scholarly journals The Zoo Task: A novel metacognitive problem-solving task developed with a sample of African American children from schools in high poverty communities.

2021 ◽  
Author(s):  
Jwalin Patel ◽  
Amanda Aldercotte ◽  
Maria Tsapali ◽  
Zewelanji N. Serpell ◽  
Teresa Parr ◽  
...  
Keyword(s):  
African American ◽  
Problem Solving ◽  
African American Children ◽  
High Poverty ◽  
American Children ◽  
Problem Solving Task

scholarly journals The Zoo Task: A Novel Metacognitive Problem-Solving Task Developed with a Sample of African American Children from Schools in High Poverty Communities

2019 ◽  
Author(s):  
Jwalin Nishith Patel ◽  
Amanda Aldercotte ◽  
Maria Tsapali ◽  
Zewelanji Serpell ◽  
Teresa Parr ◽  
...  
Keyword(s):  
African American ◽  
Problem Solving ◽  
Urban Areas ◽  
Video Recording ◽  
Memory Task ◽  
Verbal Ability ◽  
The Novel ◽  
High Poverty ◽  
Decision Making Problem ◽  
American Children

Metacognition is important for monitoring and regulating cognitive processes, decision-making, problem-solving and learning. Despite widespread interest in metacognition, measuring metacognition in children poses a significant challenge. Some qualitative and observational metrics exist, but are restricted by scalability, range of metacognitive components measured, and use of different metrics compared with tasks for adults. We developed the Zoo Task - a novel, scalable, paper-based task that measures multiple aspects of metacognition, but is less conflated by other variables like verbal ability and does not require video recording children. Children (N = 204, ages 7-12 years, mostly from African American backgrounds) attending schools in high poverty urban areas contributed to the development of a new metacognition task for problem solving, the Zoo Task. In addition, they completed a standard metacognition of memory task similar to those already used with children and adults. The results indicate that the novel task trials are reliable and have good criterion validity. The Zoo Task could bridge the current gap between existing metrics of metacognition for children and adults.

Final Consonant Deletion in African American Children Speaking Black English

1993 ◽  
Vol 24 (3) ◽  
pp. 161-166 ◽  
Author(s):  
Michael J. Moran
Keyword(s):  
African American ◽  
Black English ◽  
African American Children ◽  
Vowel Length ◽  
Minimal Pairs ◽  
Speech Evaluation ◽  
American Children

The purpose of this study was to determine whether African American children who delete final consonants mark the presence of those consonants in a manner that might be overlooked in a typical speech evaluation. Using elicited sentences from 10 African American children from 4 to 9 years of age, two studies were conducted. First, vowel length was determined for minimal pairs in which final consonants were deleted. Second, listeners who identified final consonant deletions in the speech of the children were provided training in narrow transcription and reviewed the elicited sentences a second time. Results indicated that the children produced longer vowels preceding "deleted" voiced final consonants, and listeners perceived fewer deletions following training in narrow transcription. The results suggest that these children had knowledge of the final consonants perceived to be deleted. Implications for assessment and intervention are discussed.

scholarly journals Novel genetic risk factors for asthma in African American children: Precision Medicine and the SAGE II Study

2016 ◽  
Vol 68 (6-7) ◽  
pp. 391-400 ◽  
Author(s):  
Marquitta J. White ◽  
O. Risse-Adams ◽  
P. Goddard ◽  
M. G. Contreras ◽  
J. Adams ◽  
...  
Keyword(s):  
Risk Factors ◽  
African American ◽  
Precision Medicine ◽  
Genetic Risk ◽  
Genetic Risk Factors ◽  
African American Children ◽  
American Children
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