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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Early childhood growth patterns and adult health indicators

Lo, Pang-yuen. January 2006 (has links)
Thesis (M. P. H.)--University of Hong Kong, 2007. / Also available in print.
2

Early childhood growth patterns and adult health indicators /

Lo, Pang-yuen. January 2006 (has links)
Thesis (M.P.H.)--University of Hong Kong, 2007.
3

Context matters the effects of geographic variations in cost of living and family income on children's well-being /

Chien, Nina Chisan, January 2009 (has links)
Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 103-113).
4

The computerized Denver Developmental Screening Test development, use, and reliability /

Derubeis, Susan M. January 1985 (has links)
Thesis (M.S.)--University of Michigan, 1985. / "A research report submitted in partial fulfillment of the requirements for the degree ..."
5

The computerized Denver Developmental Screening Test development, use, and reliability /

Derubeis, Susan M. January 1985 (has links)
Thesis (M.S.)--University of Michigan, 1985. / "A research report submitted in partial fulfillment of the requirements for the degree ..."
6

Autonomy-support and control : observed mother-father differences and parents' contributions to preschool social-emotional competence /

Gordon, Jennifer Wilson. January 2009 (has links)
Thesis of (M.A.)--University of Alberta, 2009. / Title from pdf file main screen (viewed on October 1st, 2009). "Fall, 2009." At head of title: University of Alberta. A thesis submitted to the Faculty of Graduates Studies and Research in partial fulfillment of the requirements for the degree of Master of Education, in Psychological Studies in Education, Department of Educational Psychology, University of Alberta. Includes bibliographical references.
7

Measuring behavioral regulation in young children /

Wanless, Shannon B. January 1900 (has links)
Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 119-140). Also available on the World Wide Web.
8

Playmate status relative to physical, academic, and social factors

Lund, Grace Adeline, January 1958 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1958. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 220-223).
9

I am the boss of me : the executive function of self-awareness in 3- and 4-year-olds

Ross, Josephine January 2008 (has links)
The current research explored the thesis that cognitive self-recognition might have an executive function in 3- and 4-year-olds. Although it is well established that children recognise themselves in mirrors by the end of infancy, the cognitive and behavioural impact of this capacity has yet to be elucidated. Experiments 1 to 6 showed that preschool children could form and maintain a cognitive link between the self and external stimuli, as a result of which, self-referent stimuli were given mnemonic priority. Experiments 4 to 8 indicated that in tasks involving self-recognition, 3- and 4-year-olds’ ability to process other-referent stimuli was compromised by self-focus. Finally, Experiments 9 and 10 demonstrated that mirror self-recognition increased preschoolers’ tendency to self-regulate, leading them to behave in line with socially accepted standards. Together, these experiments provide novel evidence to confirm that cognitive self-recognition has a role in preschoolers’ performance on tasks requiring memory, attention, inhibition, and planning. This implies that when salient, the self may become the ultimate executer of behaviour. By observing 3- and 4-year-olds’ differential processing of self- and other-referent stimuli we infer the existence of a functionally active, self-reflective agent. Moreover, the role of the self is temporally extended, influencing children’s cognition and behaviour in the past (Experiment 1 to 3), present (Experiments 4 to 8) and future (Experiments 9 to 10). This implies that preschool children may have developed the foundations necessary to build the experience of personal identity.
10

Cultural antecedents of peer competence in preschoolers : a study of the "custom complexes" of teachers and parents in Hong Kong and the United Kingdom /

Pearson, Emma Claire. January 1999 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 251-290).

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