scholarly journals Dentists and What They Do by L. Slegers

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Madeline C. Crichton
Keyword(s):  
Young Children ◽  
Undergraduate Student ◽  
Medical Professionals ◽  
Older Children ◽  
University Of Alberta ◽  
Mask Making

Slegers, Liesbet. Dentists and What They Do. Clavis Publishing Inc., 2017. Intended to be read by parents with their toddlers, Dentists and What They Do is a fun, highly informative guide to a first visit to the dentist's office. Brightly-coloured images and diagrams occupy portions of every page of the story. These minimalist drawings are annotated with rhythmic phrases such as “shine, shine” for a mirror or “how funny!” for a dentist’s mask, making the book entertaining to read. Whereas the text of the story itself is small, the images are labelled in a larger font, and are therefore intended to be read by young children, introducing a variety of vocabulary. Further, Slegers accommodates for any fears that young children may have before their first visit to the dentist by demonstrating ways in which medical professionals act to entertain and accommodate children. For example, the dentist checks the teeth of a stuffed animal.  Overall, Dentist’s and What They Do is delightful, easy to read, and likely to be enjoyed even by older children because of its engaging format. In its demystification of the first trips to the dentist, the book is an excellent way to introduce normal checkups and appointments to young children and is effective in making the process entertaining.   Highly Recommended: 4 stars out of 4Reviewer: Madeline C. Crichton Madeline Crichton is a University of Alberta undergraduate student with a lifelong passion for reading. When she is not preoccupied with her studies, Madeline is busy volunteering in a variety of roles in her community.

scholarly journals Alison's Asthma by W. J. Hall

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Madeline C. Crichton
Keyword(s):  
Young Children ◽  
Inflammatory Disease ◽  
Undergraduate Student ◽  
Asthma Diagnosis ◽  
University Of Alberta ◽  
Normal Airway ◽  
The Common ◽  
The One ◽  
The Masses

Hall, Wendy J. Alison's Asthma. Mediwonderland, 2018. Part of the Mediwonderland series of works by author Wendy J. Hall, Alison’s Asthma tackles the common inflammatory disease, asthma.  Beginning with listing some of the symptoms of asthma, as faced by the protagonist Alison, the book details the tests required in the process of asthma diagnosis, as well as the available treatments.  Focusing also on positive aspects of the journey, such as Alison’s opportunity to choose a style of medical alert bracelet, as well her continued ability to run and play with her friends, Alison’s story comforts and informs readers who may be facing similar circumstances. The telling of Alison’s story is aided by the brightly coloured drawings, which accompany each page of text. Although these illustrations are simple, they establish flow within the text from one page to the next. These illustrations are also educational, such as the one comparing a normal airway to an asthmatic one.  Highly educational and written in accessible language, this book is intended to educate the masses, and breaks down a medical journey faced by many into simple, undaunting steps. However, because of its educational intent, the book tends to be less engaging. While Alison’s journey is realistic, it lacks the details required to engage the audience, instead presenting facts. With that being said, Alison’s Asthma is a perfect read for young children, who, with the help of an adult, will learn the ins and outs of the medical world.  Therefore, Alison’s Asthma is a worthwhile read, which will leave its audience comforted and informed! Recommended: 3 out of 4 stars     Reviewer: Madeline C. Crichton Madeline Crichton is a University of Alberta undergraduate student with a lifelong passion for reading. When she is not preoccupied with her studies, Madeline is busy volunteering in a variety of roles in her community.

scholarly journals Bears in a Band by S. Parenteau

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Sean Borle
Keyword(s):  
Child Health ◽  
Young Children ◽  
Undergraduate Student ◽  
Picture Book ◽  
Health And Safety ◽  
Brown Bear ◽  
University Of Alberta ◽  
Musical Activities

Parenteau, Shirley.  Bears in a Band.  Candlewick Press, 2016.This is a great little book.  Children will love the rhymes, which tell the story of four brightly coloured teddy bears, who pick up instruments and begin to play.  They make a joyful noise that eventually wakes “Big Brown Bear." Instead of being angry, Big Bear joins as a conductor and the music becomes even better.There are two music messages in this book.  First, parents should celebrate their children’s musical activities and accept that there will be noise.  Second, everyone should attempt to find the music in themselves, and share that with everyone.The text is simple.  Young children will quickly memorize it.  “The bears all play a noisy song/They don’t care if the notes are wrong." The images are happy, uplifting and full of warm fuzzies. This would be a good bedtime picture book for young children.   I highly recommend this book for libraries. Highly recommended:  4 stars out of 4 Reviewer:  Sean BorleSean Borle is a University of Alberta undergraduate student who is an advocate for child health and safety.

scholarly journals My Mom is Having Surgery (A Kidney Story) by B. E. Cortez

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Madeline C. Crichton
Keyword(s):  
Young Children ◽  
Organ Donation ◽  
Kidney Transplant ◽  
Undergraduate Student ◽  
University Of Alberta ◽  
True Story ◽  
Young Readers ◽  
Living Organ Donation ◽  
The Many ◽  
The Right

Cortez, Brenda E. My Mom is Having Surgery (A Kidney Story). Donate Life, 2015. Based on the true story of author Brenda E. Cortez’s kidney transplant, My Mom is Having Surgery (A Kidney Story) describes the process of donating a kidney and offers encouragement for others to take steps and donate. In targeting her book at young readers, those who are just beginning to read independently, Cortez offers an educational overview of the process in the hopes of normalizing lifesaving procedures such as living organ donation. From reassuring her children, to explaining in detail why donating a kidney is the right choice, to the process of surgery, recovery, and returning home, My Mom is Having Surgery (A Kidney Story) offers a realistic look at the many stages of this procedure. Aimed at audiences who are skilled and capable of reading independently, My Mom is Having Surgery is written in paragraph format with a medium sized font. By following the mother's surgery through the eyes of her daughter, the book engages with children and shows them how to be both encouraging and how to cope with the difficulties faced by a parent undergoing this procedure. Each page of the book is accompanied by colour images which represent the activities described in the text. These images are aesthetically pleasing and would help solidify the message of the book for young readers. As a tool designed to change attitudes in an engaging way, this book is a must read for young children.    Highly Recommended: 4 out of 4 starsReviewer: Madeline C. Crichton Madeline Crichton is a University of Alberta undergraduate student with a lifelong passion for reading. When she is not preoccupied with her studies, Madeline is busy volunteering in a variety of roles in her community.

Instruction Helps and Hinders Young Children’s Feature Learning

2018 ◽  
Author(s):  
Charles Kalish ◽  
Nigel Noll
Keyword(s):  
Young Children ◽  
Feature Learning ◽  
Irrelevant Information ◽  
Diagnostic Feature ◽  
Older Children ◽  
Prediction Task ◽  
Feature Correlation ◽  
The Future

Existing research suggests that adults and older children experience a tradeoff where instruction and feedback help them solve a problem efficiently, but lead them to ignore currently irrelevant information that might be useful in the future. It is unclear whether young children experience the same tradeoff. Eighty-seven children (ages five- to eight-years) and 42 adults participated in supervised feature prediction tasks either with or without an instructional hint. Follow-up tasks assessed learning of feature correlations and feature frequencies. Younger children tended to learn frequencies of both relevant and irrelevant features without instruction, but not the diagnostic feature correlation needed for the prediction task. With instruction, younger children did learn the diagnostic feature correlation, but then failed to learn the frequencies of irrelevant features. Instruction helped older children learn the correlation without limiting attention to frequencies. Adults learned the diagnostic correlation even without instruction, but with instruction no longer learned about irrelevant frequencies. These results indicate that young children do show some costs of learning with instruction characteristic of older children and adults. However, they also receive some of the benefits. The current study illustrates just what those tradeoffs might be, and how they might change over development.

scholarly journals Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age

2021 ◽  
Vol 4 (2) ◽  
pp. 251524592110181
Author(s):  
Emily M. Elliott ◽  
Candice C. Morey ◽  
Angela M. AuBuchon ◽  
Nelson Cowan ◽  
Chris Jarrold ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Memory Performance ◽  
Critical Role ◽  
Memory Task ◽  
Older Children ◽  
Continuous Increase ◽  
Verbal Rehearsal ◽  
Picture Memory ◽  
Spontaneous Production

Work by Flavell, Beach, and Chinsky indicated a change in the spontaneous production of overt verbalization behaviors when comparing young children (age 5) with older children (age 10). Despite the critical role that this evidence of a change in verbalization behaviors plays in modern theories of cognitive development and working memory, there has been only one other published near replication of this work. In this Registered Replication Report, we relied on researchers from 17 labs who contributed their results to a larger and more comprehensive sample of children. We assessed memory performance and the presence or absence of verbalization behaviors of young children at different ages and determined that the original pattern of findings was largely upheld: Older children were more likely to verbalize, and their memory spans improved. We confirmed that 5- and 6-year-old children who verbalized recalled more than children who did not verbalize. However, unlike Flavell et al., substantial proportions of our 5- and 6-year-old samples overtly verbalized at least sometimes during the picture memory task. In addition, continuous increase in overt verbalization from 7 to 10 years old was not consistently evident in our samples. These robust findings should be weighed when considering theories of cognitive development, particularly theories concerning when verbal rehearsal emerges and relations between speech and memory.

Age Effects in the Processing of Typical and Distinctive Faces

1995 ◽  
Vol 48 (2) ◽  
pp. 447-465 ◽  
Author(s):  
Robert A. Johnston ◽  
Hadyn D. Ellis
Keyword(s):  
Young Children ◽  
Recognition Memory ◽  
Memory Task ◽  
Age Effects ◽  
Decision Task ◽  
Older Children ◽  
Cognitive Architectures ◽  
Differential Processing ◽  
Four Dimensions ◽  
Adults And Children

Two experiments exploring the differential processing of distinctive and typical faces by adults and children are reported. Experiment 1 employed a recognition memory task. On three out of four dimensions of measurement, children of 5 years of age did not show an advantage for distinctive faces, whereas older children and adults did. In Experiment 2, however, subjects of all ages classified typical faces faster than distinctive ones in a face/non-face decision task: the 5-year-olds performed exactly as did adults and older children. The different patterns in performance between these two tasks are discussed in relation to possible cognitive architectures for the way young children represent faces in memory. Specifically, we examine two alternative architectures proposed by Ellis (1992) as precursors for Valentine's (1991a) multidimensional adult face-space and discuss whether implementations of these spaces should be based on a norm-based or an exemplar-based framework.

Do Monkeys and Young Children Understand Exclusive “Or” Relations? A Commentary on Ferrigno et al. (2021)

2021 ◽  
pp. 095679762110246
Author(s):  
Shalini Gautam ◽  
Thomas Suddendorf ◽  
Jonathan Redshaw
Keyword(s):  
Young Children ◽  
Response Pattern ◽  
Compelling Evidence ◽  
Experimental Task ◽  
Older Children ◽  
Disjunctive Syllogism ◽  
Identical Response ◽  
Exclusive Or

Ferrigno et al. (2021) claim to provide evidence that monkeys can reason through the disjunctive syllogism (given A or B, not A, therefore B) and conclude that monkeys therefore understand logical “or” relations. Yet their data fail to provide evidence that the baboons they tested understood the exclusive “or” relations in the experimental task. For two mutually exclusive possibilities—A or B—the monkeys appeared to infer that B was true when A was shown to be false, but they failed to infer that B was false when A was shown to be true. In our own research, we recently found an identical response pattern in 2.5- to 4-year-old children, whereas 5-year-olds demonstrated that they could make both inferences. The monkeys’ and younger children’s responses are instead consistent with an incorrect understanding of A and B as having an inclusive “or” relation. Only the older children provided compelling evidence of representing the exclusive “or” relation between A and B.

Why are Mongolian Infants Treated Like ‘Kings’?

Inner Asia ◽  
2015 ◽  
Vol 17 (2) ◽  
pp. 273-292 ◽  
Author(s):  
Aude Michelet
Keyword(s):  
Young Children ◽  
Infants And Toddlers ◽  
Older Children ◽  
Privileged Status ◽  
Daily Interactions ◽  
Children In The Middle

As infants and toddlers, Mongolian children grow up as the centre of attention in their home, promptly taken care of and tenderly indulged. In this paper, I seek to explain why young children in the middle Gobi enjoy a privileged status, in contrast with their status as older children. I show how the physical, emotional and moral peculiarities of infants’ and toddlers’ personhood converge in conferring upon them ‘kingly’ prerogatives. I then examine what leads to their loss of privileges, as they grow older. Unlike most studies examining the changes of status that children undergo, I do not focus on rites de passage, but analyse daily interactions. The loss of young children’s privileges occurs according to different timelines for each aspect of their personhood, while the prerogatives enjoyed by young children also reoccur at different periods in life, thus inviting us to reconsider what is meant by infancy as a discrete stage.

scholarly journals I Love You, Nose! I Love You, Toes! by L. Davick

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Debbie Feisst
Keyword(s):  
New York ◽  
Young Children ◽  
New York Times ◽  
Early Years ◽  
Young Adult Fiction ◽  
Body Parts ◽  
University Of Alberta ◽  
Series Books ◽  
Words And Images ◽  
The University

Davick, Linda. I Love You, Nose! I Love You, Toes! New York: Simon & Schuster-Beach Lane Books, 2013. Print.Graphic artist, illustrator and animator Linda Davick, whose colourful images have appeared in several seasonal counting series books such as the New York Times bestselling 10 Trick-or-Treaters, has penned her first book for children aimed at celebrating the unique qualities we all have. Starting from our head right down to our toes, the simply drawn children, with fun disproportionately-scaled features and descriptions to portray many kids, show off their various body parts. The book is essentially a whimsical love poem to our bodies that children will find entertaining, both in the prose and the illustrations.  Take this stanza as an example:I love you, nose, though there’s no doubt that when you sneeze some stuff comes out.The images are great, too: a little girl covering her nose to the smell of her baby sibling’s diaper, a child thinking about smelling pepper (spoiler alert: she sneezes), a stinky sock and fragrant flowers; young children will enjoy the interplay of words and images, especially about body parts and functions that are generally not discussed:I love the parts my friends don’t see: the parts that poop, the parts that pee.Ending with a sleepy boy drifting off to sleep, this would be a fun book to read with young children at night as part of a bedtime routine or even as part of an early-years story time, though the latter would certainly create a memorable experience for the students! Highly recommended: 4 stars of out 4 Reviewer: Debbie FeisstDebbie is a Public Services Librarian at the H.T. Coutts Education Library at the University of Alberta.  When not renovating, she enjoys travel, fitness and young adult fiction.

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