A Comparison of the Vigorousness of Play Activities of Preschool Boys and Girls

1937 ◽  
Vol 8 (2) ◽  
pp. 144
Author(s):  
Evaline Fales
Keyword(s):  
Preschool Boys

Generalized Learning of Receptive and Expressive Action-Object Responses by Language-Delayed Preschoolers

1990 ◽  
Vol 55 (4) ◽  
pp. 665-678 ◽  
Author(s):  
Beth A. Mineo ◽  
Howard Goldstein
Keyword(s):  
Developmentally Delayed ◽  
Matrix Training ◽  
Lexical Knowledge ◽  
Baseline Design ◽  
Recombinative Generalization ◽  
Word Combination ◽  
Expressive Performance ◽  
Preschool Boys ◽  
Linguistic Aspect ◽  
Multiple Probe

This study examined the effectiveness of matrix-training procedures in teaching action + object utterances in both the receptive and expressive language modalities. The subjects were 4 developmentally delayed preschool boys who failed to produce spontaneous, functional two-word utterances. A multiple baseline design across responses with a multiple probe technique was employed. Subjects were taught 4–6 of 48 receptive and 48 expressive responses. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a previously trained word combination pattern. Although receptive knowledge was not sufficient for the demonstration of corresponding expressive performance for most of the children, only minimal expressive training was required to achieve this objective. For most matrix items, subjects responded receptively before they did so expressively. For 2 subjects, when complete receptive recombinative generalization had not been achieved, expressive training facilitated receptive responding. The results of this study elucidate benefits to training one linguistic aspect (lexical item, word combination pattern) at a time to maximize generalization in developmentally delayed preschoolers.

What should be the focus of emotion regulation in children? A nonlinear dynamic mathematical model of children's peer interaction in groups

1997 ◽  
Vol 9 (2) ◽  
pp. 421-452 ◽  
Author(s):  
JOHN MORDECHAI GOTTMAN ◽  
MICHAEL J. GURALNICK ◽  
BEVERLY WILSON ◽  
CATHERINE C. SWANSON ◽  
JAMES D. MURRAY
Keyword(s):  
Social Interactions ◽  
Estimation Procedure ◽  
Free Play ◽  
Family Characteristics ◽  
Negative Interaction ◽  
Social And Emotional ◽  
Modeling Process ◽  
The Social ◽  
Preschool Boys ◽  
Play Group

This paper questions the assumption that children's social and emotional competence be placed within the developing child, rather than in the interaction of the child with the range of peer social ecologies in which the children might function. This paper presents a new nonstatistical mathematical approach to modeling children's peer social interaction in small groups using nonlinear difference equations in which both an uninfluenced and an influenced regulatory set point of positive minus negative interaction can be separately estimated. Using this model and the estimation procedure, it is possible to estimate what a focal child and the group initially brings to the group interaction and also how these regulatory set points are influenced by the interaction to determine two influenced regulatory set points. Six-person mainstreamed and specialized groups were established involving three types of unacquainted preschool boys: children with and without developmental delays and a language disordered but intellectually normally functioning group, using a methodology that ensured appropriate matching of child and family characteristics. For each 2-week play group, the social interactions of each child were observed during a designated free play period. Handicapped children were observed in either a specialized or mainstreamed setting. The application made of this modeling process in this paper is generating theory to attempt to understand influence processes. Parameters are introduced that reflect uninfluenced target child and group set points, emotional inertia, and influence functions.

10 Seven-Day Carbohydrate and Other Nutrient Intakes of Preschool Boys Alleged to Be Behavior Responsive to Sugar Intake and Their Peers1

2015 ◽  
pp. 133-137 ◽  
Author(s):  
Markus J. P. Kruesi ◽  
Judith L. Rapoport ◽  
Carol Berg ◽  
Gloria Stables ◽  
Ernestina Bou
Keyword(s):  
Nutrient Intakes ◽  
Sugar Intake ◽  
Preschool Boys

Correlates of clinic referral for early conduct problems: Variable- and person-oriented approaches

2001 ◽  
Vol 13 (2) ◽  
pp. 255-276 ◽  
Author(s):  
MARK T. GREENBERG ◽  
MATTHEW L. SPELTZ ◽  
MICHELLE DEKLYEN ◽  
KAREN JONES
Keyword(s):  
Conduct Problems ◽  
Disruptive Behavior ◽  
Parenting Practices ◽  
High Sensitivity ◽  
Insecure Attachment ◽  
Disruptive Behavior Problems ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Family Ecology ◽  
Preschool Boys

The current study utilized both variable- and person-oriented analyses to examine correlates of early disruptive behavior problems. Participants included 80 preschool boys referred to a child psychiatry clinic and diagnosed with oppositional defiant disorder (with or without attention-deficit hyperactivity disorder) and 80 case-matched normal comparison boys. The study examined four domains of correlates: vulnerable child characteristics, poor parenting practices, insecure attachment, and adverse family ecology. Results indicated that the combination of these factors provided relatively high sensitivity (81%) and specificity (85%), clearly differentiating referred from comparison boys. A dramatic increase in clinic status occurred when three or more factors were present, and specific combinations of factors were differentially predictive of conduct problems. However, no correlates were found to be either necessary or sufficient for clinic status. By maintaining the integrity of individual cases, person-oriented analyses were able to answer different questions than more traditional variable-oriented analyses. Discussion focuses on the value of person-oriented analyses for understanding heterogeneous clinical groups.

Validity of a Non-Projective Anxiety Scale for Preschool Children

1977 ◽  
Vol 41 (1) ◽  
pp. 212-214
Author(s):  
Niki Hollembeak ◽  
E. Peter Johnsen ◽  
D. B. Tracy
Keyword(s):  
Preschool Children ◽  
Test Performance ◽  
Correlation Coefficients ◽  
Anxiety Scale ◽  
Situational Factors ◽  
Maternal Anxiety ◽  
Teaching Staff ◽  
State Trait Anxiety Inventory ◽  
Scale Scores ◽  
Preschool Boys

This study attempted to validate the Anxiety Scale, an individual test of anxiety for preschool children, by relating test performance to adults' ratings and maternal anxiety. 45 preschool boys and girls were administered the Anxiety Scale while ratings of anxiety were collected by the teaching staff; maternal anxiety was assessed by administering the A-Trait section of the State-Trait Anxiety Inventory. Correlation coefficients between Anxiety Scale scores, ratings of anxiety, and A-Trait scores were nonsignificant. Findings were discussed in terms of situational factors and parent-child roles.

Sign in / Sign up

Export Citation Format

Share Document