scholarly journals Collaboration promotes proportional reasoning about resource distribution in young children.

2011 ◽  
Vol 47 (5) ◽  
pp. 1230-1238 ◽  
Author(s):  
Rowena Ng ◽  
Gail D. Heyman ◽  
David Barner
Keyword(s):  
Young Children ◽  
Resource Distribution ◽  
Proportional Reasoning

scholarly journals Collaboration promotes proportional reasoning about resource distribution in young children

2016 ◽  
Author(s):  
Rowena Ng ◽  
Gail Heyman ◽  
David Barner
Keyword(s):  
Young Children ◽  
Ethnic Differences ◽  
Resource Distribution ◽  
Proportional Reasoning

We investigated how children and adults evaluate the “niceness” ofindividuals who engage in resource distribution, with a focus on theirsensitivity to the proportion of resources given. Across three experiments,subjects evaluated the niceness of a child who gave a quantity of penniesto another child. In Study 1 (N = 30), adults showed sensitivity to theproportion given whereas 5- and 7-year-old children did not. In Study 2 (N =74), both younger (3- to 5-year-old) and older (6- to 8-year-old) childrenwere sensitive to proportion only when resources were earned by a giver incollaboration with the recipient rather than by the giver alone. Adults,however, were sensitive to proportion in both cases. In Study 3 (N = 44),we tested 5- and 6- year-olds and their parents to be sure thatsocio-economic and ethnic differences between samples did not drive resultsand replicated key findings from Studies 1 and 2. Together, these findingsindicate that children favor proportional resource distribution insituations that invoke intuitions about equity. We suggest that theseintuitions may form the basis for adult notions of fairness and generosity.

scholarly journals Preschoolers’ Selfish Sharing Is Reduced by Prior Experience With Proportional Generosity

Open Mind ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Nadia Chernyak ◽  
Bertilia Y. Trieu ◽  
Tamar Kushnir
Keyword(s):  
Young Children ◽  
Prior Experience ◽  
Proportional Reasoning ◽  
Second Phase ◽  
Initial Action ◽  
Sharing Behavior

Young children make sophisticated social and normative inferences based on proportional reasoning. We explored the possibility that proportional cues also help children learn from and about their own generosity. Across two experiments, 3- to 4-year-olds had the opportunity to give either 1 of 4, 1 of 3, 1 of 2, or 1 of 1 of their resources to an individual in need. We then measured children’s subsequent prosociality by looking at sharing behavior with a new individual. The more proportionally generous the initial action, the less likely children were to share selfishly in the second phase. Our results suggest that children make sense of their own actions using proportional cues and that giving children experience with difficult, prosocial actions increases the likelihood of their recurrence.

scholarly journals Development of proportional reasoning: Where young children go wrong.

2008 ◽  
Vol 44 (5) ◽  
pp. 1478-1490 ◽  
Author(s):  
Ty W. Boyer ◽  
Susan C. Levine ◽  
Janellen Huttenlocher
Keyword(s):  
Young Children ◽  
Proportional Reasoning

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

Productivity of Emerging Word Combinations in Toddlers With Specific Expressive Language Impairment

1997 ◽  
Vol 6 (4) ◽  
pp. 34-47 ◽  
Author(s):  
Steven H. Long ◽  
Lesley B. Olswang ◽  
Julianne Brian ◽  
Philip S. Dale
Keyword(s):  
Data Collection ◽  
Young Children ◽  
Language Impairment ◽  
Treatment Approach ◽  
Expressive Language ◽  
Semantic Consistency ◽  
Session Analysis

This study investigated whether young children with specific expressive language impairment (SELI) learn to combine words according to general positional rules or specific, grammatic relation rules. The language of 20 children with SELI (4 females, 16 males, mean age of 33 months, mean MLU of 1.34) was sampled weekly for 9 weeks. Sixteen of these children also received treatment for two-word combinations (agent+action or possessor+possession). Two different metrics were used to determine the productivity of combinatorial utterances. One metric assessed productivity based on positional consistency alone; another assessed productivity based on positional and semantic consistency. Data were analyzed session-by-session as well as cumulatively. The results suggest that these children learned to combine words according to grammatic relation rules. Results of the session-by-session analysis were less informative than those of the cumulative analysis. For children with SELI ready to make the transition to multiword utterances, these findings support a cumulative method of data collection and a treatment approach that targets specific grammatic relation rules rather than general word combinations.

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