Kindergarten Girls Research Articles

Content and Form as Influences on Role-Taking Performance

Abstract Ss were 198 American boys and girls in kindergarten through fourth grade. Role-taking questions were asked after Ss had seen a cartoon sequence in the tradition of Flavell. On “next” questions Ss were asked how another child would think the cartoon ended if shown only the beginning. Cartoon endings were of two types: (a) on which a single probable outcome did not occur, and (b) on which various outcomes were possible. “Before” questions required Ss to say how another would think the cartoon began when shown only the ending. As hypothesized, “next” questions were significantly easier than “before” questions notwithstanding variation in type of ending. Under the second hypothesis, “next” questions on cartoons with endings of type a were predictably easier than “next” questions with type b endings (three of four predictions being confirmed)—a finding which demonstrates the powerful influence of cartoon content on the expression of role-taking competence with this type of measure.

Influence of Children's Position in the Family on Recognition of Emotional Expression

In 1955 Taft showed only and first-born children were more accurate in trait ratings than other children. Perhaps these children are also more capable of recognizing emotions. 92 kindergarten girls, aged 6 to 6½ yr., were used as subjects to test this supposition. The children were quite successful in recognizing emotional expressions in photographs, their greatest difficulty being in discriminating surprise and arrogance from other emotions. Only and first-born children differentiate emotional expressions more successfully than other children. Their parents have more time to give attention and guidance causing the children's ability to differentiate emotions to be more accurate through the influence of the parents' model.

Development of children's behavior problems.

This study examined the development of behavior problems of white boys and girls in kindergarten through eighth grade (N = 2,991). Data included general information and ratings by teachers on the Behavior Problem Checklist, a 55-item scale that measures five dimensions of psychopathology. Results indicated two patterns of development. One trend was for conduct problems, personality problems, inadequacy-immaturity, and psychotic signs to increase from kindergarten to about the third grade, decline from the third to sixth grade, and to level off from the sixth through eighth grade. The other trend was for socialized delinquency to increase to about the third grade and to remain level through the eighth grade. Boys experienced more behavior problems than girls on four of the five Checklist dimensions, and youngsters from the lower social classes were more maladjusted than their counterparts from the higher socioeconomic groups.

The Effects of Separation from a Friend on the Social Behaviors of Preschool Children

Summary The effects of separation from a friend on the social behaviors of preschool children were studied by observing same-sex pairs of friends and of non-friends in a standard play setting. S s were 54 preschool and kindergarten boys and girls. Trios (N = 18) of S s were formed, and each trio included a younger friend, an older friend, and a same-sex peer who was unfamiliar to either friend. Friendship condition, sex, and order of pairing of friends and nonfriends within trios were the independent variables of interest. Significant order × condition and order × sex × condition interactions were not attributable to separation. Rather, when dyads composed of a younger friend and a nonfriend were the first trio members to play together, high frequencies of ignoring and rejecting behaviors occurred. These behaviors were more common for female than for male dyads.

Developmental Factors in the Undermining Effect of Extrinsic Rewards on Intrinsic Interest: Do Young Children Overjustify?

Abstract Predictions from the overjustification hypothesis concerning the effects of material and praise rewards on intrinsic interest in a highly enjoyable task were tested developmentally. Half of the 28 kindergarten boys and girls and 28 fourth-grade boys and girls received a nickel, and half received praise, for giving “funny endings” to riddles. Subsequent interest in the task was measured by the number of unfinished riddles the children chose to take home. The results showed that (a) the provision of reward increased the number of endings the children gave, (b) the fourth-graders who received praise chose to take significantly more riddles home than those who got money, and (c) the kindergartners who received money chose to take nonsignificantly more riddles than those who received praise. These findings suggest that the effects of different types of rewards on children's interest change with development and that the overjustification hypothesis may provide a more convincing explanation of the under...

Development of Empathic Understanding in Children

HUGHES, ROBERT, JR.; TINGLE, BRUCE A.; and SAWIN, DOUGLAS B. Development of Empathic Understanding in Children. CHILD DEVELOPMENT, 1981, 52, 122-128. Children's understanding of the emotions of others and of their own emotional reactions to emotion in others was assessed with boys and girls in kindergarten and second grade. The children were interviewed about their feelings and thoughts following the presentation of slide stories portraying the emotional experiences of other children. Older children were more likely than younger children to cite personal cues and psychological reasons rather than situational factors in their explanations of others' emotions and their own empathic reactions. However, younger children showed increased understanding about others' emotions following reflection on their own reactions to the others' feelings. Though age differences were pervasive, sex differences were not.

The role of visual and haptic cues in children's discrimination learning.

Three experiments using kindergarten boys and girls (Ns = 126, 84, and 72, respectively) tested the hypothesis that adding haptic to visual information facilitates discrimination of three-dimensional objects on more difficult (three-choice) problems, but not on easier (two-choice) problems. Kindergartners were given a two-or three-choice discrimination problem under one of four conditions of cue availability: visual cues, haptic cues, and visual plus haptic cues with stimuli touched or not touched before choosing. Addition of haptic cues did not improve performance either on two-choice problems (two or three experiments), as predicted, or on three-choice problems (all three experiments), contrary to predictions.

The development of strategy use in a spatial task.

The ability of kindergarten, first grade, and third grade boys and girls to use a mnemonic strategy in a spatial task was investigated. Children (N = 90) were asked to replicate a model zoo. Use of an organizational strategy based on an object frame f reference was either required of the child, suggested, or not mentioned on the first trial. A second trial was conducted inwhich no strategy information was given. Analysis of the number of incorrect placements of model items indicated that the instruction had the greatest effect on the performance of the kindergarten children. Strategy instructions were also beneficial in reducing the time the children used to place items in the model but had no consistent effect on the amount of time the children used to examine the prototype.

Direct and Observed Reinforcement in the Classroom

The modeling process was investigated in a normal classroom with regard to discriminative stimulus and information interpretations of the effects of the observed reinforcement contingencies. For each of two pairs of average IQ kindergarten girls, one received social reinforcement from an observer for appropriate, then inappropriate behavior. The sequence of procedures was then repeated with information about the contingency accompanying the reinforcer. Reinforcement of appropriate behavior in the target children increased appropriate behavior in both members of each pair. Reinforcement of inappropriate behavior in the target children increased inappropriate behavior in both members of each pair. Information added to the effectiveness of both procedures, particularly that involving inappropriate behavior. Discrepancies between these and previous results are discussed in terms of disinhibition, subject selection, and the salience of the model's behavior.

Conservation of Physical Attributes of Animate and Inanimate Objects

Children's (N = 83 boys and girls in kindergarten and first grade) responses to a series of conservation tasks (number, length, mass, weight) which had animate and inanimate referent objects, in tw...

Effects of Verbalization and Task Change Sensitivity on the Optional Shift Behavior of Kindergarten Children.

The effects of verbalization and method of task presentation on children's optional shift behavior are reported. Ninety-six kindergarten boys and girls made optional shifts consistent with the dimension verbalized in original learning. However, many children shifted directly to the cue actually reinforced in original learning (a "Regressive" shift). This type of shift was attributed to one of two procedural changes: the absence of reward for any of the test phase responses or a response switching strategy based on the observation that the E left the room before the reward contingencies changed.

Reward Distribution for Cooperative Effort in Children: Two Studies of the Effects of Age, Sex, and Level of Contribution to the Task

Summary Two studies examining reward distribution are reported. In the first, 230 lst, 3rd, and 5th grade boys and girls were asked to distribute nickels between themselves and another child as a reward for their contribution to the performance of their class in a contest between classes. In the second study, 210 kindergarten, lst, 3rd, Sth, and 6th grade boys and girls distributed candy to themselves and their partner as a reward for building a tower and participating in a contest with other pairs of children. Results of the first study showed no effect of age, but a clear effect of sex and the distributor's relative level of contribution to his class on the distribution. The second study showed no effect of sex, but once again, a clear effect of relative performance and an interaction of performance with age.

Children's Search Behaviors and Strategy Choices in Problem Solving

ROTHMAN, BONNIE S., and POTTS, MARION. Children's Search Behaviors and Strategy Choices in Problem Solving. CHILD DEVELOPMENT, 1977, 48, 1058-1061. Choice and use of problemsolving strategies were monitored during a picture comparison task. Across 90 kindergarten, second-, and fourth-grade boys and girls, there was decreasing use with age of a concrete systematic search strategy and increasing use of a more conceptual distinctive features strategy. In addition to initial strategy choice, strategy implementation revealed changes in problemsolving behaviors. Results for second and fourth graders indicated differences in the use of feedback contingencies. The methodology designed for the study permitted the monitoring of search strategy behaviors.

Are Nurturance and the Satiation of Social Reinforcers Equivalent Operations?

Summary This research sought to determine whether or not there is equivalence between the effects of nurturance and satiation with young children. Forty kindergarten and first grade girls participated. The children played with an adult who was either continuously nurturant or withdrew nurturance or with an adult who dispensed either four or 30 praise statements. Then, each child was tested in a discrimination task in which correct responses were reinforced by adult praise. The dependent measure was the number of trials required to reach a criterion of three consecutive correct responses. For children verbalizing at a high frequency during the session, those who received four reinforcers learned the task more rapidly than those who had received 30 reinforcers. The reverse results were obtained for children who verbalized infrequently. Although the direction of difference for children who verbalized frequently in the nurturance conditions was the same as that for children who verbalized frequently in the fr...

Sex of Teacher and Academic Achievement: A Review of Research

Previous articleNext article No AccessSex of Teacher and Academic Achievement: A Review of ResearchKaren VroeghKaren Vroegh Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 76, Number 7Apr., 1976 Article DOIhttps://doi.org/10.1086/461002 Views: 3Total views on this site Citations: 10Citations are reported from Crossref Copyright 1976 The University of ChicagoPDF download Crossref reports the following articles citing this article:Elien Sabbe, Antonia Aelterman Gender in teaching: a literature review, Teachers and Teaching 13, no.55 (Sep 2007): 521–538.https://doi.org/10.1080/13540600701561729James C. Stroud, Lawrence L Smith, Lenore T. Ealy, Rosemary Hurst Choosing to Teach: Perceptions of Male Preservice Teachers in Early Childhood and Elementary Education, Early Child Development and Care 163, no.11 (Jan 2000): 49–60.https://doi.org/10.1080/0300443001630104Beverly I. Fagot Peer relations and the development of competence in boys and girls, New Directions for Child and Adolescent Development 1994, no.6565 (Jan 1994): 53–65.https://doi.org/10.1002/cd.23219946506Shoshanna BenTsvi-Mayer, Rachel Hertz-Lazarowitz, Marilyn P. Safir Teachers' selections of boys and girls as prominent pupils, Sex Roles 21, no.3-43-4 (Aug 1989): 231–246.https://doi.org/10.1007/BF00289904JERE BROPHY Interactions of Male and Female Students with Male and Female Teachers, (Jan 1985): 115–142.https://doi.org/10.1016/B978-0-12-752075-9.50011-8Dominic F. Gullo, Douglas H. Clements Differences in Achievement Patterns for Boys and Girls in Kindergarten and First Grade: A Longitudinal Study, Psychological Reports 54, no.11 (Sep 2016): 23–27.https://doi.org/10.2466/pr0.1984.54.1.23Gita Kedar-Voivodas The Impact of Elementary Children’s School Roles and Sex Roles on Teacher Attitudes: An Interactional Analysis, Review of Educational Research 53, no.33 (Jun 2016): 415–437.https://doi.org/10.3102/00346543053003415Dolores Gold, Myrna Reis Male teacher effects on young children: A theoretical and empirical consideration, Sex Roles 8, no.55 (May 1982): 493–513.https://doi.org/10.1007/BF00287715 Steven T. Bossert Understanding Sex Differences in Children's Classroom Experiences, The Elementary School Journal 81, no.55 (Oct 2015): 255–266.https://doi.org/10.1086/461228Dolores Gold, Myrna Reis, Charlene Berger Male Teachers and Development of Nursery-School Children, Psychological Reports 44, no.22 (Aug 2016): 457–458.https://doi.org/10.2466/pr0.1979.44.2.457

Effects of maternal employment on sex role perception, interests, and self-esteem in kindergarten girls.

Effects of maternal employment on sex role perception, interests, and self-esteem in kindergarten girls.

Children's Reactions to Information about the Intentions Underlying an Aggressive Act

RULE, BRENDAN GAIL; NESDALE, ANDREW R.; and McARA, MARILYNN J. Children's Reactions to Information about the Intentions Underlying an Aggressive Act. CHILD DEVELOPMENT, 1974, 45, 794-798. The effects of personal and prosocial aggressive intent on the moral judgments of kindergarten, second-, and fifth-grade girls and first-, third-, and sixth-grade boys were assessed. Children were asked to evaluate the naughtiness of same-sex children who aggressed for personal (hostile or personal-instrumental) reasons and prosocial (social-instrumental) reasons. Regardless of age, children viewed the personal reasons for aggressing as more wrong than the prosocial reasons for aggressing. The results supported Feshbach's notions about the bases for moral judgments, and also demonstrated that even preschool children make differing moral judgments when provided with unambiguous information about intentions underlying aggression.

Factors effecting nonreinforced imitation: The model as a source of information of social control

Three experiments were conducted with kindergarten, second-grade, and fourth-grade children ( N = 208) which investigated whether modelling of unreinforced behavior exerts control over childrens' behavior by providing information concerning other types of behavior more likely to be reinforced or by creating social demands for imitation. After learning that reinforcement was available, children observed an adult model emit a reinforced response or an unreinforced response and then remain to monitor the child's subsequent behavior or leave the situation. Compared to a no-model control, all children except kindergarten girls emitted more reinforced responses after observing the model being reinforced. Only second-grade children, however, showed performance changes after observing the unreinforced model. Second-grade children also only performed what they learned when the unreinforced model was not present. Conclusions were that the unreinforced behavior of the model serves not only as a source of information but also as a cue for unreinforced imitation.

Verbal Self-Regulation in a Children's Game: Impulsive Errors on "Simon Says"

STROMMEN, ELLEN A. Verbal Self-Regulation in a Children's Game: Impulsive Errors on Simon Says. CHILD DEVELOPMENT, 1973, 44, 849-853. The game of Simon Says was played individually with children in preschool, kindergarten, first grade, and third grade. Errors decreased significantly with grade. First graders (average age 7) made substantial numbers of errors, indicating that Simon Says is more difficult than other tasks used to study children's impulsive errors and that estimates of ages at which children are able to inhibit impulsive responding depend on the demands of the task or situation. Third graders, first graders, and kindergarten girls improved with practice; kindergarten boys and preschoolers did not.

Relationships of Space Utilization by Children with Selected Aspects of Behavior

Abstract Fifty-four kindergarten age boys and girls were filmed while at play on the school playground. Space utilization was based on 10-min. film segments taken on each of six randomly selected days covering a period of seven weeks. Additional behavioral data were collected from the children on perceptual-motor development, body image, body size concept, fine motor skill, and space utilization in graphic production. Data for these variables were derived by administering the Bender Visual-Motor Gestalt Test, three performance subtests of the Wechsler Preschool Primary Scale of Intelligence, a body image test, a body size concept test, and a self-drawing task. Results of the study lend support to the concept that young children can be differentiated by the amount of space each uses while engaged in self-initiated nonstructured locomotor movement. Also, relationships of space utilization by children with selected aspects of behavior were found.