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Articles 1 - 4 of 4
Full-Text Articles in Psychology
Knowledge Within The United States Of Child Maltreatment, Rebekah Hubacek
Knowledge Within The United States Of Child Maltreatment, Rebekah Hubacek
Honors Program Theses and Research Projects
The literature has looked at the knowledge of child maltreatment amongst certain positions, i.e., teachers, caregivers (Weegar and Romano, 2019; Salloum et. al, 2019). The current study aims to find out how much knowledge the general public has of child maltreatment, including the differences of knowledge among those who are trained, who are parents to minors, who have a close relationship with a minor, and those who are/do not. There are five hypotheses. First, it was expected that the general population had a lack of knowledge of child maltreatment, that their knowledge was not greater than chance. Secondly, it was …
Tugging At Their Heartstrings: Partner’S Knowledge Of Affective Meta-Bases Predicts Use Of Emotional Advocacies In Close Relationships, Kenneth Tan, Ya Hui Michelle See
Tugging At Their Heartstrings: Partner’S Knowledge Of Affective Meta-Bases Predicts Use Of Emotional Advocacies In Close Relationships, Kenneth Tan, Ya Hui Michelle See
Research Collection School of Social Sciences
Traditional studies of attitude change have focused on attempts between strangers, but what about in close relationships? The present article examines whether accuracy regarding a partner's meta-attitudinal bases can influence persuasion attempts. Because meta-bases reflect informationprocessing goals, we hypothesized that given partners with more affective meta-bases, greater accuracy regarding partners' meta-bases would predict use of emotional advocacies and their perceived persuasiveness. Self and partner ratings of meta-bases were assessed, and emotional advocacies as well as cognitive ones were provided to participants to present to their partners. Results revealed that the correspondence between perceptions of partner's affective meta-bases and use of …
What Knowledge Do Early Childhood Teachers Use During Literacy Instruction? Using Stimulated Recall To Investigate An Unexplored Phenomenon, Rachel E. Schachter
What Knowledge Do Early Childhood Teachers Use During Literacy Instruction? Using Stimulated Recall To Investigate An Unexplored Phenomenon, Rachel E. Schachter
Department of Child, Youth, and Family Studies: Faculty Publications
This study utilized a novel phenomenological approach with a stimulated recall procedure to understand the pedagogical reasoning of eight early child teachers during the enactment of literacy instruction in whole-group meeting and language arts activities. This approach to investigating knowledge—in contrast to more traditional conceptualizations of knowledge—focused on knowledge use as a process and prioritized teachers’ perspectives on knowledge used to enact literacy instruction in their own classrooms. Additionally, it allowed for a more nuanced investigation of the role of setting and teacher characteristics that are often examined in association with literacy instruction (e.g., degree attainment, years of experience, curriculum, …
Preschool Teachers’ Knowledge Of Autism Spectrum Disorder (Asd) As It Relates To Accuracy Of Symptom Identification, Jessica Prizer
Preschool Teachers’ Knowledge Of Autism Spectrum Disorder (Asd) As It Relates To Accuracy Of Symptom Identification, Jessica Prizer
Theses and Dissertations
Although most children with autism spectrum disorder (ASD) are not diagnosed until after four years of age, they can and should be identified much earlier. Given that preschool teachers repeatedly observe children in social contexts, they are in a unique position to aide in the early identification of ASD, which can prompt the initiation of intervention services that mitigate levels of disability. Few studies exist that examine preschool teachers’ knowledge of ASD in the United States and no study to date has researched the relationship between knowledge and accuracy of symptom identification in this population. The current study aimed to …