Sentences with phrase «individual differences in child»

This allows researchers to control for individual differences in child aggression, intelligence, and other traits.

Studies have supported the use of children's drawings of their family to understand individual differences in child and family functioning (e.g. Leon et al. 2007; Roe et al. 2006), wherein the embellishment, detail, vibrancy, size and position of figures can reflect children's internalizations of caregiving experiences (Burkitt et al. 2003).

This allows researchers to control for individual differences in child aggression, intelligence, and other traits.

Despite global environmental changes, there are still large variations in weight status between children, indicating that there are individual differences in children's susceptibility to the current obesogenic environment [4].

There are considerable individual differences in children's early dispositional characteristics, such as how they react to challenging situations and their ability to regulate behavioral and emotional reactions.1 These early characteristics serve as a basis for socio - emotional development in childhood and adolescence.

Individual differences in children's effortful control abilities, assessed using behavioral and parent rating measures, were negatively associated with child externalizing problems reported by mothers, fathers, and preschool teachers.

Longitudinal change and longitudinal stability of individual differences in children's emotion understanding.

Individual differences in children's understanding of emotion: the roles of attachment and language.

Addressing these gaps, a key goal of the present study was to elucidate the mechanisms by which parental behaviors relate to individual differences in children's academic ability.

As outlined above, there is good evidence that individual differences in children's academic abilities are associated with a variety of measures of the family environment including the quantity and quality of cognitive support on the one hand and the affective quality of interactions on the other.

We have shown that individual differences in children's EF (but not general cognitive ability) mediate the relations between each of two aspects of parental behavior (that is, «parental scaffolding» or the proclivity to modify instructions and support in response to children's behavior and «negative parent - child interaction» or the extent to which parents are critical, controlling and display negative affect on the other) and children's early academic ability.

The past decade has witnessed a growth of interest in parental influences on individual differences in children's executive function (EF) on the one hand and in the academic consequences of variation in children's EF on the other hand.

Our results showed that these three dimensions of parental behavior were unrelated, but each dimension exhibited weak associations with individual differences in children's academic ability (even when age and general cognitive ability were taken into account).

Not exact matches

A study in the «Journal of Individual Differences» found that people who scored higher on IQ tests as children tended to be more curious and open to new ideas as adults.

«There was no significant difference in failure rates between women and men, between highly educated and less educated creators, between teams and individual projects, between single or partnered creators, or between creators with children and those without,» wrote Mollick in his paper analyzing the results.

But when the affected individuals form a substantial bloc, and when even the doubling of an economy might not make a significant difference in the happiness of children, they might well resist.

This harm consists in the irreversible scrambling of three things: genealogies, by substituting «parenting» for fatherhood and motherhood; the status of the child, who would go from being a subject to being an object to which others have a right; and sexual identity, which rather than being a natural given would have to give way to orientation as an individual expression, in the name of the struggle against inequality, perverted into the elimination of differences.

This harm consists in the irreversible scrambling of three things: genealogies, by substituting «parenting» for fatherhood and motherhood; the status of the child, who would go from being a subject to being an object to which others have a right; and sexual identity as a natural given, which would have to give way to orientation as an individual expression, in the name of the struggle against inequality, perverted into the elimination of differences.

Along the way, certainly, those efforts have produced individual successes — schools and programs that make a genuine difference for some low - income students — but they have led to little or no improvement in the performance of low - income children as a whole.

But what the research shows is that it can also make a tremendous difference, not only in the lives of individual children and their families, but in our communities and our nation as a whole.

At an individual level, I don't think the differences uncovered in our study will make a large difference in how a single child develops.»

If we only studied the average — in other words, if we overlooked individual differences — we would miss out on key information about child development.

Both as individuals in our personal behaviour and as professionals from the children's workforce, we can make a difference.

If we can change our policies and our practices in the classroom, and work with researchers devoted to finding ways to help our children, we can «make a tremendous difference, not only in the lives of individual children and their families, but in our communities and our nation as a whole.»

I give these readers my best advice, of course, but lately I've been yearning to show them the bigger picture: how these problems came to be, who benefits from the status quo (even as our kids lose out), and what we — both as individuals and as a society — could be doing to make a real difference in the lives and health of all American children.

Individual differences in young children's pretend play with mother and sibling: Links to relationships and understanding of other people's feelings and beliefs.

Individual differences in young children's IQ: a social - developmental perspective.

Individual differences in effortful control, although partly due to heredity, are also associated with the quality of parent - child interactions.

And an Australian daycare study has found that kids were more likely to experience healthy, declining cortisol levels in centers where caregivers promoted fairness and were sensitive to children's individual and cultural differences (Sims et al 2005).

Just as her school embraces differences in individual children, from personality and learning style, to culture and language, so too do her books.

For example, researchers tracking the sleep habits of Swiss children found that individual differences in sleep time were not correlated with differences in growth.

Update, Feb. 25, 2016: This post has been updated to clarify that the suggestion that breastfeeding won't make much of a difference in an individual child's life in the long run comes from other studies, not from Howe - Heyman and Lutenbacher.

But on an individual basis, breastfeeding is just one of many factors that affect a child's health, and some studies suggest it probably won't make much of a difference in an individual child's life in the long run.

Growing up from children to adults, and sometimes in growing from adults into genuinely mature individuals, we learn there's a difference between what we can do and what we should do.

Put it in writing, governor Growing up from children to adults, and sometimes in growing from adults into genuinely mature individuals, we learn there's a difference between what we can do and what we should do.

Investigators also reported differences in the way individual children responded to the additives, with some becoming much more hyperactive than others.

«The finding that ciliome genes may be disrupted in children with Down syndrome and AVSD may indicate differences in life - time care for these individuals,» Zwick says.

Over 10 weeks, teachers and parents in the INSIGHTS program learned how to recognize differences in children and support them in ways that are specific to their individual temperaments.

A team of scientists at the University of Cambridge has discovered that specific genes are linked to individual differences in brain anatomy in autistic children.

So, obviously there are individual differences in self - regulation when children come to school — not only gender differences, but there are socioeconomic differences and there are individual temperamental differences in children's ability to regulate their behaviour.

When we clump children together into a single diagnostic category based on test scores, we not only fail to address what might be causing the dyslexia, but we also ignore variability in performance that limits our ability to identify individual differences.

Teaching children to read is central to a teacher's calling, but a large body of evidence shows that teachers get weak training in individual learning differences and in teaching reading to students with diverse backgrounds and abilities.

Our approach to achieving this goal focuses on three objectives: (1) to develop a reliable, predictive panel of biomarkers (including both biological and bio-behavioral measures) that can identify children, youth, and parents showing evidence of toxic stress, and that can be collected in pediatric primary care settings; (2) to conduct basic, animal and human research on critical periods in development and individual differences in stress susceptibility, thereby informing the timing and design of a suite of new interventions that address the roots of stress - related diseases early in the life cycle; and (3) to build a strong, community - based infrastructure through which scientists, practitioners, parents, and community leaders can apply new scientific insights and innovative measures to the development of more effective interventions in the first three postnatal years.

Differences in Key Provisions in the Individuals with Disabilities Education Act (IDEA) for Eligible Children with Disabilities in Public and Private Schools:

Analysis of gains in individual districts shows that those that kept bilingual education improved and those that never did bilingual education improved; everybody improved in California and there were no obvious differences between gain made by English learners and English proficient children.

And then consider what Yong Zhao said in Catching Up or Leading the Way: American Education in the Age of Globalization, «The traditional strengths of American education — respect for individual talents and differences, a broad curriculum oriented to educating the whole child, and a decentralized system that embraces diversity — should be further expanded, not abandoned.»

Results indicated that: (1) individual differences in decoding ability have little effect on children's reading comprehension, and vice versa; (2) early language understanding predicts reading comprehension; (3) emerging knowledge about reading predicts subsequent decoding ability; (4) children's early interest in and involvement in literacy predicts gains in reading and (5) home problems had a negative prediction on reading.

In the present study, I investigate: 1) How children develop the ability to consider the nature of knowledge within the context of conversation; 2) Whether improved epistemological understanding supports children's critical thinking in informal social learning; 3) Whether cognitive self - control and verbal IQ moderate or mediate epistemological development; and 4) Whether individual differences in epistemological understanding relate to parent characteristicIn the present study, I investigate: 1) How children develop the ability to consider the nature of knowledge within the context of conversation; 2) Whether improved epistemological understanding supports children's critical thinking in informal social learning; 3) Whether cognitive self - control and verbal IQ moderate or mediate epistemological development; and 4) Whether individual differences in epistemological understanding relate to parent characteristicin informal social learning; 3) Whether cognitive self - control and verbal IQ moderate or mediate epistemological development; and 4) Whether individual differences in epistemological understanding relate to parent characteristicin epistemological understanding relate to parent characteristics.

By supporting the KIPP Foundation, individuals and organizations are making a difference in the lives of 80,000 children across the country, and creating a national impact on public education.

Scholarships will average $ 2500 but that small amount can make a radical difference in the life of an individual child.