• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 340
  • 61
  • Tagged with
  • 355
  • 355
  • 355
  • 355
  • 99
  • 83
  • 70
  • 56
  • 52
  • 51
  • 47
  • 44
  • 43
  • 39
  • 38
  • 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.
21

Audiometric configurations of hearing-impaired children in Hong Kong: implications for amplification

Yuen, Chi-pun, Kevin., 袁志彬. January 1998 (has links)
published_or_final_version / Speech and Hearing Sciences / Master / Master of Science in Audiology
22

Developing creativity and problem solving through story telling for preschool children

Lam, Tsz-ki., 林子琪. January 2005 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
23

Bilingual language development in 4-year-old children in Hong Kong preschools

Lee, Pui-ling, Diana., 李佩鈴. January 2005 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
24

A study on the development of formal reasoning in adolescents

Yip, Din-yan, 葉殿恩 January 1988 (has links)
published_or_final_version / Education / Master / Master of Education
25

Subtraction strategies of preschool children

Ma, Jung-chen, Jenny., 馬漢煊. January 1984 (has links)
published_or_final_version / Education / Master / Master of Education
26

Children with autism: central coherence and pragmatic communication skills

Kung, Chung-yan., 龔頌欣. January 2009 (has links)
published_or_final_version / Psychology / Master / Master of Philosophy
27

The effects of second language proficiency and linguistic distance on cognitive abilities in bilingual children

Barrett, Elizabeth Ann. January 2011 (has links)
Bilingual speakers have shown better performance than their monolingual peers on tasks that examine a range of cognitive abilities (e.g. attention, phonological awareness); however, other studies report no group differences. Two reasons may explain the inconsistencies across studies: 1) many studies did not examine and control, when needed, group differences in cognitive abilities that could influence performance on the ability in question; 2) variability in the language proficiency and linguistic similarity between first (L1) and second (L2) language. The current project examined language-related cognitive abilities (i.e. phonological awareness) and general cognitive abilities (i.e. attention and inhibition) in two studies of 8-10 year-old children in Hong Kong. Study 1 investigated whether these abilities, as well as reading, were affected by bilingualism and L1-L2 linguistic distance. There were three groups: English monolingual, Cantonese- English bilingual, and European language-English bilingual. All children had similar educational backgrounds, as they attended English speaking International schools. Particular effort was made to control for group differences in cognitive abilities that could act as confounding variables, which included: intelligence, English proficiency, working memory, and short-term memory. There were no group differences on the tasks of attention and inhibition. However, there were for phonological awareness and reading. L1-L2 linguistic distance provided an advantage over the monolinguals on phonological awareness as only the European bilinguals group performed better than the monolinguals. Whereas, bilingual children of linguistically distant L1- L2 (Cantonese-English) demonstrated difficulty with phonological awareness and reading tasks using nonwords but not real words compared with the other groups. The results suggest that children who speak two linguistically distant languages may have difficulty transferring L2 skills from familiar words to novel words, which is a skill needed in literacy development. Study 2 explored the influence of L2 proficiency on the two sets of abilities. The data from the English monolingual and Cantonese bilingual group in Study 1 was analyzed with data from a new group of children, those who spoke Cantonese (L1) and were learning English as a L2 (ESL). Once again, particular effort was made to statistically control for cognitive abilities that could act as confounding factors. The results of the general cognitive abilities show no group differences. The results of the phonological awareness task show that the ESL group performed worse than the English monolingual and Cantonese bilingual group. This was explained by their low L2 proficiency, as well as difference in the instructional method of English reading. The results of this project advance our understanding of bilingualism. Bilingual advantages are not observed in all children learning a L2 but are influenced by factors embedded in bilingualism (i.e. L2 proficiency, L1-L2 linguistic distance). This highlights that the effects of bilingualism need to be qualified. Additionally, bilingualism does not produce wide-spread advantages; rather, the influence of speaking two languages can affect one cognitive domain, such as language-related abilities, but not the general cognitive abilities within the same groups of children. The results are discussed in relation to the larger body of work and direction of future work is suggested. / published_or_final_version / Speech and Hearing Sciences / Doctoral / Doctor of Philosophy
28

Effectiveness of cognitive therapy on improving resilience of Hong Kong primary school children

Siu, Ngai-yan, Careen, 蕭雅茵 January 2012 (has links)
This study was to test the effect of cognitive therapy in boosting children’s resilience. Pretest-posttest control group design was adopted. Fifty-eight Primary Three students were randomly assigned to either treatment or control condition. Cognitive therapy was delivered in four one-hour group training sessions and was designed to improve the participants’ explanatory style. Findings showed that children in the treatment group had significantly higher resilience level than those in the control group, and the treatment effect on the level of resilience was mediated by the more optimistic explanatory style for negative events. In view of the positive results, school personnel is encouraged to consider using the intervention as stipulated in the study to promote resilience in junior primary school students. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences
29

Multilingual home environment and specific language impairment: a case-control study in Chinese children

Cheuk, Ka-leung, Daniel., 卓家良. January 2004 (has links)
published_or_final_version / Medical Sciences / Master / Master of Medical Sciences
30

The enhancement of physical activity in primary school students through an individualized physical activity programme

Chan, Yuen-kee, Karen., 陳婉琪. January 2002 (has links)
published_or_final_version / Education / Master / Master of Education

Page generated in 0.0666 seconds