Relevant bibliographies by topics / Year olds

Academic literature on the topic 'Year olds'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Year olds"

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BÄCKMAN, LARS, and THOMAS KARLSSON. "Episodic remembering in young adults, 73-year-olds, and 82-year-olds." Scandinavian Journal of Psychology 27, no. 1 (March 1986): 320–25. http://dx.doi.org/10.1111/j.1467-9450.1986.tb01210.x.

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Simonov, Sergey N., Nelli Yu Bolshakova, Valeriia S. Malchikova, and Viktoria A. Uryaseva. "Medical and social aspects for reproductive behavior of female students." Medicine and Physical Education: Science and Practice, no. 12 (2021): 30–40. http://dx.doi.org/10.20310/2658-7688-2021-3-4(12)-30-40.

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Factors with a significant impact on reproductive behavior include the promotion of sexual violence, widespread bad habits (smoking, alcoholism, drug addiction), fear of not finding or losing a job and financial dependence on parents. The need for active influence on the formation of a healthy lifestyle of young people is due to the significant spread of risky behavior among this category of the population. The purpose of the study: with the survey results to study the peculiarities of reproductive behavior of female students of educational institutions of a typical agro-industrial region of the Central Federal District – the Tambov Region. Materials and methods. The object of our research was female students studying in secondary specialized and higher educational institutions. We conducted an anonymous survey of girls (n = 1569) aged 14–20 years. The questionnaires of the respondents were analyzed in 4 age groups: 14 year olds (n = 117; 7.4 %), 15–16 year olds (n = 704; 44.9 %), 17–18 year olds (n = 530; 33.7 %) and 19–20 year olds (n = 218; 13.9 %). Results. Only 51.1 % of teenage girls aged 14 years believe that sexual activity should begin after marriage, while 48.9 % – before marriage at the age of 17–18 years. The responses of 15 and 16 year olds (52.2 and 47.8 %, respectively) and 18 and 19 year olds (57.95 and 42.05 %, respectively) were distributed in almost the same way. Among girls who have sexual life: only 33.1 % of 15–16-year-old respondents believe that it is worth starting a sexual life after marriage, and among 17–18 year olds only 22.2 % think so. The main reasons for the onset of sexual activity: falling in love – 92.1 % of 15–16 year olds, 82.2 % – 17–18 year olds, 83.3 % – 19–20 year olds; curiosity – 12.7 % of 15–16 year olds, 15.8 % – 17–18 year olds, 10.2 % – 19–20 year olds; experience acquisition – 6.4 % of 15–16 year olds, 5.9 % – 17–18 year olds, 2.8 % – 19–20 year olds; strong sexual attraction – 20.6 % of 15–16 year olds, 24.3 % – 17–18 year olds, 23.2 % – 19–20 year olds. Under the influence of alcohol, 7.9 % of girls aged 15–16 years started sexual life, 18.4 % – at the age of 17–20 years. Conclusion. The application of an integrated approach using a questionnaire of adolescent girls makes it possible to identify risk factors for reproductive health disorders, to investigate the mechanisms of formation of adolescents’ knowledge on healthy lifestyle issues, the dangers of early sexual intercourse, the use of means to prevent sexually transmitted infections and pregnancy.
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Liebetrau, Martin, Bertil Steen, and Ingmar Skoog. "Stroke in 85-Year-Olds." Stroke 34, no. 11 (November 2003): 2617–22. http://dx.doi.org/10.1161/01.str.0000094420.80781.a9.

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DILLER, LAWRENCE H. "Lessons from Three Year Olds." Journal of Developmental and Behavioral Pediatrics 23, Supplement (February 2002): S10—S12. http://dx.doi.org/10.1097/00004703-200202001-00003.

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Lindon, Jennie. "Talking to three-year-olds." Practical Pre-School 2013, no. 149 (June 2013): 10–11. http://dx.doi.org/10.12968/prps.2013.1.149.10.

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Hook, Elaine. "Providing for two-year-olds." Practical Pre-School 2013, no. 152 (September 2013): 12–14. http://dx.doi.org/10.12968/prps.2013.1.152.12.

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Faux, Karen. "Two-year-olds in schools?" Practical Pre-School 2014, no. 161 (June 2, 2014): 3. http://dx.doi.org/10.12968/prps.2014.1.161.3.

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Fogelman, Ken. "Nine-Year-Olds Grow Up." Population Studies 42, no. 1 (March 1, 1988): 150–51. http://dx.doi.org/10.1080/0032472031000143256.

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Fawcett, Liz. "Tips for two-year-olds." Child Care 8, no. 6 (June 2011): 6. http://dx.doi.org/10.12968/chca.2011.8.6.6.

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Kent, Ray D., and Harold R. Bauer. "Vocalizations of one-year-olds." Journal of Child Language 12, no. 3 (October 1985): 491–526. http://dx.doi.org/10.1017/s0305000900006620.

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ABSTRACTMother–infant interactions were recorded for five dyads in a home environment. This report describes the vocalizations produced when the infants were 13 months old. Data are reported on syllable structure, phonetic properties of vowel-like and consonant-like segments, intonation contours and peak f0 values for individual syllables. In general, the acoustic–phonetic properties of the 13-month-olds' vocalizations were consistent with data reported in other studies for younger and older children. Hence, the results are seen as evidence for an overall continuity in early phonetic development.
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Dissertations / Theses on the topic "Year olds"

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Almujaweb, Turki. "Caries experience and risk assessment in 6-year-olds and 14-year-olds living in Malmö, Sweden." Thesis, Malmö universitet, Odontologiska fakulteten (OD), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-19933.

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Aim: to study if children with caries in primary teeth at age 6 had more caries in permanent teeth at age 14 compared to children who were caries-free at age 6. Besides that, if children who were judged as having high caries risk at age 14 had higher DMFT than children with low caries risk in the same age, and if children with high caries risk at age 14 had higher dmft at age 6 than children with low/moderate risk at age 14. Method: Dental records from 2655 15-year-olds were reviewed by two investigators. Information was collected on background information (age, gender, medical status), dmft value and risk assessment at age 6, DMFT value and risk assessment at age 14. Results: Individuals with higher dmft values at age 6 had higher DMFT values at age 14 years. Individuals who were judged as low/moderate risk individuals at age 14 showed less caries experience than individuals who were judged as high/ very high risk individuals. The individuals who were judged as low/moderate risk individuals at age 14 showed less caries experience at age 6 and report less dmft value than individuals who were judged as high/ very high risk individuals. Conclusion: Individuals with higher caries experience at young age had higher DMFT values and were judged as high caries risk individuals at age 14. Therefore, dmft value at young age can be used as a predictor for future carious experience in adolescence.
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Tamplin, Alison Margaret. "Six year olds in the school playground." Thesis, University of Cambridge, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238167.

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Sakki, T. (Tero). "Lifestyle and oral health of 55-year-olds." Doctoral thesis, Oulun yliopisto, 1999. http://urn.fi/urn:isbn:9514252659.

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Abstract Oral diseases are, to a notable extent, behavioral diseases. The concept of lifestyle makes it possible to study behavior in a broad sense. The aim was to study the association of lifestyle with oral health and dental health behavior. All of the 1,012 55-year-old citizens of Oulu were invited to a clinical examination, and 780 of them participated. A lifestyle variable to measure health orientation was constructed. Smoking, alcohol consumption, dietary habits and physical activity were used as indicators of lifestyle. The association of lifestyle with dental caries, periodontal health, denture stomatitis and dental health behavior was studied with a cross-sectional design. An unhealthy lifestyle was associated with a higher number of dental decay, periodontal pockets and a higher prevalence of denture stomatitis. Lifestyle accounted for a large part of the differences between socioeconomic groups and between men and women in number of dental decay and periodontal pockets. An unhealthy lifestyle was associated with an increased prevalence of denture stomatitis in yeast carriers. A higher toothbrushing frequency and the use of extra cleaning methods were related to healthier lifestyle. Socioeconomic status was more important than lifestyle as a determinant of dental visits. Smoking was associated with higher lactobacillus counts and the presence of yeasts in saliva. Lifestyle explained a great part of the differences between the socioeconomic groups and between men and women in oral health. It seems that part of the association between oral and general health can be explained by lifestyle. It is important to control for general lifestyle when the biological connections between oral and general health are studied.
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Hill, Sara Elizabeth. "Two-Year-Olds' Discrimination of Gender-Stereotyped Activities." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1226.pdf.

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Steinfelt, Victoria. "Ages and Stages: 4 to 8 Year Olds." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1998. http://hdl.handle.net/10150/156943.

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To understand children, their development, needs and uniqueness is vital for parents. This publication uses tables to outline the mental, social and physical development for each group of children from 4 to 8 year old.
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Sherman, L. Ann. "About school : the perceptions of five year olds." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294569.

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Giles, David Clifford. "Visual memory and spelling in 13 year olds." Thesis, University of Bristol, 1996. http://hdl.handle.net/1983/18a85c9b-bb40-4f62-a23f-77988ca36405.

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Hilton, Catherine. "Risk-taking play in the early years : the experience of four year olds." Thesis, University of East London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550432.

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This research explored risk-taking play opportunities for four year olds in Early Years settings through observing play and eliciting child and staff views of the issue. Previous research has suggested that young children enjoy taking risks in their play and that this type of play offers many benefits (Stephenson, 1999; Gill, 2007). The original contribution of this research relates to a greater understanding of risk-taking play in the Early Years, as no previous research has been published in this area in this country. The research was undertaken from a Social Constructionist perspective. The sample consisted of eight children and four staff members from four different Early Years settings in one Local Authority. All eight children included in the sample were aged four at the time of the data collection. Naturalistic observation was used and each child was observed on three separate occasions. Semistructured interviews were used with children and staff and a series of photographs depicting different types of play provided a visual stimulus. Each data set was subjected to individual thematic analysis which used an inductive and deductive approach. Research outside the UK identified categories of risktaking play and these were used as a starting point for the current research (Sandseter, 2007). The research findings showed that children engaged in a range of risk-taking play and their responses to risk varied. The presence of other people had an impact on their risk-taking play and the children demonstrated an awareness of the need for safety. Interviews with the children revealed different reasons for enjoying risktaking play. The children demonstrated an awareness of safety and placed certain boundaries around whether, where and how they might engage in a risktaking play activity. Staff interviews also revealed that safety was a key consideration, both in terms of keeping the children safe and also teaching them how to keep themselves safe. Factors which staff viewed as limiting and facilitating risk-taking play were identified and the role of the staff was viewed alongside the impact of individual staff views and interpretations of risk. The researcher considered these findings in relation to a behavioural framework and this was incorporated into a set of recommendations for good practice with regard
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Qualter, Pamela. "The experience of loneliness in 4-9 year olds." Thesis, University of Central Lancashire, 1998. http://clok.uclan.ac.uk/19727/.

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Much of the childhood loneliness research is misleading because it confounds objective and subjective measures of loneliness. Overall objectives in this research were to test the relatedness of social and emotional loneliness. 846 (432 females and 432 males) four to nine year olds were recruited for the study into the experience of loneliness in childhood. Using cluster analytic procedures, three groups were identified. the variables used in the clustering procedure included disliked and liked scores from a sociometric interview, peer loneliness scores from a loneliness interview (an adaptation of Marcoen and Brumagne's (1985) loneliness questionnaire), and teacher reports of internalising and externalising behaviour (Classroom Adjustment Rating Scale). Two groups were identified in which social and emotional loneliness were unrelated, and another group was composed of rejected children who were lonely. These three groups had very different profiles in terms of relational attributions, observed and peer­ related social behaviour and self-perceptions (The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and Adolescents (Harter and Pike, 1985); the global self-worth subscale of the Self Perception Profile for Children (Harter, 1985a); and the Social Support Scale/People in My Life Questionnaire (Harter, 1985b)). I found that loneliness in childhood was very different from being rejected by peers, and it was related to low self-perceptions and inaccurate perceptions of one's relationships with peers. Thus, childhood loneliness can not be equated with having no friends. Instead, childhood loneliness should be viewed as being about feelings, and these can not be measured via objective measures such as number of friends one has. The thesis highlights the fact that there are different ways in which children cope with and understand their loneliness. Lonely children also differ from non-lonely children by understanding emotional terms/words to a greater extent. this is not a function of higher verbal and linguistic skill, and the findings suggest that an ability to understand and label feelings relates to high levels of loneliness at school. Lonely children also demonstrate a non-self serving attributional style; they tend to blame themselves for negative relational events, and they fail to credit themselves for successful relational experiences. Observations and peer reports indicate that lonely children are less sociable, more solitary, and they initiate more interaction than non-lonely children. However, observations revealed that the overtures for social contact that the lonely children make are often rejected or ignored. Lonely children tend to play with one another, and there is a discrepancy between what children report (via sociometry) and what is observed on the playground. Lonely children are not likely to nominate other lonely children as friends during the sociometric interview, although the observations indicate that they are play partners. The main argument rests on the finding that rejected and lonely children are diffecent. The fact that they differ from one another in terms of their subjective, cognitive and behavioural features has direct implications for the development of intervention programs. A program of practical help and insight for those working with lonely children is offered.
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Phethean, Jill. "Plantar pressure distribution in 4 to 7 year olds." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/26861/.

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Introduction This study focuses on the plantar pressure distribution patterns in children aged 4 to 7 years of age for the purposes of a better understanding of any age-related changes and from that a better understanding of age-related changes in foot function and structure. Method Ninety-eight children who achieved the correct age-related height, weight and locomotion skills; were born within a normal gestational period and had no gait abnormalities underwent plantar pressure analysis. Peak plantar pressure and plantar pressure time integral data were obtained from the: calcaneus, medial and lateral midfoot, each of the five metatarsal heads and hallux. Both longitudinal and crosssectional data were collected at 4, 5, 6 and 7 years of age. The data subsets were analysed to determine if there were any age-related changes. Results Prior plantar pressure data analysis found no significant difference between the left and right feet (p>0.05), no significant difference between males and females (p>0.05) and some evidence of a weak, positive correlation between plantar pressure data and body weight (r<0.5). There was no systematic change across the longitudinal and crosssectional plantar pressure data for the 4, 5 and 6 years olds. There were significant differences in the plantar pressure data between 4 and 7 years of age (p<0.05). Conclusion The two year interval between 4 and 6 years of age is too short a time period to observe systematic change in plantar pressures. Annual age increments are not a key marker for changes in plantar pressure between these ages. Changes between 4 and 7 years of age suggest that this window of time may be large enough to observe differences in plantar pressure. Xlll
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Books on the topic "Year olds"

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Nichols, Judy. Storytimes for two-year-olds. Chicago, IL: American Library Association, 1987.

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1961-, Butterfield Moira, and Archbold Tim, eds. Stories for 9 year olds. Bath [England]: Parragon, 2005.

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D, Sears Lori, ed. Storytimes for two-year-olds. 2nd ed. Chicago: American Library Association, 1998.

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Nichols, Judy. Storytimes for two-year-olds. Chicago: American Library Association, 1987.

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Understanding 4-5-year-olds. London: Jessica Kingsley Publishers, 2007.

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John, Astrop, and Astrop Caroline, eds. Storytime for 1 year olds. Lougborough: Ladybird, 1994.

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Stories for 6 year olds. Bath, Somerset: Parragon, 2009.

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Sara, Corrin, and Corrin Stephen, eds. Stories for 6-year-olds. London: Faber and Faber, 1989.

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Understanding 6-7-year-olds. London: Jessica Kingsley Publishers, 2006.

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Melanie, Joyce. Stories for 6 year olds. Sywell: Igloo Books, 2012.

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Book chapters on the topic "Year olds"

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Bazalgette, Cary. "Two-Year-Olds’ Movie-Learning." In How Toddlers Learn the Secret Language of Movies, 31–58. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97468-8_3.

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Dutton, Rachael, and David Williams. "Old People’s Home for 4-Year-Olds." In Intergenerational Learning in Practice, 60–79. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429431616-4.

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Watson, Jane. "Variation and Expectation for Six-Year-Olds." In Early Mathematics Learning and Development, 55–73. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1044-7_4.

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Bernicot, Josie, Antonine Goumi, Alain Bert-Erboul, and Olga Volckaert-Legrier. "Chapter 13. Texting by 12-year-olds." In Sources of Variation in First Language Acquisition, 265–84. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/tilar.22.14ber.

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Gaquin, Sheila. "Ten-Year-Olds, Tapes, and the Epiphany." In Breakthroughs in Literacy, 121–23. San Francisco, CA, USA: Jossey-Bass, 2012. http://dx.doi.org/10.1002/9781118269336.ch26.

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Wootton, Anthony J. "Two request forms of four year olds." In Studies in Language and Social Interaction, 171–84. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/slsi.26.07woo.

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Wagner, David, and Annica Andersson. "Intersecting Language Repertoires When 4-Year-Olds Count." In Language and Communication in Mathematics Education, 105–18. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75055-2_9.

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Dudley, Rachel, Naho Orita, Valentine Hacquard, and Jeffrey Lidz. "Three-Year-Olds’ Understanding of Know and Think." In Studies in Theoretical Psycholinguistics, 241–62. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07980-6_11.

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Day, Louise. "Discover cooking with young children." In Discover Creativity with 2-5 Year Olds, 163–74. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003271710-13.

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Day, Louise. "Discover communication and language." In Discover Creativity with 2-5 Year Olds, 175–85. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003271710-14.

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Conference papers on the topic "Year olds"

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Hannemann, Tereza, Tereza Stárková, Pavel Ježek, Kristina Volná, Kateřina Kačerovská, and Cyril Brom. "Eight-Year-Olds' Conceptions of Computer Viruses." In WiPSCE'19: 14th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3361721.3361726.

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Teusdea, Cristian Claudiu. "Tennis Service Improvement Among 12 - 14 Year Olds." In 6th icCSBs October 2017 The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.11.14.

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Wohl, Benjamin, Barry Porter, and Sarah Clinch. "Teaching Computer Science to 5-7 year-olds." In WiPSCE '15: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818314.2818340.

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Minaudo, Caterina, and Elizabeth K. Johnson. "Are two-year-olds sensitive to anticipatory coarticulation?" In ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4800296.

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Rea, Francesco, Paola Muratore, and Alessandra Sciutti. "13-year-olds approach human-robot interaction like adults." In 2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2016. http://dx.doi.org/10.1109/devlrn.2016.7846805.

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Faber, Hylke H., Jan Salvador van der Ven, and Menno D. M. Wierdsma. "Teaching Computational Thinking to 8-Year-Olds through ScratchJr." In ITiCSE '17: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3059009.3072986.

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Yang, Anqi, and Aoju Chen. "Prosodic focus-marking in Chinese four- and eight-year-olds." In 7th International Conference on Speech Prosody 2014. ISCA: ISCA, 2014. http://dx.doi.org/10.21437/speechprosody.2014-130.

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Tan, S. H. Jessica, Michael J. Crosse, Giovanni M. Di Liberto, and Denis Burnham. "Four-Year-Olds’ Cortical Tracking to Continuous Auditory-Visual Speech." In The 15th International Conference on Auditory-Visual Speech Processing. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/avsp.2019-11.

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Buyuklieva, Ana. "ANALYZING TEST RESULTS IN BILATERAL DEVELOPMENT AT 5–7 YEAR OLDS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. National Sports Academy "Vassil Levski", 2017. http://dx.doi.org/10.37393/icass2017/75.

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Marinus, Eva, Zoe Powell, Rosalind Thornton, Genevieve McArthur, and Stephen Crain. "Unravelling the Cognition of Coding in 3-to-6-year Olds." In ICER '18: International Computing Education Research Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3230977.3230984.

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Reports on the topic "Year olds"

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Smyth, Emer. Arts and cultural participation among 17-year-olds. ESRI, November 2020. http://dx.doi.org/10.26504/rs103.

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Smyth, Emer. The changing social worlds of 9-year-olds. ESRI, November 2022. http://dx.doi.org/10.26504/rs151.

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Hickman, Laurel. Sex differences in the language development rates of two-year olds. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3263.

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Golstein, Alice. English-speaking Three-year-olds in a Spanish Language Immersion Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6737.

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Hoffinger, Winona. Relationship of auditory short-term memory and articulation ability of eight-year-olds. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2827.

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Turkon, Thomas. Cultural characteristics of learning and perceptual skills of Southeast Alaskan native 5-year-olds. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5410.

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Dahm, Pamela. Communication and socialization skills of three year olds with a history of language delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5752.

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Midford, Nicole. Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6496.

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Smith, Rita. Story retelling skills in 4-year-olds with histories of normal and delayed language development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6164.

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Saifer, Steffen. Validity, Reliability, and Utility of the Oregon Assessment for 3-5 Year Olds in Developmentally Appropriate Classrooms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1265.

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