Tesis sobre el tema "Language disorders in children – Psychological aspects"
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Chan, Wing-sau. "The concomitance of dyslexia and emotional/behavioral problems: a study on Hong Kong children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791285.
Texto completoMengler, Elise Dione. "Neurophysiologically mediated auditory processing insensitivity in children with specific language impairment : behavioural discrimination and the mismatch and late discriminative negativities". University of Western Australia. School of Psychology, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0154.
Texto completoSteuber, Lucas Carl. "Disordered Thought, Disordered Language: A corpus-based description of the speech of individuals undergoing treatment for schizophrenia". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/63.
Texto completoLigthelm, Elizabeth. "Parental mental health and perceived parenting of children with disruptive behaviour disorders". Thesis, Nelson Mandela Metropolitan University, 2013.
Buscar texto completoWestover, Frances Marie. "Group intervention to modify undesirable behavior in children who have experienced parental loss". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1172.
Texto completoBretz, Sheila K. "A study of teacher perceptions of stuttering and dysphonic children". Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/426070.
Texto completoGraver, Ellen 1953. "Family stress, social support, and health beliefs as determinants of maternal compliance behavior in relation to the dietary management of the obese infant". Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276747.
Texto completoHolt, Kate Eloise y mikewood@deakin edu au. "A clinical investigation of attachment theory and the manifestation of psychological disturbance". Deakin University. School of Psychology, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.093259.
Texto completo余文蕙 y Man Wai Philippa Yu. "Stress and coping in parents of daughters with eating disorders: an evaluation of a coping-focusedintervention group". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41715986.
Texto completoKovac, Ilija. "Genetic epidemiology and phenotypic resolution of complex traits : studies in specific language impairment and alcoholism". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36974.
Texto completoDinsman, Patricia L. "Social/emotional problems among children and youth with differing degrees of sensorineural hearing loss". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/738.
Texto completoYtsma, Jehannes. "Frisian as first and second language sociolinguistic and socio-psychological aspects of the acquisition of Frisian among Frisian and Dutch primary school children /". Ljouwert : Fryske Akademy, 1995. http://catalog.hathitrust.org/api/volumes/oclc/32703202.html.
Texto completoSam, Sam Ka Lam. "Effects of exercise-based interventions for children with Autism Spectrum Disorder (ASD): a systematic review and meta-analysis". HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/249.
Texto completoMartin, Fiona Barbouttis. "Self-understanding in high-functioning males with autism spectrum disorders : relationship with social functioning and theory of mind". University of Sydney, 2009. http://hdl.handle.net/2123/4990.
Texto completoAim. This study aims to investigate self-understanding in young males with high-functioning autism spectrum disorders (ASD) and to determine whether self-understanding is related to social functioning and theory of mind (ToM). In addition, this study aims to examine the characteristics and abilities of young males with high-functioning autism (HFA) and Asperger’s disorder (AD) to determine whether there are significant differences in selfunderstanding and whether self-understanding is related to social functioning and ToM between these two groups. The results have important implications for social skills interventions for young people with ASD. Method. Forty three young males diagnosed with one of the ASD (25 diagnosed with HFA and 18 diagnosed with AD) were compared with 38 TD males. Participants were assessed using the Autism Diagnostic Interview- Revised (ADI-R), the Kaufman Brief Intelligence Test (KBIT), the Vineland Adaptive Behavior Scales (VABS), the Peabody Picture Vocabulary Test- Third Edition (PPVT-III), Damon and Hart’s Self-understanding Interview, and two false-belief ToM tasks. Results. Children with ASD had difficulties recognising and attributing their own mental states and failed to integrate various aspects of the self. Specifically, the ASD group produced fewer self-statements that reflected agency (the awareness and understanding that one is in control of their actions), social aspects of self (such as personality characteristics and group membership) and psychological aspects of self (such as emotions, thoughts and cognitive processes). Instead, children with ASD produced more concrete physical self-statements (such as body characteristics and material possessions). A significant positive relationship was found between selfunderstanding and social functioning for the ASD group. Within the ASD group, the relationship held for the HFA group only. In terms of ToM, children with ASD were less able to correctly answer the second-order false-belief ToM question compared to the TD group. For the ASD group, there was a significant positive correlation between self-understanding and ToM. Within the ASD group, the relationship held for the HFA group only. Conclusions. The results show young males with high-functioning ASD are less aware of their own and others’ mental states perhaps reflecting a general delay in the development of self-understanding and ToM. Furthermore, a more developed self-understanding may translate to improved social functioning and ToM ability for young males with high-functioning ASD. For young males with HFA, self-understanding and ToM may stem from a common underlying cognitive framework. Consequently, treatments aimed at improving self-understanding may simultaneously improve ToM, or vice versa. For individuals with AD there may be a separate cognitive mechanism responsible for self-understanding and another for ToM. Therefore, different interventions may be required; one to improve self-understanding and another to improve the understanding of others’ minds. Overall, these results may assist in the development of practice parameters for social skills training for those with ASD.
Lowdermilk, John Lloyd. "A Deconstruction and Qualitative Analysis of the Consumption of Traditional Entertainment Media by Elementary-Aged Children Diagnosed with Emotional Disorders". Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4594/.
Texto completoHarden, Philip W. (Philip Walter). "Pre-adolescent boys at high risk for alcoholism : neuropsychological and psychophysiological dimensions". Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29038.
Texto completoLo, Hay-ming y 盧希皿. "Father absence and behavioural problems of primary school students in Hong Kong: a systems perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249851.
Texto completoBoswell, Paul Duane. "Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186502.
Texto completoBaron, Vita. "Nutrition messages in elementary school textbooks : a study of language arts and math texts used in English schools in Montreal". Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59565.
Texto completoHolt, Kate y mikewood@deakin edu au. "Preventing weight and muscle concerns among preadolescents". Deakin University. School of Psychology, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.094217.
Texto completoO'Keefe, Aimee Marie. "The effectiveness of play therapy in a school-based counseling program". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1686.
Texto completoBadenhorst, Frans Hendrik. "Die bruikbaarheid van die senior Suid-Afrikaanse Individuele Skaal vir die evaluering van Blanke Afrikaanssprekende, hardhorende kinders". Thesis, Stellenbosch : Stellenbosch University, 1986. http://hdl.handle.net/10019.1/65109.
Texto completoHo, Ping-ping y 何冰冰. "The role of phonological awareness and visual-orthographic skills on Chinese reading acquisitions for Singapore students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36924003.
Texto completoAlbert, Kimberly Joy. "Using music therapy and visuals to facilitate language in exceptional preschoolers". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3245.
Texto completoHollingsworth, Denise Jo. "Special education needs among children exposed to domestic violence". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2378.
Texto completoBegyn, Elizabeth. "The psychosocial functioning in pediatric cancer survivors: The role of neurocognitive abilities". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc4003/.
Texto completoUrbain, Charline. "Learning and memory consolidation processes in children and adults: a neurophysiological and neuropsychological investigation". Doctoral thesis, Universite Libre de Bruxelles, 2012. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209571.
Texto completoneurophysiological and neuropsychological investigation.
Sleep is a complex and active state of the brain, associated with essential functional changes
[1]. Accumulated evidence in the adult population indicates that sleep participates in the
consolidation of declarative (i.e. memory for facts and episodes) and procedural (i.e. skills
and habits) memory, allowing novel information to be integrated for the long term in cerebral
networks [2]. Whether sleep supports memory consolidation in children likewise and to the
same extent than in adults remains disputed. In this framework, I have developed
experiments aimed at investigating sleep-dependent consolidation processes both in children
and adults, using behavioral and neurophysiological techniques (magneto-encephalography
[MEG]; electro-encephalography [EEG]; functional magnetic resonance imaging [fMRI]). To
sum up, researches conducted during my PhD thesis have contributed to start unraveling
neurophysiological mechanisms participating in sleep-dependent consolidation processes.
On the one hand, I report that despite a lack of detectable behavioral differences, posttraining
sleep plays a role in reshaping the cerebral networks subtending implicit motor
sequence learning in adults [3]. I also showed using a motor adaptation task [4] that sleep
contributes to the consolidation of procedural memory in children [5]. On the other hand, I
have evidenced neuromagnetic correlates of learning novel semantic representations in
children [6-7], and is currently finalizing the analysis of the effect of a post-training nap on the
consolidation of these representations. Finally, I showed in epileptic children that interictal
epileptic discharges (IED) during sleep impairs declarative memory consolidation processes
[8-9], and that this phenomenon is reversible upon pharmacological treatment suppressing
IED. Altogether, these findings advocate the need to explore further memory consolidation
and its neurophysiological basis in children, both healthy and suffering from various brain
pathologies [10].
[1] Urbain C. Peigneux, P. & Schmitz R. Sleep and the Brain. (to appear). In The Oxford Handbook of
Sleep and Sleep Disorders. C. M. Morin and C. A. Espie (Eds.). Oxford University Press, Oxford, NY.
[2] Peigneux P. Schmitz R. & Urbain C. Sleep and Forgetting. In Forgetting. S. Della Sala (Ed.).
Psychology Press, Hove, UK. 2010. (pp. 165-184).
[3] Urbain C. Schmitz R. Schmidt C. Cleeremans A. Van Bogaert P. Maquet P. and Peigneux P.
(submitted). Neuroanatomical Sleep-Dependent Processing in the Probabilistic Serial Reaction Time
Task.
[4] Huber, R. Ghilardi, M.F. Massimini, M. And Tononi, G. Local sleep and learning. Nature, 2004,
430, 78-84.
[5] Urbain C. Houyoux E. Albouy G. Peigneux P. (in preparation). Sleep-dependent consolidation of
procedural learning in children.
[6] Urbain C. Schmitz R. Op De Beeck M. Bourguignon M. Galer S. X. De Tiège, Van Bogaert P.
and Peigneux P. (in preparation). How learning new meanings about novel objects modulates cerebral
activity in children: A MEG Study.
[7] Urbain C. Schmitz R. Bourguignon M. Op De Beeck M. Galer S, De Tiège X. Van Bogaert P.
Peigneux P. (2011). Learning and Fast-Mapping Meanings to Novel Object in Children: A MEG Study.
17th Annual Meeting of the Organization for Human Brain Mapping [HBM], 26-30 June 2011, Québec
City, Canada
[8] Urbain C. et al. Is sleep-related consolidation impaired in focal idiopathic epilepsies of childhood?
A pilot study, Epilepsy and Behavior, 2011, 22(2), 380-384.
[9] Van Bogaert P. Urbain C. Galer S. Ligot N. Peigneux P. and De Tiège X. Impact of focal
interictal epileptiform discharges on behaviour and cognition in children. Neurophysiologie
Clinique/Clinical Neurophysiology, 2012, 42(1–2), 53-58.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
Kevari, Mary Kathleen. "The role of universal grammar in second language acquisition: An experimental study of Spanish ESL students' interpretation of lexical pronouns". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1710.
Texto completoSegeren, Leticia. "Correlação entre a oralidade de crianças com distúrbios do espectro do autismo e o nível de estresse de seus pais". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/5/5170/tde-12062015-090614/.
Texto completoAutism spectrum disorders are described as a complex behavioral syndrome. It impairs the development throughout life and has great variability in symptoms and intensity in the various areas that define the diagnosis. Persons with autism need special care during all life and therefore the caretakers need attention too. Parental stress in families with children with autism is significantly higher than the observed in families with children with other disorders or with typical development. Communication is specially affected in autism, is one of parent\'s first concerns and may increase stress. This study asked if parents of non-verbal children with autism have higher levels of stress than parents of verbal children with autism. The purpose of this study was to assess the stress levels of parents of children with autism and to verify its association with the abscess of verbal communication. Participants were parents of 75 children with autism and 100 parents with no complaints about their children development. They were divided in 3 groups: Group 1 comprised by parents by children with autism and no verbal communication; Group 2 comprised by parents by verbal children with autism and Group 3 with parents with no complaints about their children development. All participants responded to a socio-demographic questionnaire, to a stress level questionnaire (proposed by the author) and the questionnaire about quality of life. Results show that most parents from the three groups presented medium level of stress and that there was no significant difference between parents of children with autism with and without verbal communication. When parents of children with autism were compared with parents from the control group a significant difference was observed, with more parents of children with autism with high levels of stress. Associations between the stress level and the quality of life were also observed, showing that when higher stress levels were reported, lower quality of life was verified. It can be concluded that the stress level of parents of children with autism not influenced by their lack of verbal communication
Goetry, Vincent. "Etude comparative du développement des compétences métaphonologiques et orthographiques d'enfants bilingues scolarisés en langue seconde". Doctoral thesis, Universite Libre de Bruxelles, 2001. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211476.
Texto completoDu, Toit Merise. "Parent and guardian support of Korean migrant learners' primary schooling experience". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19944.
Texto completoENGLISH ABSTRACT: Trans-national migration to English-speaking countries has become increasingly popular among Asian families. Their aim is for their children to obtain overseas educational credentials and to gain the English language as cultural capital in the global market. Over the past few years, South Africa has been perceived as a place where immigrants, as well as migrants can make a new life for themselves and their families. The study aimed to explore the support given by parents/guardians of Korean migrant learners with regard to the learners' primary schooling experiences. In seeking to understand the phenomenon of parent/guardian support of Korean migrant learners' primary schooling experiences, I use the ecosystemic approach, which is constructed by both the general systems and the ecological theories. I discuss the ecosystemic framework by dividing it into its micro-, meso- and macro-systems. In the research, within the micro- and meso-systems the parent/guardian was considered to be part of a larger system of family, school, education system and community. These systems interact with each other. Acculturation theory, which focuses on psychological adjustment of the migrant learners, influenced the inquiry. Furthermore, Korean migrant families struggle within various ecological social systems outside the family system. These include the educational, physical, mental health, economic and political systems, which can influence the reasons for migration. The matter of cultural differences and the way in which they influence Korean migrant learners' schooling experiences were also explored. The macro-systems analysis includes Bourdieu's theory on cultural capital and the social closure theory. The specific design selected for this study is a case study that is qualitative and explorative in nature. Semi-structured interviews were conducted with individual parents/guardians and a focus group to gather information regarding the support given to Korean migrants in their primary schooling experiences. The data was analysed within the micro-, meso- and macro-systems and themes emerged during the interviews. The findings revealed that the macro-systems focused on the reasons for migration, which were gaining English skills and experiencing the process of globalisation. The study also focused on the micro-systems and thus dealt with the diverse experiences of the participants, which included the family dynamics, the support given to Korean migrant learners and parents'/ guardians' perceptions of schooling experiences. The trans-national migrant families in South Africa vary between 'wild goose families', nuclear families and guardianships. The support given to Korean migrant learners ranges from emotional support (e.g. hugs, kisses and motivation), financial support (e.g. money for various things) and physical support (e.g. transport) to spiritual support (e.g. praying and going to church). It was concluded from the study that cultural capital and global positional competition play an important role in Korean migrant learners' primary schooling experiences. Although these parents/guardians bring the learners to South Africa to move away from the very formal education system of Korea, it seems as if they are still reinscribing familiar patterns of living in South Africa. It is questioned whether it is not better for Korean learners to be educated in Korea. They appear to improve their English language in South Africa, but may be compromised in other areas, such as emotional well-being, which could cause poor psychological adjustment. Therefore it is recommended that more knowledge be gained in order know how to support these learners effectively.
AFRIKAANSE OPSOMMING: Transnasionale migrasie na Engelssprekende lande het aansienlik uitgebrei onder Asiatiese families. Die rede hiervoor is om oorsese opvoedkundige getuigskrifte vir hulle kinders, en taalvaardigheid in Engels as kulturele kapitaal in die globale mark te verwerf. Oor die afgelope paar jaar was Suid-Afrika ʼn gewilde bestemming waar beide immigrante en migrante saam met hulle families ʼn nuwe toekoms vir hulself kan skep. Daar is met die studie gepoog om ondersoek in te stel na die ondersteuning wat die ouers/voogde van Koreaanse migrante leerders aan die kinders bied met betrekking tot hul skoolervaringe. Die ekosistemiese benadering brei uit op die algemene sisteme en die ekologiese teorieë om die verskynsel van ouer/voog-ondersteuning van Koreaanse migrante leerders tydens die leerders se ervaring in die primêre skool te verstaan. Ek het die ekosistemiese benadering as raamwerk vir my bespreking gebruik deur dit te verdeel in mikro-, meso- en makro-sisteme. Binne die mikro- en meso-sisteme word ouers/voogde bespreek as deel van die wyer sisteem van familie, skool, onderwysstelsel en gemeenskap. Hierdie sisteme is interverweef en in konstante wisselwerking met mekaar. Akkulturasieteorie, wat op die sielkundige aanpassing van die migrant leerders fokus, het hierdie ondersoek gerig. Die Koreaanse migrant families ervaar ook hindernisse binne verskeie ekologiese sosiale sisteme buite die familie-sisteem. Hierdie hindernisse word ervaar binne die opvoedkundige, fisiese en geestesgesondheid-, ekonomiese en politieke sisteme, wat die redes vir migrasie kan beïnvloed, asook die kulturele verskille en hoe dit die Koreaanse migrant leerders se skoolervaringe beïnvloed. Die makro-sisteme fokus op Bourdieu se teorie aangaande kulturele kapitaal en die sosiale sluitingsteorie. Die navorsingsontwerp van hierdie studie is ʼn gevallestudie en is kwalitatief en ondersoekend van aard. Semi-gestruktureerde onderhoude is met die deelnemers en ʼn fokusgroep gevoer om inligting rakende die ondersteuning van Koreaanse migrante leerders in die laerskool te verkry. Die data is ontleed binne die mikro-, meso- en makro-sisteme, asook die temas wat uit die onderhoude met die deelnemers ontstaan het. Die bevindinge het die deelnemers se diverse ondervindings binne die mikro-sisteem aan die lig gebring. Dit sluit in: familie dinamika, deelnemers se ervaring van ondersteuning aan Koreaanse migrante leerders, asook ouers/voogde se persepsies van die Koreaanse migrante-leerders se skoolervarings. Die studie was verder op die makro-sisteme gerig, waar die fokus op die redes vir migrasie was. Laasgenoemde verwys na die verwerwing van Engelse vaardighede en die belewing van globalisasie. Die slotsom van die studie is dat kulturele kapitaal en globale posisionele kompetisie ʼn belangrike rol speel in die Koreaanse migrante leerders se laerskool-ervaring. Alhoewel die ouers/voogde die leerders Suid-Afrika toe bring sodat hulle kan wegbeweeg van die baie formele opvoedingsisteem in Korea, blyk dit egter dat hul presies dieselfde patrone van onderrig en leer in Suid-Afrika beleef. Die vraag is dus: Sal dit nie beter wees vir sulke leerders om in Korea onderrig te ontvang nie? Onderrig in Suid-Afrika bied wel die geleentheid om beter vaardighede in Engels aan te leer, maar die vraag ontstaan: Wat is die prys wat hulle daarvoor moet betaal? In die lig hiervan is my aanbeveling dat meer kennis aangaande hierdie leerders se ervaring verwerf behoort te word ten einde meer effektiewe ondersteuning aan hulle te fasiliteer.
O'Sullivan, Debbie Lee. "Understanding why male juveniles perpetrate: An exploratory study". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2848.
Texto completoLecocq, Katia. "Acquisition d'une seconde langue en milieu scolaire: évaluation longitudinale réalisée auprès d'enfants francophones immergés en néérlandais". Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210570.
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Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
Shibanda, Stephen Risimati. "Hemispheric language lateralization and verbal ability in Tsonga children". Thesis, 2014. http://hdl.handle.net/10210/9746.
Texto completoResearch on lateralization has been replicated in many countries of Europe, the American states and the Asiatic states. The research findings on language functions verify the occurrence of cerebral dominance or lateralization in these various races. In the South African context, language lateralization has been studied among the whites and the asiatics, but no study to date has been done among the various black population groups. The specific aim of the present study was to fill this void by researching language lateralization in a young mail Tsonga population, ascertaining the effect of the degree of language lateralization on various language abilities (reading, writing, spelling, vocabulary)...
Freeze, Mervyn Kevin. "Parental style as precursor of conduct disorders". Thesis, 2012. http://hdl.handle.net/10210/7632.
Texto completoConduct disorder is one of the most frequently diagnosed childhood disorders. The prevalence of this disorder has increased over the past few decades, which has ramifications for many facets of society, such as with families, justice systems, institutions involved with the rehabilitation of these children, and society as a whole. Conduct disorder has been found to be stable over time, and is therefore often associated with problems later in life such as violent crime, alcoholism, marital discord, and antisocial personality disorder. There have been many theories advanced for the aetiology of conduct disorder, but it is generally a bio-psychosocial model, rather than a single theory that receives the most attention when considering the development of this disorder. Included within such a model are variables such as a genetic component, neuropsychological factor, comorbid factor, socio-economic element, and a social learning component, that are involved with the development and maintenance of conduct disorder. One of the most consistently researched aspects involved within such models proposed for the aetiology of conduct disorder has been the role that certain parental styles have in the development of conduct disorder. Parental styles and the home environment have been consistently found to be a precursor of conduct disorder in foreign studies, however there is a lack of research within a South African context in this area. In order to establish whether there are specific styles of parenting related to conduct disorder in a South African sample, two measuring instruments were utilised, which were the Parental Bonding Instrument (PBI) and the Family Environment Scale (FES). The PBI and FES were administered to two groups of adolescents (n=80): one group of males (n=40) diagnosed with conduct disorder, and one group of males (n=40) without a diagnosis of conduct disorder. These instruments were used in order to establish if there were any differences in the perceived style of parenting between the two groups. The study yielded results that are similar to those found in foreign based studies. It was found with the South African sample, that a parenting style characterised by a low amount of care on the part of the mother, and overprotection on the part of the father was found within the conduct disorder group. Together these form a Parenting style of `affectionless control'. These parents were found to exert a high amount of control over their children, have a low expressiveness of emotions and feelings, have a low involvement with their children, and were poor at supervising and monitoring their children. These results indicate that parental styles could be a precursor of conduct disorder within a South African context. The implications of these results are discussed as well as the limitations of the study. Recommendations for future research and possible applications of the results are delineated.
Davis, Kim Suzanne 1979. "The influence of genetic disorders on parenting stress and family environment". Thesis, 2007. http://hdl.handle.net/2152/3224.
Texto completotext
Phetla, Rabi Joseph. "Black rural primary school teachers' attitudes towards children with emotional and behavioural disorders". Thesis, 2012. http://hdl.handle.net/10210/7572.
Texto completoUnfortunately, many teachers seem not to be aware of the role played by emotions, especially the negative ones, in the teaching and learning situation. As a result, many teachers attribute poor scholastic performance indiscriminately to either laziness or stupidity ( Pringle, 1986: 77) and other factors that are exclusive of emotional problems. Because of these negative attitudes, children with emotional problems may find it difficult to learn effectively. If teachers are, therefore, not trained to teach children with emotional problems, children's learning and overall development may continue to suffer. A secure emotional base is a pre-requisite for effective learning (Winkley, 1996: 1-2 ). A learner whose emotional life is taken care of, stands a better chance of making academic progress over those who are emotionally deprived or abused.Teachers, therefore, need to be equipped with knowledge of the children's emotional life, especially the strategies for teaching children with emotional and behavioural problems. This knowledge is of vital importance if their attitudes towards children with emotional and behavioural problems is to be changed to the benefit of these children, because knowledge forms part of beliefs and beliefs are the cornerstone of attitudes ( Hewstone, Stroebe, Codol, & Stephen, 1988: 143 ). Successful learning may be enhanced by identifying the unproductive attitudes held by teachers and by inculcating positive ones by equipping them with knowledge about the emotional states of children with emotional and behavioural problems. Against this background, the problem to be researched in this study can be stated as follows : What knowledge do teachers have with regard to emotional and behavioural problems of learners? What are the perceived causes of emotional and behavioural problems in learners, and what are the attitudes of teachers with regard to these learners? What guidelines can be developed for teachers in order to enhance their teaching of these learners?
Maimon, Kyla. "Body image in preadolescent girls". Diss., 2008. http://hdl.handle.net/10500/1624.
Texto completoSocial Work
M. Diac. (Play Therapy)
Fellows, Michelle Dyan 1981. "An exploration of emotion language use by preschool-aged children and their parents : naturalistic and lab settings". 2009. http://hdl.handle.net/2152/18435.
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De, Sousa Diana Soares. "To be or not to be bilingual: cognitive processing skills and literacy development in monolingual English, emergent bilingual Zulu and English, as well as bilingual Afrikaans and English speaking children". Thesis, 2016. http://hdl.handle.net/10539/22338.
Texto completoLiteracy in multilingual contexts includes social and cognitive dimensions (GoPaul-McNicol & Armour-Thomas, 1997). Becoming literate carries with it the ability to develop and access higher-order thinking skills that are the building blocks for cognitive academic language proficiency, as well as the means that define educational opportunities (Bialystok, 2007). South Africa has 11 official languages and a multilingual education policy but South African schools are able to determine their language of instruction policy of monolingualism or multilingualism (Heugh, 2010). This raises the question of whether monolingualism or bilingualism influences children’s successful acquisition of reading. It is important to investigate the effect this has on reading processes and skills of monolingual and bilingual children because this issue has received limited research attention while it contributes to our greater understanding of how children’s cognitive capacities for literacy attainment are either constrained or promoted through broader social factors operating in a child’s literacy-learning environment (Bialystok, 2007; Vygotsky, 1978). Cognitive processing and reading skills were assessed in monolingual and bilingual children at a public school in an urban area of Johannesburg. An English-speaking monolingual group with English as the language of instruction (N = 100) was compared with a Zulu-English bilingual group with Zulu as first language (L1) speaking proficiency and English as second language (L2) literacy experience (N = 100) on measures of reading, phonological awareness, vocabulary skills, and working memory. Performance in cognitive processing and reading skills of these two groups was compared to an Afrikaans-English bilingual group (N = 100) with dual medium instruction. Tests of language proficiency confirmed that the Afrikaans-English bilinguals were balanced bilinguals and that the Zulu-English bilinguals were partial bilinguals. Aim and method: The purpose of this study was to expand knowledge in the field of second language reading acquisition and language of instruction by examining the impact of language related factors on the cognitive development and literacy competence of monolingual and bilingual children in the South African context. The central tenet of the bio-ecological approach to language, cognitive and reading assessment is that language acquisition is inseparable from the context in which it is learned (Armour-Thomas & Go-Paul-McNicol, 1997). Drawing from this approach, the present research project investigated the effects of the level of orthographic transparency on reading development in the transparent L1 and opaque L2 of biliterate Afrikaans-English bilinguals learning to read in a dual medium school setting. The effects of oral vs. written language proficiency in the L1 on the acquisition of L2 English reading was also investigated by examining whether reading processes and skills transferred from one language to another and the direction or nature of this transfer in partial and balanced bilinguals. Finally, whether a balanced bilingualism and biliteracy Cognitive processing skills and literacy development in monolingual and bilingual children in South Africa vi experience had beneficial effects on cognitive tasks demanding high levels of working memory capacity, was investigated. Results: Reading in Afrikaans – the more transparent orthography – reached a higher competency level than reading in the less transparent English. Dual medium learners and L1 English monolingual learners acquired reading skills in their home language(s) at a higher level than L2 English with L1 Zulu speaking proficiency learners did. Dual medium learners outperformed both monolingual learners and L2 English with L1 Zulu speaking proficiency learners on tests of phonological awareness, working memory, and reading comprehension. They also reached similar competency levels in tests of vocabulary knowledge than monolingual English (L1) learners. These differences translated into different relationships and strengths for reading attainment in monolingual and bilingual children. These findings provide support for a language-based and context-dependent bio-ecological model of reading attainment for South African children. Conclusions: Bilingual children who are exposed to dual medium reading instruction programmes that value bilingualism philosophically and support it pedagogically create optimal conditions for high levels of cognitive development and academic achievement, both in the first and in the L2. Absence of mother tongue instruction and English-only instruction result in a reading achievement gap between emergent Zulu-English bilinguals and English monolinguals. This effect is not observed in the biliterate Afrikaans-English bilinguals; instead, these children performed better than the English monolinguals on many English tasks and working tasks requiring high levels of executive control and analysis of linguistic knowledge, despite English being their L2 while learning to concurrently read in Afrikaans and English. Arguments for and (misguided) arguments against dual medium education are examined to identify the consequences of translating this model of education into effective schooling practices, given the socio-political contexts in which educational reforms take place at local schools and in communities (Heugh, 2002). More broadly, good early childhood education includes a rich language learning environment with skilled, responsive teachers who facilitate children’s literacy learning by providing intentional exposure to and support for vocabulary and concept development. Classroom settings that provide extensive opportunities to build children’s reading competences are beneficial for young dual language learners no less than for children acquiring literacy skills in a one-language environment (Cummins, 2000; Heugh, 2002).
GR2017
"Siblings of individuals with autism: factors that affect their psychological adjustment". 2011. http://library.cuhk.edu.hk/record=b5894629.
Texto completoThesis (M.Phil.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 126-136).
Abstracts in English and Chinese; some appendixes also in Chinese.
Abstract --- p.i
Acknowledgements --- p.iv
Contents --- p.vi
"List of Figures, Tables, and Appendices" --- p.vii
INTRODUCTION --- p.1
Chapter CHAPTER ONE --- The Nature of Autism --- p.5
Chapter CHAPTER TWO --- Literature Review on Psychological Adjustment of Siblings of Autistic Probands and Associating Factors --- p.16
Chapter CHAPTER THREE --- Purpose of the Study and Hypotheses --- p.59
Chapter CHAPTER FOUR --- Methodology --- p.66
Chapter CHAPTER FIVE --- Results --- p.75
Chapter CHAPTER SIX --- Discussion --- p.100
CONCLUSION --- p.124
References --- p.126
Appendices --- p.137
Lilienfeld, Margaret Sandra. "The attitudes of children toward unfamiliar peers who use augmentative and alternative communication devices". Diss., 2000. http://hdl.handle.net/2263/26939.
Texto completoDissertation (MA (AAC))--University of Pretoria, 2007.
Centre for Augmentative and Alternative Communication (CAAC)
unrestricted
"Maternal mediation of writing in young children: a comparison between Hong Kong and Beijing". Thesis, 2009. http://library.cuhk.edu.hk/record=b6074960.
Texto completoThe present research was among the first attempts to analyze the nature of maternal mediation of writing in Chinese and its association with literacy skills. The findings highlight the importance of maternal mediation of writing in preschool children's independent literacy development in Chinese across Hong Kong and Beijing.
This dissertation consisted of three studies investigating the nature of maternal mediation of writing among kindergarten and first grade children and their mothers across the two prominent Chinese societies of Hong Kong and Beijing and further examined the associations of maternal mediation of writing with cognitive /metalinguistic abilities and literacy skills in Chinese cross-culturally. In Study 1, two scales of literate mediation and print mediation based on mother-child writing interactions were created and refined. These scales, developed following work on Hebrew by Aram and Levin (2001; 2004), were modified and tested among 67 Hong Kong mother-child dyads from three grade levels---second year kindergarten, third year kindergarten, and first grade. The results showed that mothers' use of lower-level memorization strategies tended to be negatively associated with their children's reading skills, whereas mothers' higher level analytic scaffolding strategies were positively correlated with reading skills, even with age, grade level, nonverbal reasoning, and maternal education statistically controlled.
Lin, Dan.
Adviser: Catherine McBride-Chang.
Source: Dissertation Abstracts International, Volume: 72-11, Section: A, page: .
Thesis (Ph.D.)--Chinese University of Hong Kong, 2009.
Includes bibliographical references (leaves 148-163).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese; some appendices include Chinese characters.
"The effects of music training on memory of children". 2001. http://library.cuhk.edu.hk/record=b5890695.
Texto completo"Running head: Effects of music training on memory of children."
Thesis (M.Phil.)--Chinese University of Hong Kong, 2001.
Includes bibliographical references (leaves 51-65).
Abstracts in English and Chinese.
ABSTRACT (English Version) --- p.ii
ABSTRACT (Chinese Version) --- p.iii
ACKNOWLEDGEMENTS --- p.iv
TABLE OF CONTENTS --- p.v
LIST OF TABLES --- p.vi
LIST OF FIGURES --- p.vii
Chapter CHAPTER I - --- INTRODUCTION --- p.1
Chapter CHAPTER II - --- METHOD --- p.13
Chapter CHAPTER III - --- RESULTS --- p.19
Chapter CHAPTER IV - --- DISCUSSION --- p.42
REFERENCES --- p.51
Heslinga, S. "'n Kwantitatiewe beskrywing van die seksueel-misbruikte kind". Thesis, 2012. http://hdl.handle.net/10210/5966.
Texto completoThis study comments on the debate surrounding behavioural indicators on the child that has been sexually abused. The basic objective of this study is to determine whether behavioural differences can be identified between the child that has been sexually abused and a child that has not been abused. For this research study the quasi-experimental design and specifically the comparison post-test-alone is utilized. The experimental group was exposed to sexual abuse and the comparison group was not exposed to sexual abuse. The result of this study indicates a statistically significant difference toward behavioural indicators, between the experimental group and the comparison group. Children in the experimental group experienced higher levels of psycho-social problems. Therefore it can be accepted that sexual abuse resorts in behavioural changes. It is therefore recommended that behavioural changes are utilized in practice by social workers to verify sexual abuse.
Dongola, Edzani Onica. "Living with a sibling diagnosed with autism spectrum disorder : an interpretative phenomenological analysis". Diss., 2018. http://hdl.handle.net/10500/25467.
Texto completoPsychology
M.A. (Psychology in Research Consultation)
Fernihough, Melissa. "Congenital facial deformity : experiences of mothers of twins". Diss., 2011. http://hdl.handle.net/10500/4935.
Texto completoPsychology
M.A. (Clinical Psychology)
Schoeman, Olivier Johannes. "Terapeutiese waarde van visueel-perseptuele skoling en die invloed daarvan op skolastiese prestasie". Thesis, 1994. http://hdl.handle.net/10500/17687.
Texto completoText in Afrikaans
Die waarde van visueel-perseptuele skoling of terapie vir visueel-perseptueel gestremde leerlinge as 'n subgroep van leergestremdheid, is reeds vir dekades 'n omstrede aangeleentheid. Hierdie omstredenheid is ondersoek aan die hand van sewe internasionaal erkende psigometriese toetse. Die interne konsekwentheidskoeffisiente van hierdie toetse het vir die huidige studie van 0,62 tot 0,95 gestrek. 'n Faktorontleding van die toetsinterkorrelasies het 'n gemeenskaplike faktor blootgele. Ses toetse was primer visueel-perseptueel, en Goodenough <1926> se skaal is vir die bepaling van intelligensie gebruik. Bykomend hiertoe, is leerlinge se prestasies in hul eerste taal, wiskunde en skrif gebruik om die effek van terapie te bepaal. Proefpersone is as visueel-perseptueel gestremd gediagnoseer deur 'n opvoedkundige sielkundige en 'n visuele skolingsentrum in Pretoria, waar eksper imentele leerlinge terapie ontvang het. Hierdie diagnoses is deur die Test for Visual Analysis Skills wat beduidend tussen normale en visueelperseptueel gestremdes onderskei, bevestig. Die toets se geldigheid vir Suid-Afrikaanse omstandighede is in 'n voorstudie bepaal. Honderd en ses, ses- tot negejarige proefpersone (82 seuns en 24 dogters>, van normale intelligensie, gesigskerpte en gehoor, is betrek. Drie en vyftig het die eksperimentele groep gevorm wat onderverdeel is in 32 wat terapie voltooi het, en 21 wat nie het nie. Hierdie leerlinge is individueel afgepaar met kontroleleerlinge van dieselfde geslag, ouderdom, huistaal, sosio-ekonomiese status en skoolstanderd. Eksperimentele leerlinge het visuele terapie in n breer groepsverband vir een uur per week ontvang. Terapieperiodes het van 4 tot 15 maande gewissel. Die eksperimentele ontwerp was 'n voortoets-natoets-tweegroepontwerp. t-Toetse vir afhanklike (afgepaarde) groepe is uitgevoer op die verskille tussen voor- en natoetstellings, asook tussen die eksperimentele en kontrolegroepe. Geeneen van die primer visueel-oerseptuele meettegnieke het beduidende resultate opgelewer nie. Dit is aanduidend van die ondoeltreffendheid van visueel-perseptuele terapie om die tekorte waarop dit gemik is, reg te stel. Die waarde van visueel-perseptueie terapie is inteendeel beperk tot 'n oorhoofse verbetering in konseptualisering en intellektuele ryping by die groep wat terapie voltooi het. Skrif was die enigste vak wat by dieselfde groep beduidend verbeter het. Hierdie resultaat is egter twyfelagtig vanwee beoordelingstekorte.
The value of visual perceptual training or therapy, to visually perceptually impaired pupils as a subgroup of the learning disabled, has been a controversy far decades. This controversy was investigated by means of seven internationally recognised psychometric tests. The internal consistency coefficients of these tests for the present study ranged from 0,62 to 0,95. A factor analysis of test intercorrelations revealed a common factor. Six tests were primarily visual perceptual, whilst the Goodenough (1926) scale determined intelligence. Additionally, pupils' performance in their first language, mathematics and writing, was used to assess the therapeutic effect. Subjects were diagnosed as visually perceptually impaired by an educational psychologist and a visual training centre in Pretoria where experimental pupils received therapy. These diagnoses were confirmed by the Test for Visual Analysis Skills, which significantly differentiates between the normal and visually perceptually impaired. This test's validity for South African circumstances was determined in a prestudy. One hundred and six, six to nine year old subjects <82 boys and 24 girls>, of normal intelligence, visual acuity and hearing, were involved. Fifty three formed the experimental group which was subdivided in 32 who completed therapy, and 21 who did not. These pupils were individualiy matched with controls of similar sex, age, home language, socio economic status and school standard. Experimental pupils received visual therapy within a broader group context for one hour per week. Therapy periods fluctuated between 4 and 15 months. The experimental design was a pretest-posttest two group design. t-Tests for dependant
D.Litt. et Phil. (Psychology)
Geoffrey, Leandre Christina. "An exploration on the criminal capacity of child offenders with psychiatric disorders". Diss., 2016. http://hdl.handle.net/10500/25090.
Texto completoCriminology and Security Science
M.A. (Criminology)
Tredoux, Yolanda. "The use of horseriding in the lives of children with cerebral palsy : an ecosystemic exploration". Diss., 2000. http://hdl.handle.net/10500/16218.
Texto completoPsychology
M.A. (Clinical Psychology)