Search results for 'School children Psychology' (try it on Scholar)

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  1. F. L. Goodenough (1926). Racial Differences in the Intelligence of School Children. Journal of Experimental Psychology 9 (5):388.score: 303.0
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  2. J. Dennis Nolan & Leah V. Pendarvis (1970). Effects of Variable-Irrelevant Dimensions on the Discrimination Reversal Learning of Nursery School Children. Journal of Experimental Psychology 86 (3):428.score: 303.0
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  3. Philipp Ruhnau, Björn Herrmann, Burkhard Maess, Jens Brauer, Angela Dorkas Friederici & Erich Schröger (2013). Processing of Complex Distracting Sounds in School-Aged Children and Adults: Evidence From EEG and MEG Data. Frontiers in Psychology 4.score: 297.0
    When a perceiver performs a task, rarely occurring sounds often have a distracting effect on task performance. The neural mismatch responses in event-related potentials to such distracting stimuli depend on age. Adults commonly show a negative response, whereas in children a positive as well as a negative mismatch response has been reported. Using electro- and magnetoencephalography (EEG/MEG), here we investigated the developmental changes of distraction processing in school-aged children (9–10 years) and adults. Participants took part in an (...)
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  4. Stephan Bongard Ingo Roden, Gunter Kreutz (2012). Effects of a School-Based Instrumental Music Program on Verbal and Visual Memory in Primary School Children: A Longitudinal Study. Frontiers in Psychology 3.score: 279.0
    This study examined the effects of a school-based instrumental training program on the development of verbal and visual memory skills in primary school children. Participants either took part in a music program with weekly 45 minutes sessions of instrumental lessons in small groups at school, or they received extended natural science training. A third group of children did not receive additional training. Each child completed verbal and visual memory tests for three times over a period (...)
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  5. Jan Lonnemann, Janosch Linkersdörfer, Marcus Hasselhorn & Sven Lindberg (2013). Developmental Changes in the Association Between Approximate Number Representations and Addition Skills in Elementary School Children. Frontiers in Psychology 4.score: 279.0
    The approximate number system (ANS) is assumingly related to mathematical learning but evidence supporting this assumption is mixed. The inconsistent findings might be attributed to the fact that different measures have been used to assess the ANS and mathematical skills. Moreover, associations between the performance on a measure of the ANS and mathematical skills may be discontinuous, i.e. stronger for children with lower math scores than for children with higher math scores, and may change with age. The aim (...)
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  6. John White (2011). Exploring Well-Being in Schools: A Guide to Making Children's Lives More Fulfilling. Routledge.score: 270.0
  7. Harvey M. Lacey (1961). Mediating Verbal Responses and Stimulus Similarity as Factors in Conceptual Naming by School Age Children. Journal of Experimental Psychology 62 (2):113.score: 261.0
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  8. Stefan Huber, Ursula Fischer, Korbinian Moeller & Hans-Christoph Nuerk (2013). On the Interrelation of Multiplication and Division in Secondary School Children. Frontiers in Psychology 4.score: 261.0
    Multiplication and division are conceptually inversely related: Each division problem can be transformed into as a multiplication problem and vice versa. Recent research has indicated strong developmental parallels between multiplication and division in primary school children. In this study, we were interested in (i) whether these developmental parallels persist into secondary school, (ii) whether similar developmental parallels can be observed for simple and complex problems, (iii) whether skill level modulates this relationship, and (iv) whether the correlations are (...)
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  9. Jan Kühnhausen, Anja Leonhardt, Judith Dirk & Florian Schmiedek (2013). Physical Activity and Affect in Elementary School Children's Daily Lives. Frontiers in Psychology 4.score: 246.0
    A positive influence of physical activity (PA) on affect has been shown in numerous studies. However, this relationship has not yet been studied in the daily life of children. We present a part of the FLUX study that attempts to contribute to filling that gap. To this end, a proper way to measure PA and affect in the daily life of children is needed. In pre-studies of the FLUX study, we were able to show that affect can be (...)
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  10. Florence L. Goodenough & Clara L. Brian (1929). Certain Factors Underlying the Acquisition of Motor Skill by Pre-School Children. Journal of Experimental Psychology 12 (2):127.score: 237.0
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  11. [deleted]Nobu Shirai, Tomoko Imura, Rio Tamura & Takeharu Seno (2014). Stronger Vection in Junior High School Children Than in Adults. Frontiers in Psychology 5.score: 219.0
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  12. Harl R. Douglass (1925). The Development of Number Concept in Children of Pre-School and Kindergarten Ages. Journal of Experimental Psychology 8 (6):443.score: 207.0
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  13. Eva Turner (2010). Technology Use in Reporting to Parents of Primary School Children. Acm Sigcas Computers and Society 40 (3):25-37.score: 196.0
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  14. Nigel Foreman, Danaë Stanton, Paul Wilson & Hester Duffy (2003). Spatial Knowledge of a Real School Environment Acquired From Virtual or Physical Models by Able-Bodied Children and Children with Physical Disabilities. Journal of Experimental Psychology: Applied 9 (2):67.score: 189.0
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  15. David Morrison, Sharinaz Hassan, Rosanna Mary Rooney, Robert Kane, Clare Roberts & Vincent Mancini (2013). Prevention of Internalising Disorders in 9-10 Year Old Children: Efficacy of the Aussie Optimism Positive Thinking Skills Program at 30-Month Follow-Up. [REVIEW] Frontiers in Psychology 4:988.score: 168.0
    The Aussie Optimism: Positive Thinking Skills Program (AOP-PTS) is an innovative curriculum-based mental health promotion program based on cognitive and behavioural strategies. The program is aimed at preventing depressive and anxiety symptoms and disorders in middle primary school children aged 9-10 years. Students from 22 low SES primary schools (N = 910) were randomly assigned to an intervention or a control group and assessed at the 30-month follow-up. The intervention group received the program implemented by teachers and the (...)
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  16. Audrey Croucher & Ivan Reid (2006). Internalised Achievement Responsibility as a Factor in Primary School Children's Achievement. Educational Studies 5 (2):179-189.score: 168.0
    (1979). Internalised Achievement Responsibility as a Factor in Primary School Children's Achievement. Educational Studies: Vol. 5, No. 2, pp. 179-189.
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  17. Dennis Krebs & Bert Sturrup (1982). Role‐Taking Ability and Altruistic Behaviour in Elementary School Children. Journal of Moral Education 11 (2):94-100.score: 164.0
    Abstract Twenty?four second? and third?grade children were given two cognitively?based role?taking tests developed by Flavell et al. (1968). The children's social behaviour was observed over a two?month period. It was coded according to a scheme introduced by the anthropologists Whiting and Whiting (1975) which produces composite scores of egoism and altruism. Teachers rated the children's social behaviour and role?taking ability. IQ scores were obtained from school records. Tests of the reliability and validity of the measures of (...)
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  18. C. C. W. Yu, Scarlet Chan, Frances Cheng, R. Y. T. Sung & Kit‐Tai Hau (2006). Are Physical Activity and Academic Performance Compatible? Academic Achievement, Conduct, Physical Activity and Self‐Esteem of Hong Kong Chinese Primary School Children. Educational Studies 32 (4):331-341.score: 164.0
    Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self?esteem, school conduct and physical activity level. The participants were 333 Chinese pre?adolescents (aged 8?12) in Hong Kong. Examination results and conduct grades were obtained from the school records. Global self?esteem was measured with (...)
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  19. Paul Croll, Gaynor Attwood, Carol Fuller & Kathryn Last (2008). The Structure and Implications of Children's Attitudes to School. British Journal of Educational Studies 56 (4):382 - 399.score: 156.0
    The paper reports a study of children's attitudes to school based on a questionnaire survey of 845 pupils in their first year of secondary school in England, together with interviews with a sample of the children. A clearly structured set of attitudes emerged from a factor analysis which showed a distinction between instrumental and affective aspects of attitudes but also dimensions within these, including a sense of teacher commitment and school as a difficult environment. Virtually (...)
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  20. Miriam Dittmar, Kirsten Abbot‐Smith, Elena Lieven & Michael Tomasello (2014). Familiar Verbs Are Not Always Easier Than Novel Verbs: How German Pre‐School Children Comprehend Active and Passive Sentences. Cognitive Science 38 (1):128-151.score: 146.0
    Many studies show a developmental advantage for transitive sentences with familiar verbs over those with novel verbs. It might be that once familiar verbs become entrenched in particular constructions, they would be more difficult to understand (than would novel verbs) in non-prototypical constructions. We provide support for this hypothesis investigating German children using a forced-choice pointing paradigm with reversed agent-patient roles. We tested active transitive verbs in study 1. The 2-year olds were better with familiar than novel verbs, while (...)
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  21. Carmen L. Vidal Rodeiro, Joanne L. Emery & John F. Bell (2011). Emotional Intelligence and Academic Attainment of British Secondary School Children: A Cross-Sectional Survey. Educational Studies 38 (5):521-539.score: 146.0
    Trait emotional intelligence (trait EI) covers a wide range of self-perceived skills and personality dispositions such as motivation, confidence, optimism, peer relations and coping with stress. In the last few years, there has been a growing awareness that social and emotional factors play an important part in students? academic success and it has been claimed that those with high scores on a trait EI measure perform better. This research investigated whether scores on a questionnaire measure of trait EI were related (...)
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  22. Gill Valentine (1999). Being Seen and Heard? The Ethical Complexities of Working with Children and Young People at Home and at School. Philosophy and Geography 2 (2):141 – 155.score: 144.0
    In the late 1980s and early 1990s a number of key writers within sociology and anthropology criticised much of the existing research on children within the social sciences as 'adultist'. This has subsequently provoked attempts by academics to define new ways of working with , not on or for, children that have been characterised by a desire to define more mutuality between adult and children in research relationships and to identify new ways that researchers can engage with (...)
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  23. John F. Kihlstrom (2004). Is There a “People Are Stupid” School in Social Psychology? Behavioral and Brain Sciences 27 (3):348-348.score: 144.0
    This commentary notes the emergence of a “People are Stupid” school of thought that describes social behavior as mindless, automatic, and unconscious. I trace the roots of this “school,” particularly in the link between situationism in social psychology and behaviorism in psychology at large, and suggest that social psychology should focus on the role of the mind in social interaction.
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  24. Georgiana Shick Tryon (2000). Ethical Transgressions of School Psychology Graduate Students: A Critical Incidents Survey. Ethics and Behavior 10 (3):271 – 279.score: 144.0
    This study examines ethical transgressions of school psychology graduate students using the critical incidents technique. Program directors of school psychology programs listed in the Directory of School Psychology Graduate Programs (Thomas, 1998) were asked to describe ethical violations committed by their students during the past 5 years. Violations dealt primarily with issues involving confidentiality, competence, and professional and academic honesty. Directors believed that the majority of students would not find most ethical issues problematic. Implications (...)
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  25. Georgiana Shick Tryon (2001). School Psychology Students' Beliefs About Their Preparation and Concern with Ethical Issues. Ethics and Behavior 11 (4):375 – 394.score: 144.0
    This study investigated school psychology doctoral students' beliefs concerning their preparation for, and concern about, dealing with 12 ethical issues based on year in graduate school and whether they had taken an ethics course. Two hundred thirty-three doctoral students from 18 of the 44 American Psychological Association accredited programs in school psychology listed in the December 1996 issue of the American Psychologist completed ethical issues surveys. Results showed that students who had taken an ethics course (...)
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  26. Robert Henley Woody (2011). Science in Mental Health Training and Practice, With Special Reference to School Psychology. Ethics and Behavior 21 (1):69-77.score: 144.0
    The first words in the inaugural version of the American Psychological Association Ethical Standards of Psychologists (1953) declared, ?Psychology is a science? (p. v). Professional ethics for all of the mental health disciplines support science (and objectivity) for knowledge and practice. Using school psychology as an example, consideration is given to the presence of science and research in the scientist-practitioner, professional practitioner, and psychoeducational training and practice models. Although none of the three models truly ignores a commitment (...)
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  27. Chih‐Lun Hung & Kevin Marjoribanks * (2005). Parents, Teachers and Children's School Outcomes: A Taiwanese Study. Educational Studies 31 (1):3-13.score: 144.0
    The study examined relationships among family social status, perceptions of family and school learning environments, and measures of children?s academic achievement, educational aspirations and self?concept. Data were collected from 261 (128 boys, 133 girls) 11?year?old Taiwanese children. The findings from structural equation modelling suggest that: (a) family social status continues to have an unmediated association with children?s academic achievement, but its relationship to educational aspirations and self?concept is mediated by children?s perceptions of their more immediate (...)
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  28. Diane Reay & Helen Lucey (2000). Children, School Choice and Social Differences. Educational Studies 26 (1):83-100.score: 144.0
    Research into school choice has focused primarily on parental perspectives. In contrast, this study directly explores children's experiences as they are going through the secondary school choice process in two inner London primary schools. While there were important commonalities in children's experience, in this paper we have concentrated on the differences. These, we argue, lay in (a) children's material and social circumstances, (b) children's individuality, and (c) the ways in which power is played out (...)
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  29. Alan Gordon (2001). School Exclusions in England: Children's Voices and Adult Solutions? Educational Studies 27 (1):69-85.score: 144.0
    This paper examines the rise in school exclusions in England in the 1990s. It discusses the definitions and different types of exclusion and how policies towards exclusion have been changing. It considers the groups of students that have been, and remain, at the greatest risk of exclusion and the main reasons given by schools for excluding students. Particular attention is focused on the views of excluded children themselves, collated from a wide range of studies, including primary research with (...)
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  30. Majda Schmidt & Branka Čagran (2006). Classroom Climate in Regular Primary School Settings with Children with Special Needs. Educational Studies 32 (4):361-372.score: 144.0
    This study investigates the classroom climate in two settings of the 6th?grade class (a setting of children with special needs and a setting without children with special needs), focusing on aspects of satisfaction and cohesiveness on one side and friction, competitiveness and difficulties on the other. The study results indicate the existence of both positive and negative consequences of the integration of hearing?impaired pupils. Heterogeneity achieved by the presence of children with special needs included positive benefits for (...)
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  31. Olivera Petrovich (1982). Moral Development Among Mildly Mentally Handicapped School Children. Journal of Moral Education 11 (4):233-246.score: 140.0
    Abstract According to the cognitive?developmental theory, intellectual development is best understood in terms of age?related changes. This has been found to be a valid theory in the case of mentally subnormal subjects as well, although their development proceeds at a speed and up to a level different from their normal age?mates. The same theory has been applied to moral development and describes it, likewise, as a stage?like progress of moral reasoning with age. The present study tries to answer the following (...)
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  32. Simon Muhumuza, Annette Olsen, Fred Nuwaha & Anne Katahoire (forthcoming). Understanding Low Uptake of Mass Treatment for Intestinal Schistosomiasis Among School Children: A Qualitative Study in Jinja District, Uganda. Journal of Biosocial Science:1-16.score: 140.0
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  33. C. C. Azodo, N. M. Chukwumah, J. E. Enabulele & H. A. Adeghe (2012). Relating Dental Caries Experience with Body Mass Index Among Nigerian Primary School Children: A Cross-Sectional Survey. Journal of Education and Ethics in Dentistry 2 (1):28.score: 140.0
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  34. U. O. Amazigo, C. I. Anago-Amanze & J. C. Okeibunor (1997). Urinary Schistosomiasis Among School Children in Nigeria: Consequences of Indigenous Beliefs and Water Contact Activities. Journal of Biosocial Science 29 (1):9-18.score: 140.0
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  35. Rona Carter, Sandra Williams & Wendy K. Silverman (2008). Cognitive and Emotional Facets of Test Anxiety in African American School Children. Cognition and Emotion 22 (3):539-551.score: 140.0
  36. J. F. Duff (1924). On the Relationship of Health to the Psychical and Physical Characters in School Children. The Eugenics Review 16 (2):148.score: 140.0
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  37. Kevin Durkin (2006). The Production of Locative Prepositions by Young School Children. Educational Studies 6 (1):9-30.score: 140.0
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  38. H. Mary Fellowes, Catherine A. Hytten, W. Z. Billewicz & A. M. Thomson (1979). Health, Growth and Development of Pre-School Children in Newcastle Upon Tyne. Journal of Biosocial Science 11 (4).score: 140.0
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  39. Dennis A. Mcdermott, Michael E. Young, Robb M. Gilford & James F. Juola (1977). Memory Search Processes for Words and Pictures in Elementary School Children. Bulletin of the Psychonomic Society 10 (2):83-84.score: 140.0
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  40. Geoffrey Short (1991). Perceptions of Inequality: Primary School Children's Discourse on Social Class. Educational Studies 17 (1):89-106.score: 140.0
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  41. Willem Verbeke (forthcoming). Pre-School Children's Visual Attention and Understanding Behavior Towards a Visual Narrative. Communication and Cognition.score: 140.0
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  42. Leena Aho, Tarja Permikangas & Seppo Lyyra (1989). Finnish Primary School Children's Preferences in Environmental Problem Solving. Science Education 73 (5):635-642.score: 140.0
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  43. Deepti Amarlal, Kanagharekha Devdas, M. Priya & A. Venkatachalapathy (2013). Oral Health Attitudes, Knowledge and Practice Among School Children in Chennai, India. Journal of Education and Ethics in Dentistry 3 (1):26.score: 140.0
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  44. Susmita Bharati, Manoranjan Pal & Premananda Bharati (2008). Determinants of Nutritional Status of Pre-School Children in India. Journal of Biosocial Science 40 (6):801.score: 140.0
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  45. Jeffrey W. Bloom (1992). The Development of Scientific Knowledge in Elementary School Children: A Context of Meaning Perspective. Science Education 76 (4):399-413.score: 140.0
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  46. Anthony Booth (2010). Drawing Status and Picture Preferences of Primary School Children. Educational Studies 1 (1):63-76.score: 140.0
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  47. Michael J. Boulton (2006). Aggressive Fighting in British Middle School Children. Educational Studies 19 (1):19-39.score: 140.0
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  48. M. Boulton (1993). Aggressive Fighting in British Middle School Children. Educational Studies 19:19439.score: 140.0
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  49. Harold F. Burks (2008). Diagnosis and Remediation Practices for Troubled School Children. R&L Education.score: 140.0
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  50. H. C. M. Carroll (2013). The Social, Emotional and Behavioural Difficulties of Primary School Children with Poor Attendance Records. Educational Studies 39 (2):223-234.score: 140.0
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