No description available.

Several dimensions of acculturation as well as three cultural orientations were incorporated in the development of the measurement of Culture Change in Mexican American Children (CCMAC). The sample included 116 Mexican American children age 7 to 11 years. The research was designed to assess the psychometric properties of the CCMAC, and evaluate the developmental features of the data. The multidimensional concepts as well as the multicultural aspects of acculturation were assessed. In addition, selected health outcomes were examined and their association to cultural orientation was determined. The findings demonstrated that the CCMAC was deemed valid and reliable with an alpha coefficient of.85 for the cultural assimilation scoring,.83 for the cultural resistance scoring, and.67 for the cultural integration scoring system. The confirmatory and exploratory factor analysis did not support the predicted factor structure. Children who were culturally resistant reported the highest income, less school problems, less home problems and a high GPA. Children who were culturally assimilated were the youngest children, had less homework problems, and were of later generation. The theory that culturally integrated children would report the least number of problems was not supported. It was recommended that the CCMAC be scored in three different ways when estimating individual acculturation trends. When estimating group trends, the CCMAC should be scored in the cultural assimilation orientation. Earlier literature was re-examined and discussed in light of the lack of the identification of the predicted factor structure. Recommendations were based on the CCMAC's contributions to the theory of acculturation in school age Mexican American children.

No description available.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Jon S. Bailey, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Apr. 9, 2004). Includes bibliographical references.

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

No description available.

This study presents a modular connectionist model of the development of seriation in children. The model makes use of the cascade-correlation generative algorithm. The algorithm builds its own network topology as is required to solve the task. This model develops in a stage-like manner and goes beyond the previous rule based models by successfully capturing both the variability in strategies used and the sensitivity to differences in size increments. The application of a systematic operational procedure to a subset of the elements in the series is identified as a source of empirical seriation. Finally, the model predicts that the degree of disorder of the array under construction is a significant factor in determining the observed seriating behavior. A follow-up study involving 4- to 7-year-old children finds that the degree of disorder is a significant factor in children's abilities to recognize a completed series.

The primary goal of this study was to assess the development of maltreated school-age children's ability to understand the thoughts, feelings, and points of view of others. Level of egocentrism and social perspective-taking coordination were assessed in a group of 49 maltreated and 49 demographically matched nonmaltreated children. Twenty-six elementary and 23 high school students in each group are individually interviewed and their responses to hypothetical interpersonal situations coded for egocentricity and level of perspective-taking ability. The findings revealed that the maltreated students were more egocentric and delayed in their perspective-taking development at both the elementary and high school level. Maltreated elementary school children with higher levels of egocentrism were more likely than their less egocentric peers to report higher perceived social competence and self-worth. Theoretical implications, within the context of an organic-developmental approach, and implications for future research and clinical interventions are discussed.

No abstract available. / Thesis (M.Ed.)-University of Natal, Durban, 1981.