Dissertations / Theses on the topic 'Cognitive styles in children Australia'
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1
Schepman, Karen Helena Allegonda. "Cognitive styles in depressed children with or without comorbid conduct disorder." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425354.
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Skinner, Geraldine, and n/a. "Cognitive style and social needs of academically gifted children." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061108.162013.
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Most departmental policy statements on the education of gifted
and talented students recommend their retention, where
possible, in mainstream classes in neighbourhood schools. The
educational experience in such classes, of 14 students identified as
academically gifted by their teachers, was investigated using a
case study approach. Their cognitive style was studied by
reference to information processing strategies as revealed in
WISC-R subtest scores. Interpersonal and communication skills
were investigated through classroom observation and structured
interviews. The theories of deviance and authority were applied
in interpreting this data.
Results indicated relationships between students' cognitive style
and teachers' identification methods, and between students'
cognitive style and their school satisfaction. Sex differences in
teacher response and student interaction were also noted.
3
Bussan, Beth Larey Morris Jeanne B. "An identification and analysis of field-dependent and field-independent cognitive styles of selected kindergarten children." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203023.
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Thesis (Ed. D.)--Illinois State University, 1991.Title from title page screen, viewed December 5, 2005. Dissertation Committee: Jeanne B. Morris (chair), John H. Crotts, Dennis L. Gainey, John T. Goeldi, Ronald S. Halinski. Includes bibliographical references (leaves 83-99) and abstract. Also available in print.
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Mast, Cynda Overton. "The Effects of Cognitive Styles on Summarization of Expository Text." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332362/.
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The study investigated the relationship among three cognitive styles and summarization abilities. Both summarization products and processes were examined. Summarizing products were scored and a canonical correlation analysis was performed to determine their relationship with three cognitive styles. Summarizing processes were examined by videotaping students as they provided think aloud protocols. Their processes were recorded on composing style sheets and analyzed qualitatively.
Subjects were sixth-grade students in self-contained classes in a suburban school district. Summarizing products were collected over a two week period in the fall. Summarizing processes were collected over an eight week period in the spring of the same school year.
The results of the summarizing products analysis suggest that cognitive styles are related to summarization abilities. Two canonical correlations among the two variable sets were statistically significant at the .05 level of significance (.33 and .29). The results further suggest that students who are field independent, reflective, and flexible in their attentional style may be more adept at organizing their ideas and using written mechanics while summarizing. Students who are impulsive and constricted in attentional style may exhibit strength in expressing their ideas while summarizing.
Results of the summarizing processes analysis suggest that students of one cognitive style combination may exhibit different behaviors while summarizing than those of other cognitive style combinations. Students who are field independent, reflective, and flexible in their attentional style seem to display more mature, interactive behaviors while summarizing than their peers of other cognitive style combinations.
5
Vincent, John Terence. "Computer mediated multimodal text production : ten year olds crossing semiotic boundaries /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001495.
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French, Lisa Rebecca. "Do gifted children prefer to work alone? : a social-constructivist re-examination of the longstanding claim." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103196.
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The long-held notion that gifted students prefer to work alone is reported in several general textbooks on gifted children. However, studies addressing this issue are mixed and certainly not conclusive. Earlier studies disagree on whether those gifted children who claim a preference for working alone do so as a function of grade and maturational stage, sex, or personality characteristics commensurate with increasingly higher IQs. The current study re-examines this notion through the lens of motivation through social-constructivist theory. Two hundred and forty-seven American school-identified gifted, high achieving, and non-identified (i.e., non-gifted, regular education) students in grades 4 through 12 participated. The measure used in this study was a survey comprising items used in past learning style-related research, items adapted from a personality index and an interest profile, as well as locally-developed open-ended questions regarding preferred learning conditions, learning-related personality characteristics, and perceptions of support in their learning. Participants also had the opportunity to offer ideas about ideal learning situations, and their beliefs on why some children versus others might prefer to work alone. Finally, this study attempted to confirm the hypothesis that those gifted students who feel adequately supported by those in their environment will be less likely to indicate a preference for working alone, compared to those who do not feel supported. Although some indication of a preference of gifted students to work alone was present, this preference was not strong because it varied based on how the question was posed. Moreover, sex and grade-related differences were noted. Perhaps most interestingly, in support of the hypothesis of the study, those participants who reported feeling least supported by others reported the strongest preference to work alone. Implications of these findings on classroom curriculum, future career functioning, and mental health are discussed.
7
Yates, Shirley Mary. "Reflection-impulsivity and delay of gratification in young children /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09EDM/09edmy34.pdf.
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Flach, Tami Wootton. "Application of differentiation and universal design for learning in the second grade science curriculum." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/tflach2007.pdf.
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Fandino, Emily Christine. "The importance of differentiated instruction to student involvement, motivation, and learning." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3404.
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This study was focused on what differentiated instruction is, what it takes to have a differentiated classroom, and if differentiated instruction really helps increase student motivation, engagement, and learning. Two classes of eighth grade students were taken through the process of differentiating assignments using four ways differentiation can take place: variety, choice, relevance, and centers.
10
Benson, Carol Trinko Jones Graham A. "Assessing students' thinking in modeling probability contexts." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986725.
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Thesis (Ph. D.)--Illinois State University, 2000.Title from title page screen, viewed May 11, 2006. Dissertation Committee: Graham A. Jones (chair), Kenneth N. Berk, Patricia Klass, Cynthia W. Langrall, Edward S. Mooney. Includes bibliographical references (leaves 115-124) and abstract. Also available in print.
11
Garner, Deborah C. "A study of the relationship between perceptual modality and academic achievement of third-grade students /." Free full text is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1147186301&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Jun, Ye-Hwa. "A Study of the Relationship between Field-Independent and Field-Dependent Cognitive Styles and Social Behaviors during Free-Play of Preschool Children." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331292/.
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The problem of this study was to discover the relationship between field-independent and field-dependent cognitive styles and social behaviors during free-play of preschool children in a school setting. This study also compared the field-independent and field-dependent cognitive styles and social behaviors during free-play between age-groups and sex-groups. Thirty-six children from a university child development laboratory were subjects. They were selected from a 3-year-old classroom and a 4-year-old classroom. The research instrument, the Preschool Embedded Figures Test, was utilized to measure field-independent and field-dependent cognitive styles. The children's social behaviors were observed during free-play for four consecutive weeks. The nine categories of social behavior were solitary, parallel, and group play; .unoccupied, onlooker, transitional, and aggressive behaviors; and conversations with teachers and conversations with peers. Correlations between field-independent and field-dependent cognitive styles and social behaviors indicated that field-independence/field-dependence was related to social orientations in preschool children and also related to the choice of play activity. Field-dependent children tended to engage in conversations with teachers more often than field-independent children. Four-year-old children who were field-independent tended to spend more time in solitary play than 4-year-old children who were field-dependent. Four-year-old boys who were field-independent tended to play more often in the manipulative learning center than 4-year-old boys who were field-dependent. There were significant differences between age-groups but not significant differences between sex-groups in field-independence/field-dependence. Some social behaviors were significantly different between age-groups and sex-groups. Three-year-old children participated significantly more in physically aggressive behavior and less in conversations with peers than 4-year-old children. Boys engaged significantly more in aggressive behavior than girls.
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Ting, Yuk Joseph. "Trends in mortality, morbidity and early neurodevelopment outcomes among infants with extremely low birth weight." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42997793.
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Scicchitano, Dorothy. "A descriptive study of the relationship between Gardner's seven styles of learning and artistic ability in fourth grade children." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1994. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1994.Source: Masters Abstracts International, Volume: 45-06, page: 2752. Typescript. Abstract precedes thesis as [3] preliminary leaves. Includes bibliographical references (leaves 49-50).
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Poon, Wai-ling Maggie, and 潘惠玲. "Risk and resilience: a study on the role of cognitive processing styles in adjustment of adolescents frominterparental conflict divorced families." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B47657352.
Full textAbstract:
Concerns about the increasing high rate of divorce and marital disputes in the Hong
Kong community and of children living in these families have been raised by educators,
social workers and mental health professionals. It is held that parental divorce and
interparental conflicts have strong and enduring detrimental effects on the development
of children. This project examined the risk and resilience in terms of cognitive
processing styles in adolescents under interparental conflict divorced family environment.
The total number of adolescents participating in this study was 1,384. They came
from 4 secondary schools in Hong Kong. Seven hundred and twenty of them (52.0%)
were males, and 656 (47.4%) were females. Their age ranged from 11 to 18 years old,
mean age was 13.59 years (SD = 1.06). Among them, 170 (12.3%) came from divorced
families, 1,174 (84.8%) came from two-parent intact homes, and 40 (2.9%) participants
did not answer this question. All participants filled in the same packet of questionnaires.
These questionnaires assessed their attentional styles, symptoms of emotional disorders,
happiness and interparental conflict. The participants completed the questionnaire
under the supervision of the author, or a research assistant, or a teacher in class.
Participants who reported that their parents had separated or divorced were required to
answer additional questionnaires that measured self-blame and self-perceived positive
change.
Data obtained from the large pool of samples (n = 1,384) was used for validation of
the Chinese version of the Attention to Positive and Negative Information Revised scale
(CAPNIR). Data from participants who came from divorced families (n = 170) was
used for validating the Chinese Posttraumatic Growth Inventory for Children (PTGI-C).
Data from adolescents who reported to have witnessed interparental conflict (n = 767)
was used for evaluating the psychometric property of the Interparental Conflict Scale
(IPCS). Results showed that these three inventories had good internal consistency
reliabilities as well as convergent validities. Results of the principle component analysis
(PCA) also showed that the factor structures of both the APNIR and the CPTGI-C were
comparable to the English version questionnaires.
The main findings of this project consisted of two parts. The first part explored the
adjustment of adolescents from divorced families. It also investigated whether divorced
and intact families with presence and absence of interparental conflict would have
different adjustment outcomes, and whether there was an interaction between family
status and interparental conflict on the outcomes. Statistical methods that included
correlation analysis, independent sample t-test comparisons, 2-way multivariate analysis
and factoral analysis of variance were used.
In consistent with existing findings, the following results were obtained. First,
adolescents from divorced families in general demonstrated more symptoms of emotional
disorders than those from two-parent intact families. Second, adolescents from divorced
families had witnessed a significantly higher level of interparental conflict than those
from two-parent intact families. Third, parental divorce and interparental conflict
significantly predicted adolescents’ maladjustment. Fourth, adolescents from
two-parent intact families were happier than adolescents who came from divorced
families.
The second part of the main study focused on examining the relationship between
cognitive processing styles (attentional styles and internal attribution) and adjustment by
using hierarchical multiple regression analysis. Several significant findings were
presented. First, a greater level of negative attentional style was predictive of more
symptoms of psychopathology and less happiness. Second, a higher level of positive
attentional style was related to more positive emotion and self-perceived personal growth,
and less symptoms of psychopathology. Third, while interparental conflict was found to
associate with anxiety and aggression, its effects were partially mediated by self-blame;
and the effects of parental disputes on depression and happiness were fully mediated by
self-blame.
The current findings extend existing empirical knowledge by demonstrating that
negative attentional style and internal attribution not only linked to more symptoms of
emotional disorders but also to less positive emotion. At the same time, positive
attentional style predicted positive affect and self-perceived positive change, which to the
best of the author’s knowledge, had not been explored in previous studies. Implications,
limitations and future directions of these findings were discussed.published_or_final_version
Clinical Psychology
Doctoral
Doctor of Psychology
16
Nash, Renée D. Lian Ming-Gon John. "Relationships between learning styles and disability, cultural origin, and gender of elementary-aged students." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633424.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 25, 2006. Dissertation Committee: Ming-Gon J. Lian (chair), Mack L. Bowen, Eddie E. Glenn, Larry D. Kennedy, William L. Tolone. Includes bibliographical references (leaves 107-119) and abstract. Also available in print.
17
Paxcia-Bibbins, Nancy. "The effects of the 4MAT system of instruction on the attitudes and achievement of elementary children in music listening lessons." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897483.
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The primary purpose of this study was to compare two methods of instruction for teaching music listening to upper elementary children--an experimental approach utilizing the 4MAT instructional model of Bernice McCarthy and a conventional approach based on textbook materials. The investigator employed the 4MAT model for incorporating a holistic and whole-brain approach into music listening instruction. The study compared mean differences on two dependent variables, attitude and achievement test scores, between two groups (teaching methods) and two grade levels (fourth and fifth grades). Analyses of variance (ANOVA) were used to assess both primary and secondary data regarding gender, grade, and teacher. The researcher also analyzed subjective observations of participating teachers.Subjects were 440 fourth and fifth grade students from two suburban schools randomly assigned to intact classes and equally divided between grades to 4MAT or conventional instruction. Each class heard three classical music selections within a six-lesson framework. The investigator assessed subjects' attitudes toward classical music and their music knowledge after instruction.No significant effects resulted for instructional method. Further investigation of gender, grade, and teacher suggested some interactions for attitude: attitudes of 4MAT-instructed males of Teacher A tended to be more positive than those of conventionally-instructed males; the fourth grade sample produced greater gains for Teacher A in the 4MAT condition and for Teacher B in the conventional condition; three-fourths of the fifth grade cells in the 4MAT condition showed gain, and three-fourths in the conventional condition showed decline.Regardless of instructional method, males showed a significantly more positive attitude than females; fifth grade subjects tended to be more positive than fourth grade subjects; significant difference in attitude between students of the two teachers might be ascribed to socioeconomic standard or academic achievement level.Conclusions: (1) furnishing students with opportunities for hearing classical music is likely to produce improved attitudes toward classical music; (2) if the goal of music listening instruction is to provide students with cognitive and affective experiences, and to benefit from findings regarding musical behavior, brain research, and individual differences, the 4MAT instructional model offers a viable approach for listening lessons.School of Music
18
Ting, Yuk Joseph, and 丁旭. "Trends in mortality, morbidity and early neurodevelopment outcomes among infants with extremely low birth weight." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42997793.
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Olesewski, Shawn K. "A comparison of high school students' learning styles and attitudes toward an adventure unit and a fitness unit." Connect to online version, 2009. http://www.oregonpdf.org/search-results.cfm?crit=catid&searchString=RC+608.
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Stover, Mary Anne. "Second grade life science curriculum design using Howard Gardner's theory of multiple intelligences." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2401.
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The purpose of this project is to bring the subject of life sciences to second grade students through a diverse curriculum design. The theory of multiple intelligence and the principles of brain-based learning areused to incorporate elements that will reach each student on an individual basis.
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Kopsovich, Rosalind D. "A Study Of Correlations Between Learning Styles Of Students And Their Mathematics Scores On The Texas Assessment of Academic Skills Test." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2889/.
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The problem of this study was to determine whether learning styles of students affect their math achievement scores on the Texas Assessment of Academic Skills Test. The research questions addressed relevant to this study were:
1. Is there a positive correlation between students' learning styles and their achievement test scores in mathematics?
2. Is there a positive correlation between specific sub group's (as deemed by the state of Texas) and gender's learning styles and their achievement test scores in mathematics?
The Pearson Product Moment Correlation coefficient and the Point-biserial correlation analysis was applied to the data collected from 500 fifth grade students attending a North Texas Intermediate school. The significance level was established at the .05 level. Part of the data was the student's responses to the Learning Style Inventory by Dunn, Dunn and Price. The findings established that the learning style preferences of all students in the area of persistence significantly impacted their math achievement scores. Gender and ethnicity were mitigating factors in the findings. These learning style preferences significantly impacted achievement in the following ways:
* Caucasian students' preference of a high level of persistence in completing a difficult task.
* Hispanic students' preference for a warm learning environment and motivational factor of pleasing the teacher.
* Afro-American students' preference for kinesthetic learning.
* Female students' learning style preferences appear in: - the design of the learning environment
- the need for intake of food and/or drink
- a high level of responsibility
- a high sense of self-motivation , of teacher and of parent motivation.
* Male students' learning style preferences appear in: - a warm learning environment
- a high level of responsibility
- the need for intake of food and/or drink
- a high sense of teacher and of parent motivation
- a late morning learning In summary, the author suggests that supplying the teachers with information concerning students' learning style preferences will benefit student achievement.
22
Perez, Dennis Derne. "The effects on student performance related to the contributions of the multiple intelligences theory." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1668.
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Neighbors, Jeffrey Michael. "A special education composition curriculum: An interactive approach." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1770.
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Writing instruction that reflects the variety or represented pupil intelligences and learning styles in a special day classroom can significantly increase a child's opportunity for success. Attending to these areas while simultaneously taking into account student strengths, interests, and desires can facilitate the academic process. Written language skills and achievement must be addressed in a supportive and encouraging climate motivating children and maximizing their willingness to undertake new concepts.
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Lee, Cheryl. "Mental attentional capacity in computerized perceptual problem-solving : the figural intersection task /." 2005.
Find full textAbstract:
Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology.Typescript. Includes bibliographical references (leaves 121-126). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11834
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"Cognitive styles of field dependence/independence and weak central coherence theory of autism." 2000. http://library.cuhk.edu.hk/record=b5890253.
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by Leung Hiu-shan.Thesis submitted in: June 1999.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2000.
Includes bibliographical references (leaves 55-58).
Abstracts in English and Chinese.
ABSTRACT --- p.ii
ACKNOWLEDGEMENTS --- p.iv
TABLE OF CONTENTS --- p.v
LIST OF TABLES --- p.vi
LIST OF FIGURES --- p.vii
LIST OF APPENDICES --- p.viii
INTRODUCTION --- p.1
Weak Central Coherence of Autism --- p.1
Cognitive Style of Field Dependence/Independence --- p.4
Visual Illusions --- p.5
Summary of Previous research & Objectives and Hypotheses of Present Study --- p.8
METHOD --- p.12
Participants --- p.12
Stimuli --- p.13
Procedure --- p.19
RESULTS --- p.24
EFT --- p.24
RFT --- p.26
Correlation between EFT and RFT --- p.26
Visual illusions --- p.30
"Relationship between EFT, RFT and Visual Illusions" --- p.34
Percentage of Subjects Succumbed/Not succumbed to Geometric Illusions --- p.44
DISCUSSION --- p.44
REFERENCES --- p.55
APPENDICES --- p.59
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Meyerowitz, Gabrielle. "Learning styles of urban and rural black South African children." Thesis, 2014.
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The learning styles of 30 urban and 30 rural black children were rated by their teachers, using
the Learning Style Identification Inventory. The results obtained frtiin the teachers of the rural
sample were found to be inaccurate. It was therefore not possible to make comparisons with
previous findings. The results of the urban sample suggest that, on the Abstract-Concrete
dimension their learning styles tended towards the Concrete end of the dimension, and on the
Verbal-imaginal dimension, their ratings tended towards the Imaginal end of the dimension.
An analysis of variance and Bonferroni / test indicated that these children were rated
significantly more Imaginal than Verbal and significantly more Concrete than Abstract These
findings are in contrast with previous research in other countries and tentatively suggest that
urban children in South Africa are functioning in a manner more consistent with findings
regarding learning styles of rural children in other countries. This has implications for teachers
and the teaching styles of teachers in urban schools.
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Jui-Tang, Chiu, and 邱瑞堂. "The Effects of the Cognitive Styles of Elementary School Children on the Discussing Methods of Moral Teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/92272392686257523718.
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碩士大葉大學
教育專業發展研究所
95
The purpose of the study is to find out the effect of the discussing methods of moral teaching on elementary school children and the influences caused by the cogni-tive styles so as to offer a reference to moral education. To meet our goals, the study adopts the "pretest-posttest equivalent groups de-sign" in quasi-experimental research. Samples come from convenience sampling. Six classes of 5th grade students from four elementary schools of Changhu County were selected to participate in this study. 85 students were assigned to the experimental group instructed by the moral teaching method by discussing 5 weeks courses, and 85 students as the control group who didn’t receive any treatment. The measure instruments in this study include 1)Social Issue Questionnaire, 2) Moral Behaviors Judgment Scale, 3) Morality Awareness Judgment Scale, 4) Morality Sentiment Judgment Scale, and 5) Group Embedded-Figures Tests. The major findings were as follows： 1. these 2 groups reached the distinct standards in moral judgment and moral action, and the experimental group was superior to the control group. This proved the effect of moral teaching. 2. There were significant differences between genders on moral judgement and moral action. 3. Moral teaching method by discussing reached the goal of congnitive and affective teaching. 4. Cognitive styles did not cause any influences on the discussing methods of moral teaching. 5. Most students in the research group were satisfied with the “ Moral Teaching Method By Discussing Curriculum”, and were willing to attend which means that the cur-riculum is worthwhile to promote. At last, according to the findings above, discussion is undertaken and some sug-gestions are offered as teaching practice and future study reference.
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Parker, Karen E. L. "Executive functioning in preschool children : utility of two new instruments." Thesis, 2005. https://vuir.vu.edu.au/16086/.
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Executive Functioning skills develop with age, emerging in infancy and becoming established in early adulthood. Despite the considerable attention given them in child, adolescent and adult research, they have received only minimal attention in research with preschool age children. Many disorders of childhood begin to present themselves as the child begins to emerge from the largely non-verbal world of the toddler. The lack of research in this age group presents a very real problem for clinicians wanting to characterize disorders in time to begin early intervention programs. This study aims to contribute to a greater understanding of executive functioning in the preschool age group, by evaluating two developmentally appropriate instruments with an Australian sample. Thirty-three normally developing preschool children between the ages of 54 and 66 months were tested using two recently developed, preschool specific neuropsychological tests of executive functioning; Espy's (1997) Shape School Task (SST) and Byrne's et al., (1998) Picture Deletion Task for preschoolers (PDTP). Results showed consistency between U S and Australian data on measures of inhibitory control using the SST, but not on measures of mental flexibility. Results from the PDTP showed high levels of variability within the US and Australian samples and quite large discrepancies between US and Australian performances, particularly with regard to omission errors. The absence of IQ data and limited methodological detail in the US studies made comparison of results difficult to interpret. Additional analysis was undertaken on the Australian sample with the division of the group into two separate cohorts of 54-59 and 60-66 months of age. As expected, there were no developmental trends evident between the younger and the older age groups, suggesting that spurts in the development of impulse control and mental flexibility are most noticeable prior to the age of four years. It was concluded that in particular the SST showed promise as a tool for assessing aspects of executive functioning in preschool age children, but that the PDTP with its greater variability requires further refinement. Both tasks would benefit from further investigations with both normally developing children over a wider age range, and with clinical samples. The application of these instruments in two clinical case studies are also presented.
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Rosa, Cecelia Mary. "The modes of thinking and learning of educationally disadvantaged learners." Thesis, 2004. http://hdl.handle.net/10500/1415.
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The aim of this investigation was to determine the modes of thinking and learning of South African disadvantaged learners as well as to discover whether the teaching methods used by their teachers, encourage diverse cognitive skills and learning styles amongst learners.
A survey of existing literature on this subject identifies a number of theories that indicate that learners come to school with diverse modes of thinking and learning.
Furthermore, existing literature, indicate that educationally disadvantaged learners tend towards a Field Dependent, socially orientated mode of cognitive processing and a largely visual and kinaesthetic mode of sensory processing information.
Research also reveals that teaching methods and teacher expectation of learner potential play a vital role in the academic achievement of disadvantaged learners. Teachers tend to have lower expectations of the academic potential of disadvantaged learners. Moreover, teachers tend to favour teaching methods that meet the needs of learners who use Field Independent cognitive and Auditory sensory processing.
Another aspect acknowledged in existing literature that influences the academic achievement of disadvantaged learners is the role of family and the community. Disadvantaged learners generally do not have the support and security of a stable home and are frequently exposed to violence and an educationally impoverished environment. Parents and guardians tend to be less involved in the education of their children.
Disadvantaged learners who were part of this empirical study conducted in the Ekhuruleni Metropolitan area, east of Johannesburg, South Africa, showed a more concrete approach to academic activities and revealed a tendency towards Field Dependency and a visual and kinaesthetic sensory approach to processing information. Learners preferred more frequent social interaction during academic activities.
The study also found that the teaching method most commonly used in the geographical area mentioned above, took the form of lecturing or `chalk-and-talk' and that teaching aids generally took the form of worksheets. Hence the teaching approach most used by teachers in the study, did not address the modes of thinking and learning of disadvantaged learners in the schools that participated in the empirical study and generally did not encourage deeper cognitive structures.Educational Studies
D. Ed. (Psychology of Education)
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Al-Homidi, Ahmed Ali. "Cognitive, emotional and behavioural consequences of child abuse in Saudi Arabia." Thesis, 2017. http://hdl.handle.net/1959.13/1353498.
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Research Doctorate - Doctor of Philosophy (PhD)The negative impact of a history of child abuse on the executive functioning and psychological health of children and adolescents has been well documented in the international literature. However, there is a notable paucity of such studies in Arab countries. Thus, the current thesis examined the impact of abuse on cognitive functioning, cortisol levels, psychological health, social support, and parenting disciplinary styles on a cross-sectional sample of school-aged Saudi children and adolescents. The thesis contains ten studies that are divided into two parts (each part comprises five studies). The primary sample consists of 104 school-aged Saudi children and adolescents (54 males) aged 9−15 years. The aim of the first part was to compare two groups— children with a history of abuse (n = 69) and controls who had no history of abuse (n = 36). In the second part, 69 children and adolescents (36 males aged 9−15 years with a history of abuse were included. This group were classified into two groups: high behavioural problems (High-BP; n = 37) and low behavioural problems (Low-BP; n = 32). The results suggest that a higher level of abuse history is associated with more trauma symptoms, negative parenting disciplinary styles and behavioural and emotional problems. In addition, more abuse is associated with poorer executive functioning, less social support, less resilience, poorer psychological security and poorer self-regulation. The overall findings and limitations are discussed in chapter five from the perspective of their clinical implications and social sensitivities in the context of the Saudi culture and family system.
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Godfrey, Celia. "Responses to an early childhood educational intervention with disadvantaged families: an exploratory study." Thesis, 2006. https://vuir.vu.edu.au/1467/.
Full textAbstract:
Recent decades have seen an expansion of the early intervention field, particularly with children who are deemed at risk of adverse outcomes due to socio-economic or other disadvantage. Early educational intervention has taken many forms, but those involving both the child and parent together have been shown to have the strongest effects. Additionally, intervention in the early years, enhancing the child’s ability to engage with formal schooling, has been found to have a lasting impact not just on the educational trajectory of the individual, but also on the life opportunities which become available. This thesis reports an investigation of the implementation of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program in a regional city in Victoria, Australia. Here, for the first time, this intensive, graduated, two-year program was delivered to a group of Australian-born families experiencing trans-generational poverty and educational disadvantage. The administering agency trained para-professionals from the community who undertook fortnightly home visits to instruct parents in a standard curriculum designed to enhance the learning readiness of their children. Parents, in turn, delivered the program in daily sessions to their children aged four and five. On alternate fortnights this instruction was provided at group meetings for parents. Following previous research, it was expected that HIPPY would result in positive outcomes in terms of cognitive and socio-emotional functioning for children. The experience of parents and staff were also explored as part of the process evaluation. Implementation issues were documented, and their relevance to program outcomes was considered. Analysis of complementary qualitative and quantitative data showed that children made substantial gains in several areas. Interviews with parents revealed that HIPPY was enjoyable and achievable, and contributed to children’s increased confidence, early learning, and familiarity with schoolwork. Formal psychological testing demonstrated clear gains for children in terms of their early school skills and socioemotional development, although results in the areas of general cognitive development, school readiness, and academic self-esteem were inconclusive. Process evaluation found that HIPPY was relevant and feasible in this population and highlighted several key aspects of program implementation. Findings are discussed in the light of international literature in the early intervention area, and implications for future practice and research are drawn out.
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Rossouw, Lorna. "Optimalisering van die leerpotensiaal van die skoolbeginner." Thesis, 1995. http://hdl.handle.net/10500/17639.
Full textAbstract:
Text in AfrikaansDie huidige onderwyssituasie in Suid-Afrika bied 'n uitdaging om te besin oor die relevansie van bestaande kurrikulurninhoude. 'n Paradigmaverskuiwing is nodig om aan alle leerders die geleentheid te bied om hulle leerpotensiaal te optimaliseer. Hierdie studie fokus op 'n paradigmaverskuiwing in preprimere onderwys. Die verslag van die studie begin met 'n literatuurstudie wat vanuit 'n opvoedkundig-sielkundige en neurosielkundige perspektief fokus op toereik.ende leer. Die uitkoms van hierdie fokus toon die volgende kemaspekte: Kognitiewe en metakognitiewe vaardighede is 'n voorvereiste. Die opvoeder se rol as begeleier is van kardinale belang. Kognitiewe vaardighede stel die leerder in staat om sy eie logiese denksisteem te konstrueer. Die intrinsieke motivering van die leerder tot deelname aan die leerhandeling is belangrik. Neurologiese gereedheid, wat onder andere hemisferiese integrasie sowel as inter- en intrasensoriese integrasieprosesse behels, is 'n voorvereiste vir toereikende leer. Vir die opvoedkundige sielkundige wat horn ten doel stel om hierdie kognitiewe benadering tot toereikende leer in die praktyk toe te pas, is dit nodig om ontoereikende kognitiewe funksionering te identifiseer. Daar is in hierdie studie gepoog om 'n werkswyse vir die identifi.sering van ontoereikende kognitiewe funksies daar te stel aan die hand van die Junior Suid Afrikaanse Individuele Skaal. 'n Onderrigmodel wat voorsiening maak vir die ontwikkeling van kognitiewe vaardighede en neurologiese gereedheid is voorgestel. Die onderrigmodel behels die integrering van die "Bright Stan Cognitive Curriculum" van Carl Haywood en Paul Dennison se "Brain Gym" in die normale dagprogram van preprimere onderwys. Die empiriese navorsing is daarop gemik om vas te stel of dit moontlik is om die onderrigmodel in die normale dagprogram te implementeer, aangesien dit 'n bydrae sal lewer tot algemene praktykverbetering en die optimalisering van die leerpotensiaal van elke voorskoolse leerder. 'n Uiteensetting van die navorsingsontwerp en data-analise is verskaf en uit die empiriese studie kan gekonkludeer word dat die program, met noodwendige aanpassings aan die bestaande preprimere dagprogram en ook die onderrigmodel, wel 'n positiewe bydrae sal maak tot praktykverbetering en die optimalisering van die leerpotensiaal van die skoolbeginner. Hierdie aanpassings wat juis die paradigmaverskuiwing behels, is vervat in die aanbevelings wat uit hierdie studie voortvloei.
The present situation in education in South Africa offers a challenge to consider the relevance of existing curricula. A paradigm shift is necessary to provide all learners with the opportunity to optimise their learning potential. This study focuses on a paradigm shift in preprimary education. The report of the study commences with a theory framework from an educational and neuro-psychological viewpoint that focuses on effective learning. The key concepts that emerged from this study were the following: Cognitive and metacognitive skills are prerequisite to effective learning. The educator's role as mediator is of cardinal importance. Cognitive skills enable the learner to construct his own logic system for effective learning. Intrinsic motivation of the learner towards participation in the learning process is important. Neurological readiness for learning including among other aspects, the intra- and intersensory as well as hemispheric integration, is fundamental to effective learning. For the educational psychologist wishing to apply this cognitive approach to effective learning, it is necessary to be able to identify cognitive dysfunctioning. In this study an attempt is made to establish a methodology for the identification of cognitive dysfunctioning using the Junior South African Individual Scale. An educational model making provision for the development of cognitive skills and neurological readiness is proposed. This model involves the integration of "Bright Stan Cognitive Curriculum" by Carl Haywood .and "Brain Gym" by Paul Dennison into the normal preschool programme. The empirical research is intended to determine the feasibility of implementing this educational model within the existing preschool programme. A presentation of the research design and the data analysis is included in the study. From the results of the research it can be concluded that, with approriate adaption of the existing pre-primary programme and the educational model, the programme would make a positive contribution to an enhanced curriculum and thereby also the optimisation of the learning potential of the schoolbeginner. The required adaptions that will result in a paradigm shift are included in the recommendations arising from this study.
Psychology of Education
D. Ed. (Sielkundige Opvoedkunde)