Attention and Perseverance Behaviors of Preschool Children Enrolled in Suzuki Violin Lessons and Other Activities

1992 ◽  
Vol 40 (3) ◽  
pp. 225-235 ◽  
Author(s):  
Laurie Scott
Keyword(s):  
Preschool Children ◽  
The Other ◽  
Student Behaviors ◽  
Attention Task ◽  
Creative Movement ◽  
Attending Behavior ◽  
Task Variables ◽  
Suzuki Groups

The purpose of this study was to examine certain effects of designated activities on attention and persevering behaviors of preschool children. Relationships between teacher reinforcement and student attending behavior were also examined. The subjects, eighty 3- to 5-year-old children, were (a) enrolled in individual Suzuki violin lessons, (b) enrolled in individual and group Suzuki violin lessons, (c) enrolled in creative movement classes, (d) enrolled in preschool activities or classes, or (e) not enrolled in any organized preschool activities or classes. Analysis of classroom and lesson videotapes provided information on teacher and student behaviors. Attention and perseverance behaviors were analyzed through observation of videotape recordings of subjects performing two tasks designed by the experimenter. Both Suzuki groups scored higher on all attention task variables than did children in the other groups. Subjects receiving both individual and group Suzuki violin instruction spent significantly more time on the perseverance task than did all other subjects in the creative movement or preschool group. Teachers of subjects receiving both individual and group Suzuki violin instruction demonstrated significantly more teacher approval than did the preschool or creative movement teachers.

scholarly journals Promoting Vegetable Intake in Preschool Children: Does Enhancing the Taste of Vegetables Influence the Portion Size Effect?

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 974-974
Author(s):  
Hanim Diktas ◽  
Kathleen Keller ◽  
Liane Roe ◽  
Christine Sanchez ◽  
Barbara Rolls
Keyword(s):  
Preschool Children ◽  
Vegetable Intake ◽  
Vegetable Consumption ◽  
Kidney Diseases ◽  
Dietary Guidelines ◽  
Portion Size ◽  
The Other ◽  
Childcare Centers ◽  
Effective Strategies ◽  
Funding Sources

Abstract Objectives To meet dietary guidelines, effective strategies are needed to encourage children to eat a greater proportion of their diet from vegetables. We tested whether serving a larger portion, enhancing the taste with small amounts of butter and salt, or combining these strategies would increase vegetable intake at a meal for preschool children. Methods Using a crossover design in childcare centers, we served lunch once a week for four weeks to 67 children aged 3–5 y (61% girls; 16% with overweight or obesity). The meal consisted of two familiar vegetables (broccoli and corn) along with fish sticks, rice, ketchup, applesauce, and milk. Across the four meals, we varied the portion of vegetables (60 or 120 g total weight) and served them either plain or enhanced (0.5% salt and 6.6% light butter by weight). The other items in the meal were not varied. All meals were consumed ad libitum and weighed to determine intake. At the end of the study, children rated their liking for the foods and parents completed questionnaires about their child's eating behavior. Results Doubling the portions of vegetables led to greater consumption of both broccoli and corn (P < 0.0001) and increased total vegetable intake by 68% (mean ± SEM 21 ± 3 g). Enhancing vegetables with butter and salt, however, did not influence their intake (P = 0.13) nor modify the effect of larger portions on their intake (P = 0.10). Serving more vegetables did not affect intake of the other meal components (P = 0.57), thus meal energy intake increased by 13 ± 5 kcal (5%; P = 0.02). Ratings indicated that children had similar liking for the plain and enhanced versions of both broccoli (P = 0.31) and corn (P = 0.97). Although 73% of children rated one or both plain vegetables as yummy or just okay, they ranked their preference for the other foods in the meal higher than for the vegetables (P < 0.0001). Children differed in their response to larger portions of vegetables: those with higher scores for food fussiness and parental pressure to eat had smaller increases in vegetable intake when portions were doubled (both P < 0.03). Conclusions Serving larger portions of vegetables at a meal was an effective strategy to promote vegetable intake in children. When familiar, well-liked vegetables were served, adding butter and salt was not necessary to increase vegetable consumption. Funding Sources National Institute of Diabetes and Digestive and Kidney Diseases.

scholarly journals Theory of mind and thinking development of preschool children

2016 ◽  
Vol 9 (3) ◽  
pp. 72-80
Author(s):  
P.N. Ermakov ◽  
E.V. Vorobyeva ◽  
I.A. Kaidanovskaya ◽  
E.O. Strelnikova
Keyword(s):  
Preschool Children ◽  
Theory Of Mind ◽  
Comparative Study ◽  
The Other ◽  
False Beliefs ◽  
High Degree

The paper is devoted to a comparative study of psychodiagnostic formation of theory of mind (using task of understanding false beliefs of other people) and the level of thought development of preschool children by Piaget. The study involved 56 children aged 3 to 5.5 years (27 boys and 29 girls). We used technique for the diagnosis of formation of theory of mind, and to assess the development of thinking in children. As a result, it was found that indicators of formation of theory of mind and indicators of development thinking by Piaget in the high degree of consistency. Children who understand the presence of the other person false beliefs, are also able to anticipate the results of the substantive action, to understand the laws of conservation of matter and are capable of thinking decentration.

scholarly journals Chinese American Immigrant Parents' Socialization of Emotions in Bilingual Bicultural Preschool Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Shirley Huang ◽  
Pui Fong Kan
Keyword(s):  
Preschool Children ◽  
Negative Emotion ◽  
Chinese American ◽  
The Other ◽  
Immigrant Parents ◽  
Language Background ◽  
Parent Questionnaire ◽  
Emotion Words ◽  
Chinese Parent ◽  
American Immigrant

The purpose of this study was to examine Cantonese-speaking Chinese American immigrant parents' socialization of emotions in bilingual bicultural preschool children, using a combination of a parent questionnaire and parent language samples from emotion-elicited storytelling tasks. Sixteen Cantonese-speaking parents and their children participated in this study. Children were sequential bilinguals who were exposed to Cantonese (L1) at home since birth, and then learned English (L2) at school. The Chinese parent questionnaire examined parents' emotion talk in the home, as well as the child's dual language background and language distribution. Parents' language samples in Cantonese were collected from three parent-child storytelling tasks that each elicited a different type of negative emotion (sad, angry, scared). Results from the parent questionnaire and the parent language samples were analyzed using quantitative and qualitative methods. In the parent questionnaire, correlation analysis revealed that parents' use of guilt emotions was not associated with any of the other emotion words, suggesting that parents may not talk about guilt as frequently as the other emotions. Results from the parents' language samples showed no significant differences between parents' number of emotion words and emotion explanations across the storytelling tasks, suggesting that parents used negative emotion words similarly across all three books. Further qualitative analysis between the parent questionnaire and the language samples revealed patterns in the way parents use Chinese emotion words with their children. Findings illustrate how the combined use of a parent questionnaire and parent language samples offer complementary information to provide a more comprehensive understanding about Chinese American immigrant parents' socialization of emotions.

scholarly journals Developmental evidence for enhanced theory of mind for competitive versus cooperative contexts

2017 ◽  
Author(s):  
Lily Tsoi ◽  
Kiley Hamlin ◽  
Adam Waytz ◽  
Andrew Scott Baron ◽  
Liane Young
Keyword(s):  
Preschool Children ◽  
Theory Of Mind ◽  
Social Interactions ◽  
Mental States ◽  
The Other ◽  
First Person ◽  
False Beliefs ◽  
Other Hand ◽  
The One

There is a debate regarding the function of theory of mind (ToM), the capacity to infer, attribute, and reason about mental states. On the one hand are evolutionary and psychological work suggesting that ToM is greater for competition than cooperation. On the other hand are findings and theories promoting greater ToM for cooperation than competition. We investigate the question of whether ToM is greater for competition than cooperation or vice versa by examining the period of development during which explicit ToM comes online. In two studies, we examined preschool children’s abilities to explicitly express an understanding of false beliefs—a key marker of ToM—and ability to apply that understanding in first-person social interactions in competitive and cooperative contexts. Our findings reveal that preschool children are better at understanding false beliefs and applying that understanding in competitive contexts than in cooperative contexts.

Enhancement of inferior temporal neurons during visual discrimination

1987 ◽  
Vol 58 (6) ◽  
pp. 1292-1306 ◽  
Author(s):  
B. J. Richmond ◽  
T. Sato
Keyword(s):  
Spatial Attention ◽  
Trial Type ◽  
Discrimination Task ◽  
Temporal Cortex ◽  
Pattern Discrimination ◽  
Response Strength ◽  
The Other ◽  
Inferior Temporal Cortex ◽  
Attention Task ◽  
Type Pattern

1. Previous results have shown that spatially directed attention enhances the stimulus-elicited responses of neurons in some areas of the brain. In the inferior temporal (IT) cortex, however, directing attention toward a stimulus mildly inhibits the responses of the neurons. Inferior temporal cortex is involved in pattern discrimination, but not spatial localization. If enhancement signifies that a neuron is participating in the function for which that part of cortex is responsible, then pattern discrimination, not spatial attention, should enhance responses of IT neurons. The influence of pattern discrimination behavior on the responses of IT neurons was therefore compared with previously reported suppressive influences of both spatial attention and the fixation point. 2. Single IT neurons were recorded from two monkeys while they performed each of five tasks. One task required the monkey to make a pattern discrimination between a bar and a square of light. In the other four tasks the same bar of light appeared, but the focus of spatial attention could differ, and the fixation point could be present or absent. Either attention to (without discrimination of) the bar stimulus or the presence of the fixation point attenuated responses slightly. These two suppressive influences produced a greater attenuation when both were present. 3. The visual conditions and motor requirements when the bar stimulus appeared in the discrimination task were identical to those of the trials in the stimulus attention task. However, one-half of the responsive neurons showed significantly stronger responses to the bar stimulus when it appeared in the discrimination task than when it appeared in the stimulus attention task. For most of these neurons, discrimination just overcame the combined effect of the two suppressive influences. For six other neurons, the response strength was significantly greater during the discrimination task than during any other task. 4. The monkeys achieved an overall correct performance rate of 90% in both the discrimination and stimulus attention tasks. To achieve this performance in the discrimination task they adopted a strategy in which they performed one trial type, bar stimulus attention trials, perfectly (100%) and the other trial type, pattern trials, relatively poorly (84% correct).(ABSTRACT TRUNCATED AT 400 WORDS)

The art of reprimand

2017 ◽  
Author(s):  
Peggy D. Bennett
Keyword(s):  
The Other ◽  
Student Behaviors ◽  
Teachers And Students ◽  
Sliding Scale ◽  
Specific Formula ◽  
High Standards ◽  
Do So

Reprimanding students may be a necessary part of teaching. But is there a way to do so artfully? We search for publications in which authors give specific ways to think about and react to student behaviors. We find an approach that fits our temperament, our school’s expectations, and the community’s sensitivities. Yet one approach does not fit all teachers, or all students. As you consult others’ recommendations, be open to considering both softer and harder approaches for your reprimands. We all need a range to be effective. Add to your options; expand your pool of choices. A sliding scale of reprimands that adapts to varying degrees of gravity is worth developing. An artful scold has the capacity to serve both teachers and students. And when we are confident that our reprimands are not overly harsh, not overly meek, and definitely not demeaning, we develop the calm and trustful feel­ings of a vitally grounded teacher. As a brief and specific formula for the art of reprimand, try these four steps: 1. Do it immediately. 2. Confirm the facts; be sure your information is correct. 3. Be very specific in telling the other person what is wrong. Try to criticize her behavior, not her motives. 4. Show your feelings: anger, annoyance, frustration. We will never be able to manage and motivate if we are afraid to correct people’s mistakes . . . . If we are going to enforce high standards it will require us to tell people when they do not meet those standards.

An Auditory Attention Task: A Note on the Processing of Verbal Information

1994 ◽  
Vol 78 (2) ◽  
pp. 563-570 ◽  
Author(s):  
Lena Linde
Keyword(s):  
Beneficial Effect ◽  
Auditory Attention ◽  
The Other ◽  
Training Effect ◽  
Spatial Relationships ◽  
Verbal Information ◽  
Spatial Order ◽  
Attention Task ◽  
Normal Sleep ◽  
General Training

On an auditory attention task subjects were required to reproduce spatial relationships between letters from auditorily presented verbal information containing the prepositions “before” or “after.” It was assumed that propositions containing “after” induce a conflict between temporal, and semantically implied, spatial order between letters. Data from 36 subjects showing that propositions with “after” are more difficult to process are presented. A significant, general training effect appeared. 200 mg caffeine had a certain beneficial effect on performance of 18 subjects who had been awake for about 22 hours and were tested at 6 a.m.; however, the beneficial effect was not related to amount of conflict but concerned items without and with conflict. On the other hand, the effect of caffeine for 18 subjects tested at 4 p.m. after normal sleep was slightly negative.

Subject-Task Interaction in Selective Attention Research

1973 ◽  
Vol 36 (1) ◽  
pp. 259-262
Author(s):  
Steven Jay Gross ◽  
Samuel F. Moore ◽  
Stephen L. Stern
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Selective Attention ◽  
Individual Difference ◽  
The Other ◽  
Human Information Processing ◽  
Task Variables ◽  
The One ◽  
The Individual

Two methods of investigating human information processing, the one focusing on the manipulation of experimental tasks and the other emphasizing individual differences, were compared. The design utilized the experimental tasks of Treisman and Riley (1969) while examining for individual differences on the basis of Witkin's field-articulation dimension. The findings of Treisman and Riley were replicated, while no differences were found among Ss categorized on the individual-difference dimension, suggesting that task variables were most important in performance requiring selective attention.

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