The primary aim of this study is to investigate the effects of short term Interpersonal Cognitive Problem Solving (ICPS) training with pre-school children compared to an alternative treatment of Music Therapy (MT). The MT treatment served to investigate the relationship between creativity and Alternative Solutions Thinking (AST). No treatment control was included in the design (Study 1). Seven-month follow-up measures of effects from the treatments are included (Study IT), to determine the stability of therapeutic gains. The results reveal a successful elevation of AST and Consequential Thinking (CT) following ICPS training, stable over at least seven months and a sleeper effect from the MT treatment. Behavioural observation revealed improved social interactive behaviours following treatment, but there is some indication that behavioural gains may not be stable. The influence of music on AST and CT was further examined in Study III by comparing AST and CT fluency of children who attended a musically enriched pre-school to that of the children who received short term MT treatment and a non-treatment Control group. The children in Study III proved significantly better at AST and CT than the children in the previous studies were. Finally, in Study IV, an alternative mode of mediating ICPS skills was attempted. This involved a short training of pre-school staff to apply ICPS training techniques in daily dealings with the children. Girls benefited more from this treatment, and only CT skills were elevated. Results are related to previous findings in ICPS research and discussed in terms of developmental theories, especially Vygotsky’s conception of thought development and Crick and Dodge’s (1994) social information processing model. A developmental relationship between AST and CT is suggested and it is argued that AST may be a form of creative thought. Implications of the results for education and therapy are discussed

We live together in society that is composed of individuals who have normal development and individuals who have some developmental delays or disabilities. Therefore, it is important to know and understand what disability is and how it affects the lives of the family members individually also a mother and family as whole. O&#039 / Connor (2002) indicates that being a parent of a child who has a developmental delay is a challenge for the parents. This qualitative, mother-focused study examines the experiences of a mother who is rearing multi-disabled children consisting of mental disabilities, a hearing impairment and physical disabilities / and the effects of having more than one child with multi-disability on mother&rsquo / s psychological well-being. Another objective of the study is to explore how a mother copes with this issue in a family setting and the kind of coping strategies the mother uses to manage the difficulties. Case study design was conducted with the mother of multi-disabled children. Qualitative in-depth interviews are conducted with the mother, and information was gathered in the areas of daily stress, coping, family reactions and well-being. Family Systems Theory provides the theoretical framework of the study. The experience, reaction and communication of the mother with both her disabled children and other family members are examined with the light of the family systems theory in order to understand the interrelation among the family members.

It has become a great concern about how children may be affected and how teachers should use computers in their classroom activities effectively with the increased role of computers in early childhood

The purpose of the study was to investigate secondary school students&rsquo / performance on proof and attitude towards proof in geometry. The research was conducted on 367 10th grade students. The numbers of subjects were 94, 96, 90 and 87 from General High Schools (GHS), Anatolian High Schools (AHS), Science High Schools (SHS) and Private High Schools (PHS) respectively. The number of girls and boys were 142 and 225 respectively. To obtain the data of this study, the following measuring instruments were utilized: 1.Proof Performance in Geometry Test (PPGT) / 2.Proof Attitude Scale in Geometry (PASG). They were developed by researchers. The results indicated that: 1.There were statistically significant differences among the mean scores of students enrolled in different school types with respect to performance on proof in geometry / 2.There was no statistically significant difference between the mean scores of boys and girls with respect to performance on proof and attitude towards proof in geometry / 3.There were no statistically significant differences among the mean scores of students enrolled in different school types with respect to attitude towards proof in geometry / 4.There was statistically significant correlation between secondary school students&rsquo / performances on proof and attitude towards proof in geometry / 5.While students in SHS got the highest scores from each question, students in GHS got the lowest scores / 6. While most students in SHS perceived themselves as successful in geometry, most students in GHS perceived themselves unsuccessful.

Background: The present research is the first multi-modal study of language deficits in long-term PFT survivors to date. In addition to a detailed neuropsychological assessment of language, this thesis investigated neural correlates of language processing by employing functional (fMRI) and diffusion (DTI) magnetic resonance imaging techniques. Method: Twenty-one PFT survivors, aged 16-21, and twenty-two matched healthy volunteers completed a series of neuropsychological assessments, task-based language fMRI study (targeting semantic retrieval and speech articulation), and a DTI study. The patients’ clinical profiles and oro-motor functioning were also analysed. Results: Patients demonstrated significantly poorer performance in semantic content, expressive and receptive skills, verbal memory, reading and writing, visuo-motor coordination and non-verbal intelligence, with elevated internal variability of the linguistic profiles, when compared to controls. Semantically-related language skills contributed more to the between-group differences than non-verbal cognitive skills. A significant association between language and non-verbal cognitive abilities in both patients and controls was unconfounded by the age and disease. On fMRI, patients lacked metabolic response in the pre-central and post-central gyri during semantic retrieval. Broca’s, Wernike’s and Geschwind’s areas responded similarly in both hemispheres, with no significant differences between the groups. In all participants Language Content Index predicted the BOLD response on the border of the left lateral occipital cortex and angular gyrus. Expressive Language Index predicted BOLD response in the right frontal pole, paracingulate gyrus, superior frontal gyrus, and middle frontal gyrus. In healthy controls, articulation of speech was associated with activation in the Crus I and Crus II of the right cerebellar hemisphere. Semantic load triggered activation in the Crus VI and VIIb of the vermis, as well as right lobules V and VI of the cerebellum. DTI revealed a global decrease in the fractional anisotropy and increase in the diffusivity scalars in patients, compared to controls, but not different between those patients that received and did not receive radiotherapy. Patients also demonstrated significant reduction in FA index in the bilateral arcuate fasciculus and increased diffusivity in the bilateral SCP. The FA index in the segments of the left-hemispheric cortico-spinal tract, anterior thalamic radiation, superior longitudinal fasciculus and inferior fronto-occipital fasciculus, positively predicted Language Content Index score in patients. Clinical profiles analysis indicated that younger age at diagnosis, radiotherapy treatment and longer duration of mutism (if present) were associated with the poorest language outcomes. Patients with the longest recovery time demonstrated the best manual dexterity abilities. 38% of the patients that met the criteria for a diagnosable language disorder also had reduced oro-motor functioning and reduced FA within left arcuate fasciculus, compared to the remaining patients. Conclusions: Despite the fact that PFTs do not directly impact cortical language-associated areas, patients, particularly those treated with radiotherapy at a younger age, demonstrate deficits in all aspects of language processing. Semantic processing difficulties in PFT survivors are underpinned by the diminished cortical metabolic response during associated task performance, and microstructural changes in the left-hemispheric white matter. Tumours affecting the right cerebellar hemisphere may further predispose patients to developing difficulties in accessing language semantics.

In der vorliegenden Studie wurde die Eignung eines aMMP-8 Schnelltests in der Früherkennung parodontaler Erkrankungen und kariöser Läsionen bei Kindern und Jugendlichen untersucht.:Abbildungsverzeichnis Bibliografische Beschreibung Referat Einführung Publikationsmanuskript Zusammenfassung Literatur Darstellung des eigenen Beitrags Selbstständigkeitserklärung Lebenslauf Publikationen Danksagung

The purpose of this study is to make a survey of the Child Study Program as it has been carried on in Corpus Christi since 1944, and to determine if the work has been a definite help to the teachers participating in the program.

This dissertation arose from a need to derive an inclusive model for describing the historical meanings of progressive education. It considers reform rhetoric published in two widely distributed and accessible journals in Ontario, The School and The Canadian School Journal, between 1919 and 1942. These sources brought together a wide variety of educationists in the province, including teachers, school board representatives, members of the Department of Education, inspectors, and the staff of teacher training institutions, and were forums for the exploration of new and progressive educational ideas. Various conceptions and interpretations of what progressive education would entail were published side by side, in parallel. This dissertation describes the rhetoric of progressive education, which concerned three domains—active learning, individualized instruction, and the linking of schools to contemporary society—and considers the distinctions within this language. Further, this dissertation argues that progressivist ideas were interpreted and represented in different ways according to conceptual orientation and context. Three distinct interpretations of progressive education are described in this thesis. The first progressivist orientation was primarily concerned with child study and developmental psychology; the second concerned social efficiency and industrial order; the third concerned social meliorism and cooperation. Hence, I draw not only on three different domains of progressivist rhetoric, but also on three distinct orientations to reform. What emerges is a description of how different progressivists understood and represented Ontario’s transforming schools, in a context affected by the forces of modernity, world war, and economic depression. / Thesis (Ph.D, Education) -- Queen's University, 2009-06-14 19:00:04.184

The purpose of this study was to examine the effects of internal and external focus feedback and their preference on skill learning at age of 12-13 years. Internal focus feedback related with body movements, whereas external focus feedbacks related with movement effects. As a task &ldquo / tennis&rdquo / service in volleyball was used for both acquisition and retention measurements. The subjects (N=78) were randomly assigned to three groups which were internal focus feedback group (IFF), external focus feedback group (EFF) and preference groups (PF). To promote learning three practice days and to assess learning one retention day was applied. Also, during these days, both technique of the skill and targeting was tried to measure. In technique measure the IFF group performed better than EFF group in acquisition and retention phases. PF group had similar scores with IFF group in acquisition phase whereas it did not show better performance than IFF group in retention phase. PF group performed better than EFF group in both phases. In product measure, significant differences between attentional focus feedback groups in acquisition and retention phases. This study indicated that for young children with limited amount of knowledge about a skill internal focus feedback is more appropriate compared to external focus feedback in terms of retention. Being able to choose among internal and external focus of attention also seems to make a difference in retention performance of novice children indicating that active participation on the learning variables is an important concept.

Made available in DSpace on 2016-04-27T16:33:19Z (GMT). No. of bitstreams: 1 Ieda Abbud.pdf: 924886 bytes, checksum: 7c29b09e561d084c74318b648dcb89b0 (MD5) Previous issue date: 2007-02-28 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In this research it was investigated the presence of John Dewey (1859-1952) in the debates on the child and its education in the United States, from the end of XIXth century to the first two decades of XXth century, when the kindergarten and child study movements were already opposed. The objective was to verify the process for which the ideas of Dewey regarding the child and its education had imposed itself to these two movements, and how they became victorious in the United States. By the examination of author s speeches and writings regarding the subject, it was concluded that the strategies he adopted in his trajectory toward the core of the American educational scene, as much the strategies he used in the elaboration of those speeches and writings, have been determinative for his accomplishment / Nesta pesquisa investigou-se a presença de John Dewey (1859-1952) nos debates sobre a criança e sua educação nos Estados Unidos, de fins do século XIX às duas primeiras décadas do século XX, quando já se opunham os movimentos kindergarten e child study. O objetivo da investigação foi verificar o processo pelo qual as idéias de Dewey a respeito da criança e sua educação se impuseram a esses dois movimentos e se tornaram vitoriosas nos Estados Unidos. Do exame dos ditos e escritos do autor a respeito do assunto, conclui-se que as estratégias que adotou em sua trajetória em direção ao centro do cenário educacional norte-americano, tanto quanto as de que se utilizou na elaboração daqueles ditos e escritos, foram determinantes para sua a realização