Retention Of Children Research Articles

Teaching about the importance of trees: a study with young children

This paper reports on a study undertaken with the primary aim of investigating the effect of the storytelling teaching approach on kindergarten children's retention of ideas about the importance of trees. The study also assessed the effect of storytelling on children's intention to participate in a tree planting activity that they had to select from a list of activities. The story that was created included such elements as binary opposites, mental images, mystery, and wonder, according to Kieran Egan's theory. The study utilized a two‐group design, was conducted in three phases (pre‐test, intervention, and post‐test), lasted 11 weeks, and its results provide evidence of the effectiveness of the storytelling approach when compared with the traditional method of expository teaching complemented with visual images (pictures) of trees and their importance to human beings. The pedagogical appropriateness of the story, which was based upon the binary pair of opposites ‘security–insecurity’, is also discussed in the paper.

The effect of digital games on Iranian children's vocabulary retention in foreign language acquisition

In the present study, the effect of using a digital computer game and its role on promoting Iranian children‘s vocabulary learning was investigated. In the experimental group, the SHAIEx digital game was used whereas in the control group, English vocabulary was taught through traditional methods. At the end of the teaching period, the participants’ performances were compared. The results indicated that the mean score of the children in the experimental group was significantly higher than those in the control group, indicating the positive effect of using digital games in teaching English vocabulary to children.

Short-run effects of parental job loss on children's academic achievement

We study the relationship between parental job loss and children's academic achievement using data on job loss and grade retention from the 1996, 2001, and 2004 panels of the Survey of Income and Program Participation. We find that a parental job loss increases the probability of children's grade retention by 0.8 percentage points, or around 15%. After conditioning on child fixed effects, there is no evidence of significantly increased grade retention prior to the job loss, suggesting a causal link running from the parental employment shock to children's academic difficulties.

Relationships between Fluoride Intake, Urinary Fluoride Excretion and Fluoride Retention in Children and Adults: An Analysis of Available Data

The aim of this study was to examine the relationship between total daily fluoride intake (TDFI), daily urinary fluoride excretion (DUFE) and fractional fluoride retention (FFR) using available data, in order to clarify the ability of DUFE to predict TDFI and, therefore, the risk of fluorosis development. Examination of published reports of simultaneous measurement of TDFI and DUFE, together with data from two unpublished Chilean studies, yielded data for 212 children aged less than 7 years and for 283 adults aged 18–75 years, providing a total of 212 and 269 data points, respectively. The relationship between DUFE and TDFI was studied for children and adults, separately. Daily fluoride retention (DFR) was estimated as a function of TDFI in children and adults assuming an average 90% fluoride absorption, and the numerical relationships between the estimated FFR and the TDFI were explored. Limiting FFR values of 0.55 and 0.36 were found for children and adults, respectively, above a threshold of TDFI of 0.5 and 2 mg, respectively. Neutral fluoride balances were predicted when the TDFI was equal to approximately 0.07 mg F/day for children and 0.8 mg F/day for adults. For children and adults, it is possible to obtain reasonably good estimations of community-based TDFI and DFR, using DUFE data. The advantages and limitations of these relationships, together with the need for future studies, are discussed.

Association of Site-specific and Participant-specific Factors with Retention of Children in a Long-term Pediatric HIV Cohort Study

Minimizing loss to follow-up (LTFU) in long-term cohort studies is essential for reducing bias and maintaining statistical stability. However, factors associated with attrition of children in observational studies have received little attention. The authors used survival analysis methods to evaluate the association of participant and site characteristics with time to LTFU in a multicenter cohort study conducted in the United States of 2,693 human immunodeficiency virus (HIV)-infected and 1,370 HIV-exposed-but-uninfected children enrolled in 2000-2004. As of 2004, 91% of HIV-infected and 86% of uninfected children had been retained in the study. Among the HIV infected, factors associated with higher risk of LTFU included site prohibition of participant compensation, low caregiver educational level, age >15 years, and higher viral load, whereas death of a family member was associated with better retention. Among uninfected children, sites accruing low numbers of subjects, social worker responsible for retention, young age (1-2 years), and birth abnormalities were associated with higher risk of LTFU. Occurrences of certain stressful life events, such as a death in the family or financial instability, were associated with higher retention, but risk of LTFU increased when children started school or mothers began employment. Although participant characteristics are difficult to modify, the authors identified several potentially modifiable site practices that could be targeted to improve retention.

Is There Differential Retention of Children With Special Health Care Needs in the State Children's Health Insurance Program?

The purpose of this work was to determine whether children with special health care needs in New Jersey's State Children's Health Insurance Program are less likely to become uninsured than children without special health care needs. We used the 2003 New Jersey FamilyCare Supplement to the New Jersey Family Health Survey. Children were randomly selected from the universe of children enrolled in New Jersey FamilyCare as of May 2002, and their families were surveyed during 2003 (N = 675). The Children With Special Health Care Needs Screener was used to identify 5 types of special health care needs. We estimated multinomial logistic regression models of final enrollment status according to the presence of > or = 1 special health care need, controlling for demographic characteristics. Roughly 1 of every 5 children in New Jersey FamilyCare had > or = 1 special health care need. Older children and boys had greater odds of having special health care needs than others. Children with special health care needs had only one fourth the odds of becoming disenrolled and uninsured compared with children without special health care needs, even when controlling for age, gender, race/ethnicity, and insurance plan level. There was no difference in likelihood of finding other health insurance according to children with special health care needs status. Children with special health care needs were more likely than children without such needs to be covered by health insurance at the time of the survey, either by retaining State Children's Health Insurance Program coverage or by finding other insurance. The higher retention of children with special health care needs in New Jersey FamilyCare is good news for families of these children and their advocates. However, higher health care costs for these children should be considered in federal and state budget planning for the State Children's Health Insurance Program.

Uninsurance among Children Whose Parents Are Losing Medicaid Coverage: Results from a Statewide Survey of Oregon Families

Thousands of adults lost coverage after Oregon's Medicaid program implemented cost containment policies in March 2003. Despite the continuation of comprehensive public health coverage for children, the percentage of uninsured children in the state rose from 10.1 percent in 2002 to 12.3 percent in 2004 (over 110,000 uninsured children). Among the uninsured children, over half of them were likely eligible for public health insurance coverage. To examine barriers low-income families face when attempting to access children's health insurance. To examine possible links between Medicaid cutbacks in adult coverage and children's loss of coverage. Statewide primary data from low-income households enrolled in Oregon's food stamp program. Cross-sectional analysis. The primary predictor variable was whether or not any adults in the household recently lost Medicaid coverage. The main outcome variables were children's current insurance status and children's insurance coverage gaps. A mail-return survey instrument was designed to collect information from a stratified, random sample of households with children presumed eligible for publicly funded health insurance programs. Over 10 percent of children in the study population eligible for publicly funded health insurance programs were uninsured, and over 25 percent of these children had gaps in insurance coverage during a 12-month period. Low-income children who were most likely to be uninsured or have coverage gaps were Hispanic; were teenagers older than 14; were in families at the higher end of the income threshold; had an employed parent; or had a parent who was uninsured. Fifty percent of the uninsured children lived in a household with at least one adult who had recently lost Medicaid coverage, compared with only 40 percent of insured children (p=.040). Similarly, over 51 percent of children with a recent gap in insurance coverage had an adult in the household who lost Medicaid, compared with only 38 percent of children without coverage gaps (p<.0001). After adjusting for ethnicity, age, household income, and parental employment, children living in a household with an adult who lost Medicaid coverage after recent cutbacks had a higher likelihood of having no current health insurance (OR 1.44, 95 percent CI 1.02, 2.04), and/or having an insurance gap (OR 1.79, 95 percent CI 1.36, 2.36). Uninsured children and those with recent coverage gaps were more likely to have adults in their household who lost Medicaid coverage after recent cutbacks. Although current fiscal constraints prevent many states from expanding public health insurance coverage to more parents, states need to be aware of the impact on children when adults lose coverage. It is critical to develop strategies to keep parents informed regarding continued eligibility and benefits for their children and to reduce administrative barriers to children's enrollment and retention in public health insurance programs.

Developmental invariance in distinctiveness effects in memory.

Improvements in 5- and 7-year-olds' acquisition and retention of related concept pairings were examined when additional similarities and differences between pair members were provided. Using a standard paired-associate learning paradigm, children learned 18 related picture pairs; some of the children either were given or produced additional similarities or differences between pair members at the time of learning. Three weeks after learning was complete, children attempted to recall the pairs. Using a model to determine the storage and retrieval loci of these effects, the results showed that (a) all children benefited from self-generated elaborations, regardless of whether these were similarities or differences, and these benefits were storage related, and (b) difference elaborations improved children's retention regardless of whether they were self- or experimenter-generated, and these effects were primarily retrieval based. These results are consistent with theories that (a) view retrieval as the locus of distinctiveness effects and (b) view storage as the locus of self-generated memory improvements.

The effect of 'missing' information on children's retention of fast-mapped labels.

This paper explores 'fast mapping', one of several processes that have been proposed to be involved in the rapid vocabulary expansion observed in the preschool years. An adaptation of a receptive word matching task examined how well children retained a just-mapped relation between word and referent when some information was later missing. Thirty-nine children between the ages of 3;0 and 5;6 (mean age 4;3) were taught to select a black square if the correct match for a spoken label was not visible in an array of pictures presented on a computer screen. This procedure allowed children to respond even when they perceived that the correct referent was absent. In experimental sessions, children experienced a single exposure to a word-referent relation. Then, under one condition they heard the just-learned label but were not presented with the matching referent; instead, a completely novel referent was visible along with the black square. Under another condition, they were presented with a just-learned referent (and the balck square) but heard a completely new label. The question of interest was whether the children appreciated that an earlier-learned map precluded re-assigning a label to a new referent or re-assigning a referent with a second new label. If so, they should select the black square under both conditions. The majority of children (69%) resisted re-assigning a just-mapped label to a completely novel referent and selected the black square, even when the original referent was not in sight. However, fewer of these children resisted accepting a second label for a just-named referent (46%). Older children were significantly more likely to adhere to original maps than were younger children.

Revisiting the Challenge of Staff Recruitment and Retention in Children's Services

This article revisits the challenge of addressing the staffing crisis in children's services. It argues for the need to respond proactively to the implications of women's expanding life and career expectations and options, and to the consequently diminishing ‘pool’ of prospective candidates from which early childhood education has recruited traditionally. More specifically, the article advocates repositioning the profession by constructing alternatives to the dominant images of gendered and apolitical caring it so frequently projects a thus broadening its appeal to a greater diversity of prospective candidates, including those with a strong interest in social activism. Ways in which the early childhood teacher education sector might contribute to this proposed repositioning are outlined.‘I get frustrated because so many people have such interesting lives and do such interesting things. I don't want to be stuck looking after somebody else's children all day long’. Final year early childhood teacher education student.

Acute Urinary Retention in Children

Urology| January 01 2002 Acute Urinary Retention in Children AAP Grand Rounds (2002) 7 (1): 6. https://doi.org/10.1542/gr.7-1-6 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Acute Urinary Retention in Children. AAP Grand Rounds January 2002; 7 (1): 6. https://doi.org/10.1542/gr.7-1-6 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search nav search search input Search input auto suggest search filter All PublicationsAll JournalsAAP Grand RoundsPediatricsHospital PediatricsPediatrics In ReviewNeoReviewsAAP NewsAll AAP Sites Search Advanced Search Topics: acute urinary retention Source: Gatti J, Perez-Brayfield M, Kirsch A, et al. Acute urinary retention in children. J Urol. 2001;165:918–921. Acute urinary retention is uncommon in children but constitutes a genitourinary emergency. The etiology in children differs from adults and has been infrequently studied. The Emory University authors identified 53 children who presented at 1 of 2 children’s hospitals in Atlanta, Georgia, from 1993–2000. Patients were included if they were unable to empty their bladders volitionally for greater than 12 hours with a volume of urine greater than expected for age ([age in years +2] × 30cc) or if they had a palpably distended bladder. Children with known causes of voiding dysfunction were excluded. Thirty-seven boys (median age 5 years) and 16 girls (median age 4 years) met the inclusion criteria. The etiology of urinary retention was neurological in 17%, severe behavioral voiding dysfunction in 15%, urinary tract... You do not currently have access to this content.

The role of intentional forgetting in reducing children's retroactive interference.

Preschool and kindergarten children's retention of stories was examined in the presence of interfering information and instructions to forget. Children learned 2 stories and, 24 hr later, were asked to recall the 1st or 2nd story learned. Some of the children were instructed, either following acquisition or just prior to the retention test, to forget the 2nd, or interfering, story. A model was used to isolate storage and retrieval effects, and the results showed that (a) retroactive interference affected both storage- and retrieval-based forgetting rates for the younger children but only storage-based forgetting rates for the older children, (b) intentional forgetting reduced retroactive interference primarily by attenuating storage-based forgetting regardless of age, (c) intentional forgetting instructions were effective only at acquisition for preschoolers but at both acquisition and retention for kindergarteners, and (d) all children recalled the to-be-forgotten story as well as they recalled the to-be-remembered story. These results are interpreted in terms of reorganization and distinctiveness effects in storage.

The role of intentional forgetting in reducing children's retroactive interference.

Preschool and kindergarten children's retention of stories was examined in the presence of interfering information and instructions to forget. Children learned 2 stories and, 24 hr later, were asked to recall the 1st or 2nd story learned. Some of the children were instructed, either following acquisition or just prior to the retention test, to forget the 2nd, or interfering, story. A model was used to isolate storage and retrieval effects, and the results showed that (a) retroactive interference affected both storage- and retrieval-based forgetting rates for the younger children but only storage-based forgetting rates for the older children, (b) intentional forgetting reduced retroactive interference primarily by attenuating storage-based forgetting regardless of age, (c) intentional forgetting instructions were effective only at acquisition for preschoolers but at both acquisition and retention for kindergarteners, and (d) all children recalled the to-be-forgotten story as well as they recalled the to-be-remembered story. These results are interpreted in terms of reorganization and distinctiveness effects in storage.

Effects of pitch accent on short-term retention of words in young children

This study examined whether pitch accent would affect young children's short-term retention of words. Sixteen 3- and 4-year-olds and fourteen 5- and 6-year-olds received word-span tests under two conditions. In one condition (pitch accent-congruent condition), the pitch accent of presented words were congruent with the pitch accent that the children usually use for those words; whereas, in the other condition (pitch accent-incongruent condition), the pitch accent of presented words were not congruent with the pitch accent that the children usually use for those words. Three- and 4-year-olds' word span was shorter under the pitch accent-incongruent condition than under the pitch accent-congruent condition; whereas the pitch accent of presented words did not affect 5- and 6-year-olds' word span. The result was discussed in terms of the roles of pitch accent in the activities of the phonological loop and word learning.

Young Children's Exposure to Rhyming and Nonrhyming Stories: A Structural Analysis of Recall

The influence of rhyme on preschoolers' story recall was examined in 2 experiments. In Experiment 1, preschoolers listened to either a rhyming or a prose version of a story, and then their recall was tested. Overall retention of content was higher in the prose condition than in the rhyme condition. A story-grammar analysis revealed that this difference occurred because the children who heard the rhyming version of the story recalled less information from the setting and outcome nodes. In Experiment 2, preschoolers listened to a different story in a rhyming, rhythmical, or prose version. Once again, the children who heard the prose version showed the highest recall, and rhyme reduced retention of setting, attempt, and outcome information. Thus, for both studies, the finding that the children did not retain outcome information in the rhyming condition demonstrates rhyme's negative influence on young children's retention of story content.

Children's Knowledge About Medicines

A model explaining children's knowledge about medicines and the perceived benefit of medicines was constructed and estimated. The children's health belief model, cognitive development and social cognitive development theories, combined with previous multimethod study results form the basis of the path analytic model analyzed. Children, aged 7 and 10 years, and their primary caregivers were interviewed during 1992 and 1993. Recruiting was done at summer camps in Chapel Hill, North Carolina and environs, resulting in a convenience sample of 101 children, all white and middle class. Oridnary least squares regression was carried out in steps for the two model equations. Knowledge of medicines was most adequately explained, having age, educational environment and the degree of internal locus of control as significant positive predictors. The only significant predictor of the perceived benefit of medicines was the negative effect of the internal locus of control, supporting results from former studies. Children's retention of drug advertising had no significant effects in the model. The results from this moderately sized study suggest promising directions for further development of explanations of why children believe in the benefit of medicines.

What Children's Memories Tell Us about Recalling Our Childhoods: A Review of Storage and Retrieval Processes in the Development of Long-Term Retention

The trace integrity framework, including the associated mathematical model, is used to summarize a corpus of data on the development of children's and adults' long-term retention. The purpose of this review is to get some leverage on what role storage and retrieval processes play in the forgetting and subsequent recovery of memory traces. What this review shows is that (1) forgetting is dominated by storage, not retrieval, failures; (2) trace recovery is dominated by retrieval, not storage, operations; and (3) storage failure rates decline with age in childhood, whereas only modest developments occur in retrieval recovery operations. These findings are then applied to current issues concerning adult recall of childhood memories.

Chapter 10: International Child Custody and Abduction Cases

SummaryThis chapter will familiarize judges in the U.S. with the state and federal law applicable to international child custody, visitation and abduction disputes. These laws are UCCJA s̃ 23, the Hague Convention on the Civil Aspects of International Child Abduction (Hague Convention), and the International Child Abduction Remedies Act (ICARA).When a custody order from a foreign country is presented for recognition and enforcement, UCCJA § 23 controls. If notice and opportunity to be heard were given to all affected persons, state courts are to enforce foreign custody decrees.When a petition is filed seeking the prompt return of a child to another country based on allegations that the child's removal or retention was wrongful, the Hague Convention and ICARA govern. If the child's removal or retention is wrongful within the meaning of the Convention, and no exceptions to return are proved, a court in the U.S. must order the child's return forthwith. A return order is not a decision on the merits of custody.

Enhancing Children’s Comprehension of a Televised Story Through Previewing

In this study, we investigated the effects of previewing on children's comprehension of a televised story. Using a variation of Ausubel’s advance organizers, a 1½-min edited video was constructed to provide children with a brief overview of the basic plot structure before seeing the televised story Soup and Me. Study 1 examined the effects of previewing with 48 second graders using a multiple-choke test of 20 items, which assessed their recall of central, incidental, and inferential story information. Our results indicated that viewing a preview before a televised story significantly increased students' comprehension of plot-essential information, but did not influence their learning of incidental information or their ability to draw inferences from the story. Study 2 examined previewing’s effects on free recall with 39 first graders. Those students in the preview group recalled the episodic structure of the story significantly better than the control group did. Previews appeared to act primarily as a cuing device, drawing children's attention to certain central aspects of the story. These results indicate that previewing may be an effective mediational technique for enhancing children's comprehension and retention of plot-essential information from a televised story.

The effect of visual and verbal modes of presentation on children's retention of images and words

AbstractThis study tested the hypothesis that the use of two modes of presenting information to children has an additive memory effect for the retention of both images and words. Subjects were 22 first‐grade and 22 fourth‐grade children randomly assigned to visual and visual‐verbal treatment groups. The visual‐verbal group heard a description while observing an object; the visual group observed the same object but did not hear a description. Children were tested individually immediately after presentation of stimuli and two weeks later. They were asked to represent the information recalled through a drawing and an oral verbal description. In general, results supported the hypothesis and indicated, in addition, that children represent more information in iconic (pictorial) form than in symbolic (verbal) form. Strategies for using these results to enhance science learning at the elementary school level are discussed.