Thesis (M.A.)--Ohio State University. / Bibliography: leaves 125-130.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Jacqui D. Woolley. Vita. Includes bibliographical references.

Thesis (doctoral)--University of Tartu, 2005. / Vita. Includes bibliographical references.

Thesis (doctoral)--University of Tartu, 2005. / Vita. Includes bibliographical references.

The developmental assessment of children is very important so that adequate resources and intervention programmes can be initiated. Updating psychometric assessments is mandatory for different reasons, which include to update norms and to add new psychometric information. It is important for psychometric assessments that measure child development to ensure that they continue to accurately reflect stages of development in a modern context. The Association for Research in Infant and Child Development (ARICD) is currently in the process of revising the Griffiths Scales. One of the many unique changes includes the newly formed Foundations of Learning Subscale. This Subscale was constructed from definition, sub-constructs and items, which encompassed the critical sub-constructs from the previous Performance and Practical Reasoning Subscales, while providing greater depth to the overarching construct. This study therefore, forms part of a larger study of developing the Griffiths III and aims to compare the performance of three to six-year-old children on these three Subscales. The study employed a mixed method approach, which included 259 children matched on the Griffiths Mental Development Scales – Extended Revised and the Griffith III. The quantitative aspect of the research included descriptive statistics, independent sample t-tests as well as pearson correlations. Differences and similarities were found from the results. The relationships varied from high correlation, strong relationships to low correlation, definite but small relationships. This was further explored through a qualitative analysis between the constructs assessed on each of the Subscales, as well as a qualitative analysis on the items of Subscale A, brought from Subscale E and F and the new items.

The purpose of the research reported here was the development of two paper-and-pencil instruments for the assessment of person-thing orientation in children. Interviews were conducted with 82 children who ranged in age from eight to 12 years. The interviews yielded two sets of descriptive statements, one set which pertained to the person domain and one set which pertained to the thing domain. The statements were rationally classified into content categories by three judges. The rational categories specified the universe of content to be sampled by the instruments and provided a quasi-empirical basis for item construction. Two parallel pools of items were written for the preliminary forms of the self-report measure. Half of these items were considered to be appropriate for grade four subjects in the interests and behaviors that were depicted, and the other half were considered to be appropriate for grade six subjects. A preliminary form which consisted of both pools was administered to a sample of grade four children. A preliminary form which consisted of the items prepared for the older group and the items from Little's (1972a) Thing Person Interest Questionnaire designed for adults was administered to a sample of grade six subjects. The itemmetric properties of the items were analyzed, and a sequential selection procedure was devised to permittthe selection of items which exhibited the best properties. These procedures resulted in two, age-related versions of the Person Thing Self Report. Both instruments are comprised of a 12-item person scale and a 14-item thing scale. The construction of items for a peer nomination measure was similarly based on the category sampling strategy. Two comparable preliminary forms were prepared and administered to samples of third, fourth, fifth and sixth grade subjects. Validity ratings from classroom teachers were also obtained. The item-analytic and selection procedures of Wiggins and Winder (1961) were followed, with modification, for the evaluation of the properties of the peer-report items. These procedures resulted in the development of the Person Thing Peer Report which is comprised of a 12-item person scale and a 14-item thing scale. The theoretical foundations for the development of specialized interests in the person domain and in the thing domain were discussed. A research program was outlined which concerned the investigation of the development of specialized interests and the relationships among these variables and the acquisition of cognitive and behavioral skills, temperament and personality variables. / Arts, Faculty of / Psychology, Department of / Graduate

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This book gives readers a systematic look at the process of child psychology by examining the twenty most revolutionary scientific investigations in the field over the course of the last fifty years. The individual chapters are dedicated to each revolutionary study and derived from empirical data and scientific methodology. A four-part organization examines studies that revolutionized cognitive and language development, social development and parenting, clinical child psychology, and how we think about child psychology. For those with a professional or personal interest in child and human development. / https://dc.etsu.edu/etsu_books/1209/thumbnail.jpg

Issued also as thesis (PH. D.) Clark university. / Bibliography: p. 219-236. Also issued in print.

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