This curriculum model provides one way students can develop skills through a system of game playing, provided sport education units are structured to prevent the more skillful players from dominating the games. 相似文献
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Jerry R. Thomas Caryl Pierce Susan Ridsdale 《Research quarterly for exercise and sport》2013,84(3):592-597
Abstract In order to investigate the effects of modeling behavior for seven- and nine-year-old children, 30 seven-year-old and 30 nine-year-old females were randomly assigned within age level to three groups. These groups differed according to whether a model was presented at the beginning, midway, or not at all during 12 trials on the stabilometer. Both age groups were found to be similar in performance in the no model condition and, for both age groups, the beginning model condition was found to facilitate performance. However, the introduction of the model after six trials had a detrimental effect on the performance of younger children but facilitated older children's performance. These findings were interpreted in light of a likely increase in the processing capacity of nine year olds as well as an increase in the number of movement schemes that were previously stored in the older girls. 相似文献
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Parent Resource Centers: An Innovative Mechanism for Parental Involvement in School Choice Decisions
Hesborn Wao Vanessa L. Hein Roger Villamar Susan Chanderbhan-Forde Reginald S. Lee 《Journal of School Choice》2017,11(3):334-356
This qualitative investigation reports on the use of Parent Resource Centers (PRCs) as a mechanism for parental involvement in public school choice decisions. Interviews with parents and staff at seven PRCs in Florida revealed that PRCs employ multiple strategies to communicate choice information to parents: community-, school- and media-based outreach; outreach to hard-to-reach parents; and collaboration with other agencies. Personalized assistance and provision of choice materials are also highlighted as useful strategies. Results indicate that there is low level of awareness about school choice options among parents and thus clear and consistent communication of choice information is needed. While PRCs hold promise for increasing parental engagement in school choice, structural and systemic barriers to exercising choice decisions such as transportation and collaboration between schools and PRCs should be addressed. Methodologically, this study illustrates the power of triangulating data from parents and PRCs to illuminate our understanding of how parents make choice decisions. 相似文献
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