Epistemological Development and Attachment in European College Students

2015 ◽  
Vol 56 (8) ◽  
pp. 845-860 ◽  
Author(s):  
Carla Faria ◽  
Isabel Soares ◽  
Carolina Silva ◽  
Alice Bastos
Keyword(s):  
College Students ◽  
Epistemological Development ◽  
European College

The Epistemology of Young Children

2011 ◽  
pp. 21-44
Author(s):  
Denise L. Winsor
Keyword(s):  
College Students ◽  
Cognitive Development ◽  
Theory Of Mind ◽  
Young Children ◽  
Cognitive Ability ◽  
Theoretical Framework ◽  
Epistemological Development ◽  
Children's Beliefs ◽  
Impact Of Technology ◽  
The Impact

The purpose of this chapter is to raise questionable doubt about young children’s abilities to engage in more sophisticated thinking; and the impact of technology on children’s early epistemological development. The theoretical framework is rooted in Piaget’s theories of cognitive development, and is typically applied to college students and adults. However, Piaget is criticized for seriously underestimating young children’s cognitive ability. Moreover, scholars including Chandler, Hallet, and Sokol (2002) and Burr and Hofer (2002) have proposed an early predualist phase of epistemological development in which children between the ages of 3-to-6 may demonstrate more sophisticated ways of thinking and knowing related to theory of mind development. How does technology influence young children’s beliefs about knowledge or how might teacher’s and parent’s beliefs about knowledge affect young children? This chapter explores the answer to this question by discussing the research on epistemology and young children in relation to cognition and cognitive development.

scholarly journals The Wage Expectations of European College Students

2001 ◽  
Author(s):  
Giorgio Brunello ◽  
Claudio Lucifora ◽  
Rudolf Winter-Ebmer
Keyword(s):  
College Students ◽  
European College

Predictors of Immigration Attitudes Among White Anglo/European College Students

2012 ◽  
Author(s):  
Chrysalis L. Wright ◽  
Caitlin Cassidy ◽  
Kandyce Garth ◽  
Erum Qureshi
Keyword(s):  
College Students ◽  
Immigration Attitudes ◽  
European College

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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