scholarly journals Assessing restricted stimulus control in typically developing preschool children and bees (Melipona quadrifasciata).

2014 ◽  
Vol 7 (2) ◽  
pp. 207-220 ◽  
Author(s):  
Antonio M. Moreno ◽  
André A. B. Varella ◽  
Daniela S. Canovas ◽  
Lídia M. M. Postalli ◽  
Dora Fix Ventura ◽  
...  
Keyword(s):  
Preschool Children ◽  
Stimulus Control ◽  
Typically Developing ◽  
Melipona Quadrifasciata

Development of a Pitch Discrimination Screening Test for Preschool Children

2016 ◽  
Vol 27 (04) ◽  
pp. 281-292
Author(s):  
Maria Kulick Abramson ◽  
Peter J. Lloyd
Keyword(s):  
Preschool Children ◽  
Specific Language Impairment ◽  
Normative Data ◽  
Frequency Discrimination ◽  
Auditory Discrimination ◽  
Auditory Memory ◽  
Pitch Discrimination ◽  
Choice Response ◽  
Typically Developing ◽  
Cross Sectional

Background: There is a critical need for tests of auditory discrimination for young children as this skill plays a fundamental role in the development of speaking, prereading, reading, language, and more complex auditory processes. Frequency discrimination is important with regard to basic sensory processing affecting phonological processing, dyslexia, measurements of intelligence, auditory memory, Asperger syndrome, and specific language impairment. Purpose: This study was performed to determine the clinical feasibility of the Pitch Discrimination Test (PDT) to screen the preschool child’s ability to discriminate some of the acoustic demands of speech perception, primarily pitch discrimination, without linguistic content. The PDT used brief speech frequency tones to gather normative data from preschool children aged 3 to 5 yrs. Research Design: A cross-sectional study was used to gather data regarding the pitch discrimination abilities of a sample of typically developing preschool children, between 3 and 5 yrs of age. The PDT consists of ten trials using two pure tones of 100-msec duration each, and was administered in an AA or AB forced-choice response format. Study Sample: Data from 90 typically developing preschool children between the ages of 3 and 5 yrs were used to provide normative data. Data Analysis: Nonparametric Mann–Whitney U-testing was used to examine the effects of age as a continuous variable on pitch discrimination. The Kruskal–Wallis test was used to determine the significance of age on performance on the PDT. Spearman rank was used to determine the correlation of age and performance on the PDT. Results: Pitch discrimination of brief tones improved significantly from age 3 yrs to age 4 yrs, as well as from age 3 yrs to the age 4- and 5-yrs group. Results indicated that between ages 3 and 4 yrs, children’s auditory discrimination of pitch improved on the PDT. The data showed that children can be screened for auditory discrimination of pitch beginning with age 4 yrs. Conclusions: The PDT proved to be a time efficient, feasible tool for a simple form of frequency discrimination screening in the preschool population before the age where other diagnostic tests of auditory processing disorders can be used.

scholarly journals Daytime Sleep Patterns in Preschool Children With Autism, Developmental Delay, and Typical Development

2011 ◽  
Vol 116 (2) ◽  
pp. 142-152 ◽  
Author(s):  
A. J Schwichtenberg ◽  
Ana-Maria Iosif ◽  
Beth Goodlin-Jones ◽  
Karen Tang ◽  
Thomas Anders
Keyword(s):  
Preschool Children ◽  
Developmental Delay ◽  
Developmental Disability ◽  
Children With Autism ◽  
Parent Report ◽  
Typical Development ◽  
Typically Developing ◽  
Sleep Patterns ◽  
Daytime Sleep ◽  
Sleep Diaries

Abstract The present study examined daytime sleep patterns in 3 groups of preschool-aged children: children with autism, children with developmental delay, and children who were developing typically. Sleep was assessed in 194 children via actigraphy and parent-report sleep diaries for 7 consecutive days on 3 separate occasions over 6 months. Children with autism napped less often and for shorter periods of time than children with developmental disability, with whom they were matched on chronologic age. Children with developmental disabilities napped more like children in the typically developing group, who were, on average, 6 months younger. Each group displayed an expected shift in daytime sleep as more children matured out of their naps.

Maturation of Mismatch Negativity in Typically Developing Infants and Preschool Children

2002 ◽  
Vol 23 (2) ◽  
pp. 118-136 ◽  
Author(s):  
Mara L. Morr ◽  
Valerie L. Shafer ◽  
Judith A. Kreuzer ◽  
Diane Kurtzberg
Keyword(s):  
Preschool Children ◽  
Mismatch Negativity ◽  
Typically Developing

Verbal Regulation of Grip Force in Preschoolers

2009 ◽  
Vol 108 (2) ◽  
pp. 540-548 ◽  
Author(s):  
Koichi Haishi ◽  
Ayumi Komatsu ◽  
Hideyuki Okuzumi ◽  
Mitsuru Kokubun ◽  
Yoshio Kitajima ◽  
...  
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Grip Force ◽  
Developmental Process ◽  
Healthy Adults ◽  
Developmental Changes ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Preschool Period ◽  
Semantic Aspect

The purpose of this study was to clarify the developmental processes in verbal regulation by preschool children. Participants were 152 typically developing children (74 boys, 78 girls) between 4 and 6 years of age ( M = 5.3, SD =.8), and 30 healthy adults (15 men, 15 women) between 19 and 26 years of age ( M = 20.8, SD = 1.4). In Exp. 1, the task was to regulate grip force based on quantitative instruction which implies using a scale for regulation. Participants were required to produce a half-grip force of the maximum (Task 1). In Exp. 2, the task was grip-force regulation based on nonquantitative instruction. The participants were asked to respond with a slightly weaker grip force than the maximum (Task 2) and then a further weaker grip force (Task 3) than that used on Task 2. The regulation rates produced the extent of regulation and suggest regulation by quantitative instruction may develop earlier than by nonquantitative instruction. Also, precise grip-force regulation based on the semantic aspect of instruction may be difficult for young children. The developmental changes in the rate of performance especially observed in children of 4 to 6 years indicate that the tendency to use too much grip force disappears during this preschool period. In addition, too little grip force in regulation may reflect the developmental process toward fine grasping movements.

scholarly journals JOINT ATTENTION AND THE MENTAL MODEL OF PRESCHOOL CHILDREN WITH ATYPICAL DEVELOPMENT

2020 ◽  
pp. 96-123
Author(s):  
Yana K. Smirnova
Keyword(s):  
Social Cognition ◽  
Preschool Children ◽  
Joint Attention ◽  
Mental Model ◽  
Social Characteristics ◽  
Typically Developing ◽  
Speech Impairment ◽  
Typically Developing Children ◽  
Primary Defect ◽  
Atypical Development

Relevance. The article discusses the relationship between the development of joint (shared) attention of a child with an adult, and the social and cognitive development of the child. Based on previous studies of typically developing children that demonstrate their participation and responsiveness to fundamental social characteristics, it is significant to identify manifestations of atypical joint attention when a child does not register which object (event) or which aspects of this object (event) are the focus of an interlocutor’s attention. The question of which aspects of joint attention are related to the normative development of the child makes this relevant for comparing groups with different forms of atypical development. For the study, the main indicator of understanding the intentions of the other in the direction of view was used, as one of the aspects of joint attention. Objective. To compare the development of social cognition and joint attention among typically developing children and children with various forms of atypical development in order to identify the correlation between the theory of mind and cognitive lesion. Methods. In a sample of preschool children with typical development and of those with mental retardation, hearing impairment, speech impairment, or visual impairment (N = 90), the following methods were used to evaluate the children’s understanding of the intentions, desires, and interests of others by their behavioral manifestations: “Test for Erroneous Opinion”, “Sally-Ann”; the “What does Charlie want?” task, and others. The task was also used to assess the child’s ability to use the direction of a character’s gaze in a picture to determine the person’s intentions. Results. We identified the “primary psychological” characteristics of the atypical development of the child, which prioritize violations of social communication. Several variations of the violation of joint attention were singled out by determining a person’s intentions by the direction of their gaze. It was shown that determining intentions by the direction of gaze is associated with the normative age formation of the child. Symptoms of deficiency in this skill vary depending on the specifics of the child’s atypical development. Conclusions. Secondary deviations in the development of social cognition are specific to a particular primary defect. The limited inflow of information in the event of a violation of the analyzer creates unusual conditions in the children’s accumulation of the experience of social interaction that is necessary to form a mental model.

scholarly journals Narrative Performance and Sociopragmatic Abilities in Preschool Children are Linked to Multimodal Imitation Skills

2021 ◽  
pp. 1-26
Author(s):  
Eva CASTILLO ◽  
Mariia PRONINA ◽  
Iris HÜBSCHER ◽  
Pilar PRIETO
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Correlational Study ◽  
Typically Developing ◽  
Object Based ◽  
Linguistic Patterns ◽  
Multimodal Cues ◽  
Socially Relevant ◽  
Narrative Performance ◽  
Narrative Abilities

Abstract Over recent decades much research has analyzed the relevance of 9- to 20- month-old infants’ early imitation skills (object- and language-based imitation) for language development. Yet there have been few systematic comparisons of the joint relevance of these imitative behaviors later on in development. This correlational study investigated whether multimodal imitation (gestural, prosodic, and lexical components) and object-based imitation are related to narratives and sociopragmatics in preschoolers. Thirty-one typically developing 3- to 4-year-old children performed four tasks to assess multimodal imitation, object-based imitation, narrative abilities, and sociopragmatic abilities. Results revealed that both narrative and sociopragmatic skills were significantly related to multimodal imitation, but not to object-based imitation, indicating that preschoolers’ ability to imitate socially relevant multimodal cues is strongly related to language and sociocommunicative skills. Therefore, this evidence supports a broader conceptualization of imitation behaviors in the field of language development that systematically integrates prosodic, gestural, and verbal linguistic patterns.

Fast mapping by bilingual preschool children

2008 ◽  
Vol 35 (3) ◽  
pp. 495-514 ◽  
Author(s):  
PUI FONG KAN ◽  
KATHRYN KOHNERT
Keyword(s):  
Preschool Children ◽  
Vocabulary Knowledge ◽  
Home Language ◽  
Typically Developing ◽  
Fast Mapping ◽  
Typically Developing Children ◽  
Word Forms ◽  
Cross Language ◽  
L2 Vocabulary ◽  
L1 And L2

ABSTRACTPrevious studies show that young monolingual children's ability to ‘fast map’ new word forms is closely associated with both their age and existing vocabulary knowledge. In this study we investigate potential relationships between age, fast mapping skills and existing vocabulary knowledge in both languages of developing bilingual preschool children. Participants were twenty-six typically developing children, ages 3 ; 0 to 5 ; 3. All children learned Hmong as their primary home language (L1) and English as a second language (L2). Fast mapping and vocabulary knowledge tasks were administered in L1 and L2. For vocabulary knowledge, scores were comparable in L1 and L2; for fast mapping, scores were somewhat greater in L1 than L2. In contrast to previous findings with monolingual children, fast mapping performance was not related to age or existing vocabulary knowledge in either Hmong or English. There were, however, significant positive and negative cross-language correlations between L1 fast mapping and L2 vocabulary.

Emergent Simple Discrimination in Children: Transfer of Stimulus Control under Non-Reinforced Conditions

1991 ◽  
Vol 43 (4b) ◽  
pp. 361-388 ◽  
Author(s):  
Paul M. Smeets
Keyword(s):  
Preschool Children ◽  
Test Stimulus ◽  
Stimulus Control ◽  
Training Stimulus ◽  
Simple Discrimination ◽  
Correct Stimulus ◽  
Transfer Of Stimulus Control ◽  
Incorrect Stimulus

Previous research on humans suggests that simple discriminations may emerge if both stimuli, B1 and B2, are compounded with the stimuli of a previously trained discrimination, A1 (S+) and A2 (S-), and responding to the compounds, B1A1 and B2A2, is reinforced. Two questions were addressed. First, do simple discriminations also emerge if (a) only one stimulus, B1, is compounded with a training stimulus, A1 (S+) or A2 (S-); or with both training stimuli, A1 (S+) and A2 (S-); and (b) neither B1 nor B2 is compounded with the training stimuli? Second, do simple discriminations emerge if reinforcement in the presence of the AB compounds is withheld? Normal preschool children served as subjects. The study consisted of six experiments. Transfer occurred in all experiments regardless of whether both test stimuli, one test stimulus, or none of the test stimuli were compounded with the training stimuli under non-reinforced conditions. The results can be described by the following rules: Respond to any stimulus that includes a component of a “correct” stimulus of a previous discrimination. Otherwise, respond away from the stimulus that incorporates a component from an “incorrect” stimulus of a previous discrimination. The implications of data for sensory pre-conditioning and language-based accounts are discussed.

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