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• 1. [Article] Negative behavior exhibited by preschool children in same-age versus mixed-age groups

  Perhaps due to the increase in the workforce of mothers with young children, much attention has been directed in the past decade towards the subject of out-of-home child care. In order to gain further ...

  Citation × Citation Citation Abstract Copy Title: Negative behavior exhibited by preschool children in same-age versus mixed-age groups Author: Sheppard, Laura Janine Year: 1985 Perhaps due to the increase in the workforce of mothers with young children, much attention has been directed in the past decade towards the subject of out-of-home child care. In order to gain further understanding of the socialization of preschool children, an observational study was carried out which was designed to measure the amount of negative behavior expressed by children participating in mixed-age versus same-age preschool groups. Title: Negative behavior exhibited by preschool children in same-age versus mixed-age groups Author: Sheppard, Laura Janine Year: 1985 Perhaps due to the increase in the workforce of mothers with young children, much attention has been directed in the past decade towards the subject of out-of-home child care. In order to gain further understanding of the socialization of preschool children, an observational study was carried out which was designed to measure the amount of negative behavior expressed by children participating in mixed-age versus same-age preschool groups. Close

• 2. [Article] Comparison of scores obtained on the PPVT and the PPVT-R

  The Peabody Picture Vocabulary Test (PPVT) is a widely used receptive vocabulary screening tool, but it is not without its limitations, such as inadvisable I.Q. usage and a standardization procedure that ...

  Citation × Citation Citation Abstract Copy Title: Comparison of scores obtained on the PPVT and the PPVT-R Author: Choong, Jennie L.M. Year: 1981 The Peabody Picture Vocabulary Test (PPVT) is a widely used receptive vocabulary screening tool, but it is not without its limitations, such as inadvisable I.Q. usage and a standardization procedure that lacks scope. A revision of the PPVT, known as the Peabody Picture Vocabulary Test-Revised (PPVT-R) was published in 1981, and contains a more complete standardization procedure as well as some structural changes of the test itself (Dunn, 1981). Speech/language pathology, whose diagnosticians most commonly use the age equivalent value, is a profession that would gain from information which deals with the equivalency of the PPVT-R to the original PPVT. The purpose of the study was to compare age equivalent values obtained from the PPVT and the PPVT-R for a preschool aged population. Specifically, this study sought to discover whether or not significant differences existed between the age equivalent values derived from the PPVT and the PPVT-R. Eighty children, age three years, six months to four years, six months participated as subjects in the study, selected on the basis of their chronological age and enrollment in one of ten selected preschools. The subjects were divided into four groups (N=20), and each group was administered one form of the PPVT (A or B) and one form of the PPVT-R ( L or M). The resultant groupings were: I (A and L); II (A and M); III ( B and L); and IV ( B and M). Title: Comparison of scores obtained on the PPVT and the PPVT-R Author: Choong, Jennie L.M. Year: 1981 The Peabody Picture Vocabulary Test (PPVT) is a widely used receptive vocabulary screening tool, but it is not without its limitations, such as inadvisable I.Q. usage and a standardization procedure that lacks scope. A revision of the PPVT, known as the Peabody Picture Vocabulary Test-Revised (PPVT-R) was published in 1981, and contains a more complete standardization procedure as well as some structural changes of the test itself (Dunn, 1981). Speech/language pathology, whose diagnosticians most commonly use the age equivalent value, is a profession that would gain from information which deals with the equivalency of the PPVT-R to the original PPVT. The purpose of the study was to compare age equivalent values obtained from the PPVT and the PPVT-R for a preschool aged population. Specifically, this study sought to discover whether or not significant differences existed between the age equivalent values derived from the PPVT and the PPVT-R. Eighty children, age three years, six months to four years, six months participated as subjects in the study, selected on the basis of their chronological age and enrollment in one of ten selected preschools. The subjects were divided into four groups (N=20), and each group was administered one form of the PPVT (A or B) and one form of the PPVT-R ( L or M). The resultant groupings were: I (A and L); II (A and M); III ( B and L); and IV ( B and M). Close

• 3. [Article] Normative data on the auditory memory performance of three- and four-year old children as measured by the Auditory memory test package (AMTP)

  The purpose of this study was to collect normative data on the auditory memory performance of three- and four-year old children as measured by the Auditory Memory Test Package (AMTP). Specifically, this ...

  Citation × Citation Citation Abstract Copy Title: Normative data on the auditory memory performance of three- and four-year old children as measured by the Auditory memory test package (AMTP) Author: Davis, Patricia R. Year: 1984 The purpose of this study was to collect normative data on the auditory memory performance of three- and four-year old children as measured by the Auditory Memory Test Package (AMTP). Specifically, this investigation sought to answer one question: is the AMTP sensitive to age differences when administered to young children ages 3.0-4.11? Title: Normative data on the auditory memory performance of three- and four-year old children as measured by the Auditory memory test package (AMTP) Author: Davis, Patricia R. Year: 1984 The purpose of this study was to collect normative data on the auditory memory performance of three- and four-year old children as measured by the Auditory Memory Test Package (AMTP). Specifically, this investigation sought to answer one question: is the AMTP sensitive to age differences when administered to young children ages 3.0-4.11? Close

• 4. [Article] Developmental sentence scoring sample size comparison

  Assessment of language abilities is an integral part of accruing information on the development of concept formation and the learning of grammatical rules. The maturity and complexity of a child's language ...

  Citation × Citation Citation Abstract Copy Title: Developmental sentence scoring sample size comparison Author: Valenciano, Marilyn May Year: 1981 Assessment of language abilities is an integral part of accruing information on the development of concept formation and the learning of grammatical rules. The maturity and complexity of a child's language can be assessed through the use of a language sample. The sample consists of a specified number of utterances which are emitted spontaneously and then analyzed according to a given procedure. The purpose of this study was to determine if there is a significant difference among the scores obtained from language samples of 25, 50, and 75 utterances when using the DSS procedure for ages 4.0 through 4.6 years. Twelve children, selected on the basis of chronological age, normal receptive vocabulary skills, normal hearing, and a monolingual background, participated as subjects. Title: Developmental sentence scoring sample size comparison Author: Valenciano, Marilyn May Year: 1981 Assessment of language abilities is an integral part of accruing information on the development of concept formation and the learning of grammatical rules. The maturity and complexity of a child's language can be assessed through the use of a language sample. The sample consists of a specified number of utterances which are emitted spontaneously and then analyzed according to a given procedure. The purpose of this study was to determine if there is a significant difference among the scores obtained from language samples of 25, 50, and 75 utterances when using the DSS procedure for ages 4.0 through 4.6 years. Twelve children, selected on the basis of chronological age, normal receptive vocabulary skills, normal hearing, and a monolingual background, participated as subjects. Close

• 5. [Article] Affective perspective-taking and sympathy in young children

  The present study focused upon both behavioral and cognitive aspects of sympathetic responses in preschool children. Subjects, 36 boys and girls aged 33-75 months, were seen at their regular day care center. ...

  Citation × Citation Citation Abstract Copy Title: Affective perspective-taking and sympathy in young children Author: Leinbach, Mary Driver Year: 1981 The present study focused upon both behavioral and cognitive aspects of sympathetic responses in preschool children. Subjects, 36 boys and girls aged 33-75 months, were seen at their regular day care center. An attempt was made to promote comforting behavior through the use of a peer model both alone and accompanied by an adult's inductive statement regarding the consequences of a sympathetic response; a six year-old girl served as the sympathetic model and as an apparently injured victim in need of comforting. In addition, age- and sex-related relationships for the measures of social cognition, affective perspective-taking and knowledge of strategies for intervening when another person's plight invites sympathetic concern, were examined. The former measure employed a commonly used task presenting children with picture stories in which a target character's facial expression is not congruent with information provided by the story situation. Such stimuli have been thought to assess the ability to assume the emotional point of view of a particular person (empathic judgment), as opposed to the egocentric projection of one's own perspective onto another (projective judgment). Capacities for recognizing and explaining situationally consistent emotions (social comprehension and explanation of affect) and explaining the incongruent facial and situational cues (awareness of discrepancy) were also evaluated. The psychometric properties of these measures were a major concern; consequently, internal consistency reliability as well as age- and sex-related differences among item means, which were presumed to reflect differences in item difficulty, were examined for each component of both measures. Finally, relationships among all measures were examined. Title: Affective perspective-taking and sympathy in young children Author: Leinbach, Mary Driver Year: 1981 The present study focused upon both behavioral and cognitive aspects of sympathetic responses in preschool children. Subjects, 36 boys and girls aged 33-75 months, were seen at their regular day care center. An attempt was made to promote comforting behavior through the use of a peer model both alone and accompanied by an adult's inductive statement regarding the consequences of a sympathetic response; a six year-old girl served as the sympathetic model and as an apparently injured victim in need of comforting. In addition, age- and sex-related relationships for the measures of social cognition, affective perspective-taking and knowledge of strategies for intervening when another person's plight invites sympathetic concern, were examined. The former measure employed a commonly used task presenting children with picture stories in which a target character's facial expression is not congruent with information provided by the story situation. Such stimuli have been thought to assess the ability to assume the emotional point of view of a particular person (empathic judgment), as opposed to the egocentric projection of one's own perspective onto another (projective judgment). Capacities for recognizing and explaining situationally consistent emotions (social comprehension and explanation of affect) and explaining the incongruent facial and situational cues (awareness of discrepancy) were also evaluated. The psychometric properties of these measures were a major concern; consequently, internal consistency reliability as well as age- and sex-related differences among item means, which were presumed to reflect differences in item difficulty, were examined for each component of both measures. Finally, relationships among all measures were examined. Close

• 6. [Article] Sharing as a function of the number of play materials

  This study examined whether the number of available play materials (toys) affected the occurrence of sharing behavior in preschool children. Eighteen four- and five-year-old children were assigned by age ...

  Citation × Citation Citation Abstract Copy Title: Sharing as a function of the number of play materials Author: Milstead, Nancy Carol Year: 1985 This study examined whether the number of available play materials (toys) affected the occurrence of sharing behavior in preschool children. Eighteen four- and five-year-old children were assigned by age and gender to six same-sexed groups of three children each and were observed during three, 10-minute observation sessions. All groups were observed playing with one toy, two toys, and three toys. The children's play activities with the toy(s) were videotaped, and a behavioral coding system was developed to record those behaviors. The effect of toy condition on the sharing categories of Asked-for-Share, Partial Share, Overall Share (a category combining the highly correlated behaviors of Asked-for-Share and Spontaneous Share), and Spontaneous Share was analyzed. Age and gender were found to be unrelated to sharing. Only the effect of toy condition on Overall Share was statistically significant. Further analysis revealed that the three-toy condition affected the occurrence of Overall Share by reducing the amount of sharing. Implications for further research were discussed. Title: Sharing as a function of the number of play materials Author: Milstead, Nancy Carol Year: 1985 This study examined whether the number of available play materials (toys) affected the occurrence of sharing behavior in preschool children. Eighteen four- and five-year-old children were assigned by age and gender to six same-sexed groups of three children each and were observed during three, 10-minute observation sessions. All groups were observed playing with one toy, two toys, and three toys. The children's play activities with the toy(s) were videotaped, and a behavioral coding system was developed to record those behaviors. The effect of toy condition on the sharing categories of Asked-for-Share, Partial Share, Overall Share (a category combining the highly correlated behaviors of Asked-for-Share and Spontaneous Share), and Spontaneous Share was analyzed. Age and gender were found to be unrelated to sharing. Only the effect of toy condition on Overall Share was statistically significant. Further analysis revealed that the three-toy condition affected the occurrence of Overall Share by reducing the amount of sharing. Implications for further research were discussed. Close

• 7. [Article] Sex differences in the language development rates of two-year olds

  The purpose of this study was to examine and compare the language development rate of male and female children, 24 to 30 months of age, during a three month time period.

  Citation × Citation Citation Abstract Copy Title: Sex differences in the language development rates of two-year olds Author: Hickman, Laurel A. Year: 1983 The purpose of this study was to examine and compare the language development rate of male and female children, 24 to 30 months of age, during a three month time period. Title: Sex differences in the language development rates of two-year olds Author: Hickman, Laurel A. Year: 1983 The purpose of this study was to examine and compare the language development rate of male and female children, 24 to 30 months of age, during a three month time period. Close

• 8. [Article] A Model of Suicidal Behavior In Latency Age Children Based on Developmental Object Relations Theory

  This thesis attempts to explicate the manifestation of suicidal behavior in latency age children based on developmental object relations theory. It asserts that the susceptibility to suicidal behavior ...

  Citation × Citation Citation Abstract Copy Title: A Model of Suicidal Behavior In Latency Age Children Based on Developmental Object Relations Theory Author: Michaelis, Stephen Henry Year: 1989 This thesis attempts to explicate the manifestation of suicidal behavior in latency age children based on developmental object relations theory. It asserts that the susceptibility to suicidal behavior becomes part of the child's developing ego organization during the first three years of life as the result of deviant or distorted emotional development. These disturbances interfere with the normal internalizing processes of the separation individuation phases, including the development of psychological mechanisms. To accomplish the purpose of the study, the thesis generally classifies object relations theory within the parameters of developmental psychopathology and specifically classifies it as a component of contemporary psychodynamic theory. Then follows an exposition of the separation individuation process and attendant development of psychological mechanisms in normal and disturbed development. This section concludes by identifying the normally developing child around thirty-six months of age as possessing the capacity to unite disparate self and object images into a single, whole person for appropriate self comfort, self-image formation, and self-esteem regulation through having received primarily gratifying interactions with caregivers. The child with disturbed development lacks this capacity because of the internalization of primarily negative object-images through primarily negative interactions with caregivers. The child lacks trust in itself and in others, tends to perceive itself and others as all-good or all-bad, and experiences hostility and depression. A definition of latency and a description of this developmental stage follows. Cognitive development marked by secondary thought processes and reliance upon dynamic psychological mechanisms--ego defenses--to sustain a behavioral and emotional equilibrium, rather than a diminution of drives, permit latency to become established. As part of the structure of latency, fantasy serves a defensive and adaptive function by providing an outlet for drive expression and for mastery of situations intrapsychically. Children with disturbances in ego organization have a less established structure of latency than do normal children, that is, they rely to a greater extent on psychological mechanisms characteristic of the separation-individuation phases. A review of empirical and clinical research of suicidal children encompasses family environment; loss, depression, and hopelessness; cognitive functioning; and defense mechanisms. Suicidal children live in stressful, chaotic families with confused role relationships. Findings regarding the relationships among loss, depression, and hopelessness appear mixed although integrally related. Suicidal children conceive of impersonal death as final while construing personal death as reversible as a defensive maneuver. Suicidal fantasies constitute the precursors to suicidal planning and actions. Suicidal children show impaired ability to devise active coping strategies. They seem to rely excessively on ego defenses considered developmentally appropriate in early stages of development, such as introjection. A synthesis of theoretical formulations and research findings sets forth the developmental sequence culminating in suicidal behavior. The model depicts a child's developing ego organization predisposed to depression, hostility, and low self-esteem caused by the internalization of a predominance of negative self- and object-images. It portrays susceptibility to suicidal behavior through the incapacity to exercise self-protection under stressful situations because of a reliance upon maladaptive ego defenses. Fantasies to relieve psychic pain as part of latency defenses transform into fantasies of suicide; these presage and allow for planning and, given the failure of ego defenses, suicidal behavior results. Title: A Model of Suicidal Behavior In Latency Age Children Based on Developmental Object Relations Theory Author: Michaelis, Stephen Henry Year: 1989 This thesis attempts to explicate the manifestation of suicidal behavior in latency age children based on developmental object relations theory. It asserts that the susceptibility to suicidal behavior becomes part of the child's developing ego organization during the first three years of life as the result of deviant or distorted emotional development. These disturbances interfere with the normal internalizing processes of the separation individuation phases, including the development of psychological mechanisms. To accomplish the purpose of the study, the thesis generally classifies object relations theory within the parameters of developmental psychopathology and specifically classifies it as a component of contemporary psychodynamic theory. Then follows an exposition of the separation individuation process and attendant development of psychological mechanisms in normal and disturbed development. This section concludes by identifying the normally developing child around thirty-six months of age as possessing the capacity to unite disparate self and object images into a single, whole person for appropriate self comfort, self-image formation, and self-esteem regulation through having received primarily gratifying interactions with caregivers. The child with disturbed development lacks this capacity because of the internalization of primarily negative object-images through primarily negative interactions with caregivers. The child lacks trust in itself and in others, tends to perceive itself and others as all-good or all-bad, and experiences hostility and depression. A definition of latency and a description of this developmental stage follows. Cognitive development marked by secondary thought processes and reliance upon dynamic psychological mechanisms--ego defenses--to sustain a behavioral and emotional equilibrium, rather than a diminution of drives, permit latency to become established. As part of the structure of latency, fantasy serves a defensive and adaptive function by providing an outlet for drive expression and for mastery of situations intrapsychically. Children with disturbances in ego organization have a less established structure of latency than do normal children, that is, they rely to a greater extent on psychological mechanisms characteristic of the separation-individuation phases. A review of empirical and clinical research of suicidal children encompasses family environment; loss, depression, and hopelessness; cognitive functioning; and defense mechanisms. Suicidal children live in stressful, chaotic families with confused role relationships. Findings regarding the relationships among loss, depression, and hopelessness appear mixed although integrally related. Suicidal children conceive of impersonal death as final while construing personal death as reversible as a defensive maneuver. Suicidal fantasies constitute the precursors to suicidal planning and actions. Suicidal children show impaired ability to devise active coping strategies. They seem to rely excessively on ego defenses considered developmentally appropriate in early stages of development, such as introjection. A synthesis of theoretical formulations and research findings sets forth the developmental sequence culminating in suicidal behavior. The model depicts a child's developing ego organization predisposed to depression, hostility, and low self-esteem caused by the internalization of a predominance of negative self- and object-images. It portrays susceptibility to suicidal behavior through the incapacity to exercise self-protection under stressful situations because of a reliance upon maladaptive ego defenses. Fantasies to relieve psychic pain as part of latency defenses transform into fantasies of suicide; these presage and allow for planning and, given the failure of ego defenses, suicidal behavior results. Close

• 9. [Article] The negative effects of divorce on the behavior of children

  Our study is concerned with the effects of filing for divorce on the behavior of children. We are interested in the adjustment of the child to the changes which occur during separation and divorce, and ...

  Citation × Citation Citation Abstract Copy Title: The negative effects of divorce on the behavior of children Author: Hawkins, David, Lloyd, Karen Year: 1976 Our study is concerned with the effects of filing for divorce on the behavior of children. We are interested in the adjustment of the child to the changes which occur during separation and divorce, and we maintain the attitude that the lives of children are affected in some way when a marriage or family unit dissolves. A generally accepted belief is that divorce produces negative consequences in the lives of children as shown in their behavior. However, recently a number of studies have suggested that divorce need not be a negative experience, at least to the degree most people feel it is. Factors that influence the effects on children include: the intensity of the conflict between the divorcing partners; the degree to which parents demonstrate concern for the children and help them prepare for the separation; the child’s attachment to the custodial parent; and the level of maturity and general personality characteristics of the child. The primary goal of the study presented here is to determine the extent to which negative behavior changes in children are visible immediately following a divorce. Additionally we wish to describe those changes and determine their frequency. Finally, we wish to relate such changes to certain to certain social variables including economic status and age and sex of the children. Title: The negative effects of divorce on the behavior of children Author: Hawkins, David, Lloyd, Karen Year: 1976 Our study is concerned with the effects of filing for divorce on the behavior of children. We are interested in the adjustment of the child to the changes which occur during separation and divorce, and we maintain the attitude that the lives of children are affected in some way when a marriage or family unit dissolves. A generally accepted belief is that divorce produces negative consequences in the lives of children as shown in their behavior. However, recently a number of studies have suggested that divorce need not be a negative experience, at least to the degree most people feel it is. Factors that influence the effects on children include: the intensity of the conflict between the divorcing partners; the degree to which parents demonstrate concern for the children and help them prepare for the separation; the child’s attachment to the custodial parent; and the level of maturity and general personality characteristics of the child. The primary goal of the study presented here is to determine the extent to which negative behavior changes in children are visible immediately following a divorce. Additionally we wish to describe those changes and determine their frequency. Finally, we wish to relate such changes to certain to certain social variables including economic status and age and sex of the children. Close

• 10. [Article] An Analysis of the Effects of Individual Counseling and Group Process Techniques Upon the Behavior of Children in a Juvenile Detention Facility

  A three month project was designed to study the effects of individual counseling combined with group process techniques upon the behavior of children in a short term detentional facility. The length of ...

  Citation × Citation Citation Abstract Copy Title: An Analysis of the Effects of Individual Counseling and Group Process Techniques Upon the Behavior of Children in a Juvenile Detention Facility Author: Struble, Robert Arthur Year: 1975 A three month project was designed to study the effects of individual counseling combined with group process techniques upon the behavior of children in a short term detentional facility. The length of stay was also a primary variable. In the study of this behavior. The behavior of 282 males, 14 to 17 years of age, whom had been to the juvenile detention facility in Portland, Oregon, was analyzed via three separate instruments. The Behavior Activity Inventory was utilized to obtain daily observations concerning four separate areas of interest. An attitudinal rating scale was devised to obtain the staff’s assessment as to the effects of the study. A questionnaire was utilized in evaluating the children’s opinions regarding the study. Title: An Analysis of the Effects of Individual Counseling and Group Process Techniques Upon the Behavior of Children in a Juvenile Detention Facility Author: Struble, Robert Arthur Year: 1975 A three month project was designed to study the effects of individual counseling combined with group process techniques upon the behavior of children in a short term detentional facility. The length of stay was also a primary variable. In the study of this behavior. The behavior of 282 males, 14 to 17 years of age, whom had been to the juvenile detention facility in Portland, Oregon, was analyzed via three separate instruments. The Behavior Activity Inventory was utilized to obtain daily observations concerning four separate areas of interest. An attitudinal rating scale was devised to obtain the staff’s assessment as to the effects of the study. A questionnaire was utilized in evaluating the children’s opinions regarding the study. Close