Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Results of a study of 241 children participating in the Wisconsin Study of Families and Work (WSFW), an ongoing longitudinal study of familes and child development. Includes bibliographical references (leaves 99-112). Also available for download via the World Wide Web; free to University of Oregon users.

An experimental comparison was made of two treatment conditions: a definition statement and a strategy statement, and a no treatment condition. The effect of these variables on the conceptual skills of economically deprived preschoolers was investigated using six geometric configurations. Twelve preschoolers were selected to participate in the study which was conducted in their Head Start classroom. The study utilized an Adapted Alternating Treatment Design with four experimental phases. Phase I was the no treatment condition, Phases II and III were the experimental conditions, and Phase IV was best treatment only condition. Graphic representations of subject performance data was used to portray intersubject and intrasubject variability.Results indicated that the performance of 10 out of 12 (83%) of the subjects improved with analytic assistance and 8 out of 12 (66%) improved using a strategy statement. A limited number (16%) improved using a definition or after receiving no treatment. The findings also demonstrated that the treatment condition producing the best performance in the presence of the other conditions, continued to produce the best performance in the absence of the other conditions.It was concluded that the use of analytic assistance with strategy statements proved most beneficial with economically deprived children. Additionally, the strategy condition caused increased response latency and reduced off task behavior (i.e. looking around the room or playing with test materials). The few children who performed best during the definition condition or no treatment condition made more errors and objected to using a strategy statement.In sum, this investigation demonstrated that while a small proportion of children responded to other conditions, the majority of the children's performance improved following analytic assistance using strategy statements. More specifically, most of the children performed best with strategy statement assistance; for some, however, such assistance appeared to interfere with the learning task.Perhaps the most important practical implication of the present study was that in teaching concepts, strategies and definitions should not be viewed so much as different types of analytic assistance, but as different amounts of prompting. Thus, teachers should fade from strategy to definition assistance and, finally, to no assistance.

The purpose of this study was to investigate the relationships between parental attitudes and moral development of a selected group of Greek children, age 5.0 - 6.0The following instruments were used: The Georgas Intelligence Test for Children; Shoben's University of Southern California Parent Attitude Survey; and Piaget's Stories on the Moral Judgment of the Child followed by semi-structured interviews, along with pictorial representations of Piaget's stories.The subjects were fifty two males and forty-eight females enrolled in five private upper middle class kindergarten classes in the Athens area.An analysis of variance (ANOVA) was used to analyze two null hypotheses. A chi-square analysis was used to test the remaining null hypothesis. Post hoc analysis, using analysis of variance on simple effects was conducted to further interpret the results. The .05 level of confidence was postulated for the rejection of the three null hypotheses.The results of this study indicated that: 1) there is no relationship between the sex and moral development of preschool children, however further statistical investigation indicated significant interactions with sex by certain variables or with sex within a story, 2) there is a relationship between parental attitudes and the moral development of preschool children, and 3) there is a relationship between intelligence scores and the moral development of preschool children.The most significant psychological/educational implication was that moral development of preschool children depends on parental attitudes which influence the child's concept of moral issues. Awareness of the child's cognitive and emotional readiness to integrate moral concepts can help promote moral judgment.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 150-161).

Thesis (M.S.)--Florida State University, 2003. / Advisor: Ron Mullis, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Mar. 15, 2004). Includes bibliographical references.

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