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Full-Text Articles in Child Psychology
Why Do Young Children Forget Where They Learned Information? The Relation Between Source Monitoring, Theory-Of-Mind Understanding And Suggestibility, Angela D. Evans
Why Do Young Children Forget Where They Learned Information? The Relation Between Source Monitoring, Theory-Of-Mind Understanding And Suggestibility, Angela D. Evans
Theses and Dissertations (Comprehensive)
In Study one, Fifty young children (3- to 5- year-olds) watched a video and were then interviewed about the video by a Knowledgeable interviewer, who had watched the video with the children, and a Naive interviewer, who had not seen the video. Children were asked yes/no recognition questions, half of which contained misleading suggestions. After five to seven days, children were asked the same yes/no recognition questions by a third Naïve interviewer. Children then completed a source-monitoring task Followed by three theory-of-mind tests. Study two followed the same methodologies as Study one but with an increased sample size (72 children), …
Children's Ability To Use Time-Lines To Recall The Order And Duration Of Single And Repeated Actions, Leanne Lynn Gosse
Children's Ability To Use Time-Lines To Recall The Order And Duration Of Single And Repeated Actions, Leanne Lynn Gosse
Theses and Dissertations (Comprehensive)
This study examined the ability of children aged 4-8 to recall temporal information verbally and using a visual 'time-line'. Forty-five children participated in an activity (making a picture of the sky at night) with the researcher, followed by a series of recall tasks. Children were asked to recall location, duration and sequencing information about single autobiographical events that parents provided, as well as single and repeated events from the activity. Results demonstrated developmental increases in children's ability to provide temporal information. The 7-8 year olds were always more accurate than the 5-6 year olds, followed by the 4 year olds. …
Prediction Of Childhood Externalizing Disorder Outcome: A Variable-Oriented And Person-Oriented Analysis Of Better Beginnings, Better Futures Data, Stephanie C. Cerutti
Prediction Of Childhood Externalizing Disorder Outcome: A Variable-Oriented And Person-Oriented Analysis Of Better Beginnings, Better Futures Data, Stephanie C. Cerutti
Theses and Dissertations (Comprehensive)
The current study identified risk factors associated with childhood externalize disorders. Intervention outcomes of children that took part in a community-based, early childhood prevention project, Better Beginnings Better Futures, were studied longitudinally from Grade 3 to Grade 6. Three intervention sites in Ontario (Cornwall, n = 108; Sudbury, n = 134; Highfield, n = 131) and two matched comparison sites in Ontario (Ottawa-Vanier, n = 116; Etobicoke, n = 87) were examined. Risk factors examined at multiple levels of analysis, including the individual, family, and community levels of analysis, were considered. It was expected that higher risk children would respond …