Social Class, Age, and Educational Group Differences in Childbirth Information

1963 ◽  
Vol 25 (3) ◽  
pp. 353
Author(s):  
Patricia E. Kariel
Author(s):  
Liqin Zhang ◽  
Lin Wu

Depression has become a major social issue of global concern, which has seriously threatened the quality of an individual’s life. Although the relationship between community environment and depression has aroused heated debate, the empirical research on the relationship between community environment perception and public depression is still relatively insufficient. Data for this study are from China Family Panel Studies in 2016, which were conducted by the institute of Social Science Survey, Peking University. This paper has tested group differences in the influence of community environment on public depression, as well as the mediating role of subjective social class between community environment perception and depression, so as to further explore the social psychological effect of community environment. The empirical study found that there are group differences in the impacts of community environment perception on depression. Specifically, men, rural residents, and people aged 60 and under are more likely to be depressed which were affected by the perception of community environment. Furthermore, we have found that the subjective social class can partly mediate community environment perception and depression. That is to say, the perception of community environment can induce depression by influencing the individual’s subjective social class. Among them, community living environment and community public facilities have the greatest impact, community emotional attachment and community security situation have the second impact, and neighborhood mutual aid and neighborhood relationship have the least impact. In other words, the community environment is deeply endowed with a social psychological effect. To ameliorate the public’s depression, it is necessary to consider the construction of community physical environment and the cultivation of harmonious community culture as powerful measures not to be ignored. In short, the important role of community environmental intervention in alleviating the public’s depression caused by social class cognition deserves attention.


2006 ◽  
Vol 16 (6) ◽  
pp. 223-232 ◽  
Author(s):  
Kaori Honjo ◽  
Norito Kawakami ◽  
Tadashi Takeshima ◽  
Hisateru Tachimori ◽  
Yutaka Ono ◽  
...  

1975 ◽  
Vol 37 (3_suppl) ◽  
pp. 1099-1106 ◽  
Author(s):  
Robert A. Hoffnung

Four groups of male Orthodox Jews differing in current religious practices and educational affiliation were administered the California Psychological Inventory and the Dogmatism Scale. Matched tetrads of 30 subjects each controlled for age, social class, and generation (how long the subject's family had been in the United States) were then formed. For the analysis of scores of the California Psychological Inventory, Gough's college norms were used. Significant group differences in personality and dogmatism were found, supporting the importance of subcultural religious affiliation as a determinant of personality and dogmatism.


1976 ◽  
Vol 3 (2) ◽  
pp. 247-265 ◽  
Author(s):  
A. D. Edwards

ABSTRACTThe speech of children aged 11, in socially contrasted groups, was analysed across a range of communicative tasks. On most ‘traditional’ measures, consistent group differences did not appear. There were significant differences on measures directly derived from the ‘planning principles’ said by Bernstein to underlie restricted and elaborated codes. Even on these, however, there was considerable task variation. There was no evidence of rigidity in the speech of the lower-working-class children, and no evidence of a persistent orientation to one code rather than the other.


2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607


2020 ◽  
Vol 63 (7) ◽  
pp. 2281-2292
Author(s):  
Ying Zhao ◽  
Xinchun Wu ◽  
Hongjun Chen ◽  
Peng Sun ◽  
Ruibo Xie ◽  
...  

Purpose This exploratory study aimed to investigate the potential impact of sentence-level comprehension and sentence-level fluency on passage comprehension of deaf students in elementary school. Method A total of 159 deaf students, 65 students ( M age = 13.46 years) in Grades 3 and 4 and 94 students ( M age = 14.95 years) in Grades 5 and 6, were assessed for nonverbal intelligence, vocabulary knowledge, sentence-level comprehension, sentence-level fluency, and passage comprehension. Group differences were examined using t tests, whereas the predictive and mediating mechanisms were examined using regression modeling. Results The regression analyses showed that the effect of sentence-level comprehension on passage comprehension was not significant, whereas sentence-level fluency was an independent predictor in Grades 3–4. Sentence-level comprehension and fluency contributed significant variance to passage comprehension in Grades 5–6. Sentence-level fluency fully mediated the influence of sentence-level comprehension on passage comprehension in Grades 3–4, playing a partial mediating role in Grades 5–6. Conclusions The relative contributions of sentence-level comprehension and fluency to deaf students' passage comprehension varied, and sentence-level fluency mediated the relationship between sentence-level comprehension and passage comprehension.


2019 ◽  
Vol 62 (12) ◽  
pp. 4464-4482 ◽  
Author(s):  
Diane L. Kendall ◽  
Megan Oelke Moldestad ◽  
Wesley Allen ◽  
Janaki Torrence ◽  
Stephen E. Nadeau

Purpose The ultimate goal of anomia treatment should be to achieve gains in exemplars trained in the therapy session, as well as generalization to untrained exemplars and contexts. The purpose of this study was to test the efficacy of phonomotor treatment, a treatment focusing on enhancement of phonological sequence knowledge, against semantic feature analysis (SFA), a lexical-semantic therapy that focuses on enhancement of semantic knowledge and is well known and commonly used to treat anomia in aphasia. Method In a between-groups randomized controlled trial, 58 persons with aphasia characterized by anomia and phonological dysfunction were randomized to receive 56–60 hr of intensively delivered treatment over 6 weeks with testing pretreatment, posttreatment, and 3 months posttreatment termination. Results There was no significant between-groups difference on the primary outcome measure (untrained nouns phonologically and semantically unrelated to each treatment) at 3 months posttreatment. Significant within-group immediately posttreatment acquisition effects for confrontation naming and response latency were observed for both groups. Treatment-specific generalization effects for confrontation naming were observed for both groups immediately and 3 months posttreatment; a significant decrease in response latency was observed at both time points for the SFA group only. Finally, significant within-group differences on the Comprehensive Aphasia Test–Disability Questionnaire ( Swinburn, Porter, & Howard, 2004 ) were observed both immediately and 3 months posttreatment for the SFA group, and significant within-group differences on the Functional Outcome Questionnaire ( Glueckauf et al., 2003 ) were found for both treatment groups 3 months posttreatment. Discussion Our results are consistent with those of prior studies that have shown that SFA treatment and phonomotor treatment generalize to untrained words that share features (semantic or phonological sequence, respectively) with the training set. However, they show that there is no significant generalization to untrained words that do not share semantic features or phonological sequence features.


2019 ◽  
Vol 28 (4) ◽  
pp. 1411-1431 ◽  
Author(s):  
Lauren Bislick ◽  
William D. Hula

Purpose This retrospective analysis examined group differences in error rate across 4 contextual variables (clusters vs. singletons, syllable position, number of syllables, and articulatory phonetic features) in adults with apraxia of speech (AOS) and adults with aphasia only. Group differences in the distribution of error type across contextual variables were also examined. Method Ten individuals with acquired AOS and aphasia and 11 individuals with aphasia participated in this study. In the context of a 2-group experimental design, the influence of 4 contextual variables on error rate and error type distribution was examined via repetition of 29 multisyllabic words. Error rates were analyzed using Bayesian methods, whereas distribution of error type was examined via descriptive statistics. Results There were 4 findings of robust differences between the 2 groups. These differences were found for syllable position, number of syllables, manner of articulation, and voicing. Group differences were less robust for clusters versus singletons and place of articulation. Results of error type distribution show a high proportion of distortion and substitution errors in speakers with AOS and a high proportion of substitution and omission errors in speakers with aphasia. Conclusion Findings add to the continued effort to improve the understanding and assessment of AOS and aphasia. Several contextual variables more consistently influenced breakdown in participants with AOS compared to participants with aphasia and should be considered during the diagnostic process. Supplemental Material https://doi.org/10.23641/asha.9701690


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