http://directory.umm.ac.id/Data%20Elmu/jurnal/B/Biological%20Psichatry/Vol48.Issue2.2000/6716.pdf

Emotion recognition deficit in schizophrenia: association with symptomatology and cognition.

In this chapter, we examine the literature on parental involvement highlighting the equity issues that it raises in educational practice. Like so many educators and researchers, we are concerned with approaches to parental involvement that construct restricted roles for parents in the education of their children. These approaches often miss the multiple ways nondominant parents participate in their children’s education because they do not correspond to normative understandings of parental involvement in schools (Barton, Drake, Perez, St. Louis, & George, 2004). Moreover, these framings restrict the ways in which parents from nondominant backgrounds can be productive social actors who can shape and influence schools and other social institutions. A great deal of general educational policy on parent involvement draws on Epstein’s (1992, 1995) theory and typologies where a set of overlapping spheres of influence locate the student among three major contexts—the family, the school, and the community—which operate optimally when their goals, missions, and responsibilities overlap. Epstein’s (1992) Six Types of Involvement framework provides a variety of practices of partnership, including the following strategies for involvement: assisting with parenting, communicating with parents, organizing volunteering activities for parents, involving parents in learning at home activities (such as homework), including parents in decision making, and collaborating with community. This perspective, however, can foster individualistic and school-centric approaches (see Warren, Hong, Rubin, & Uy, 2009). We argue

Equity Issues in Parental and Community Involvement in Schools: What Teacher Educators Need to Know.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/cogs.12086

Toward an Instructionally Oriented Theory of Example-Based Learning.

Age-of-Acquisition, Word Frequency, and Neighborhood Density Effects on Spoken Word Recognition by Children and Adults

Infants in the early stages of word learning have difficulty learning lexical neighbors (ie word pairs that differ by a single phoneme), despite their ability to discriminate the same contrast in a purely auditory task While prior work has focused on top-down explanations for this failure (eg task demands, lexical competition), none has examined if bottom-up acoustic-phonetic factors play a role We hypothesized that lexical neighbor learning could be improved by incorporating greater acoustic variability in the words being learned, as this may buttress still-developing phonetic categories, and help infants identify the relevant contrastive dimension Infants were exposed to pictures accompanied by labels spoken by either a single or multiple speakers At test, infants in the single-speaker condition failed to recognize the difference between the two words, while infants who heard multiple speakers discriminated between them

/pdf/speaker-variability-augments-phonological-processing-in-4mep7rs6kp.pdf

Speaker Variability Augments Phonological Processing in Early Word Learning.

We examined ethnicity and cultural orientation as predictors of parents’ views of and involvement in children’s education, using data gathered from the Latino (n = 74) and non-Latino (17 White and 13 ethnic minority) parents of children in an elementary school’s dual-language program. Parents completed a questionnaire that assessed Latino and White American cultural orientations, importance of children’s academic and social success, and self- and significant other involvement in children’s education. Results indicated that Latino (and other ethnic minority) parents valued academic and social success equally and more strongly than did Whites and that Whites valued social success more strongly than academic success. Latinos also reported greater involvement of significant others. These differences were largely accounted for by cultural orientations. Educational practices that take into account differences in cultural orientations and the involvement of significant others thus seem more likely to improve academic outcomes than do efforts intended to promote the valuing of education. C � 2010 Wiley Periodicals, Inc.

https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1078&context=psychfacpub

Parent involvement and views of school success: The role of parents' Latino and White American cultural orientations†

The goals of the present study were to identify the impact particular stereotyped toys have on young children's complexity of play; to identify how these behaviours may influence children's cognitive development using play assessment; and to ascertain the toys that would be most appropriate for use in play assessment sessions. A total of 30 children who ranged in age from 18-47 months were observed playing for 30 minutes in a playroom. Analyses revealed that higher levels of play complexity were only manifested when children played with female stereotyped toys. The implications for practitioners of this and other findings are discussed.

The effects of stereotyped toys and gender on play assessment in children aged 18-47 months

In a series of experiments, the authors investigated the effects of talker variability on children's word recognition. In Experiment 1, when stimuli were presented in the clear, 3- and 5-year-olds were less accurate at identifying words spoken by multiple talkers than those spoken by a single talker when the multiple-talker list was presented first. In Experiment 2, when words were presented in noise, 3-, 4-, and 5-year-olds again performed worse in the multiple-talker condition than in the single-talker condition, this time regardless of order; processing multiple talkers became easier with age. Experiment 3 showed that both children and adults were slower to repeat words from multiple-talker than those from single-talker lists. More important, children (but not adults) matched acoustic properties of the stimuli (specifically, duration). These results provide important new information about the development of talker normalization in speech perception and spoken word recognition.

The effect of talker variability on word recognition in preschool children.

The imitation behavior of 30 infants, ages 14 to 18 months, were studied using both peer and adult models in an elicited imitation paradigm. Infants watched either a peer or an adult model perform four 3-step sequences (i.e., put teddy to bed). Imita­ tion was measured immediately after modeling and 1 week later. Results indicated significant memory for the sequences both immediately after modeling and 1 week later (compared with baseline performance). In addition, children in the peer model group outperformed children in the adult model group at both test times. The impli­ cations of these findings are discussed. Cognitive and social learning theorists have long emphasized the importance of the influence of others on a child's learning, behavior, and development. Much attention has been focused on the child's imitation of others, a process Bandura (1977) labeled "modeling." In his classic "Bobo doll" study, Bandura (1965) had children watch adults behave in aggressive or nonaggressive ways toward an inflatable Bobo doll. later, when left alone with the Bobo doll, the children exhibited strong imita­ tion of the adult behavior to which they were previously exposed, Although children involved in Bandura's study were preschool aged, imi

/pdf/infant-imitation-of-peer-and-adult-models-evidence-for-a-qyodux3eja.pdf

Brigette Oliver Ryalls

Papers

Parent involvement and views of school success: The role of parents' Latino and White American cultural orientations†

The effects of stereotyped toys and gender on play assessment in children aged 18-47 months

The effect of talker variability on word recognition in preschool children.

Infant Imitation of Peer and Adult Models: Evidence for a Peer Model Advantage

Gender-linked differences in the incidental memory of children and adults.