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EXPLORING THE FACTORS OF NATURAL SPACE ON WELL-BEING OF URBAN-DWELLING CHILDREN
Title
EXPLORING THE FACTORS OF NATURAL SPACE ON WELL-BEING OF URBAN-DWELLING CHILDREN.
Creator
Nagata, Misako, Liehr, Patricia, Florida Atlantic University, Christine E. Lynn College of Nursing, Christine E. Lynn College of Nursing
Abstract/Description
Research has suggested positive effects of nature immersion––a state of being or an act of doing in natural space––for urban children who were otherwise at risk of emotional or behavioral problems. However, few studies have systematically investigated natural space qualities that predict child well-being at the clinical level. The purpose of this study was to increase understanding of natural space qualities as factors of urban child well-being. Explanatory mixed-methods were used....
Show moreResearch has suggested positive effects of nature immersion––a state of being or an act of doing in natural space––for urban children who were otherwise at risk of emotional or behavioral problems. However, few studies have systematically investigated natural space qualities that predict child well-being at the clinical level. The purpose of this study was to increase understanding of natural space qualities as factors of urban child well-being. Explanatory mixed-methods were used. Quantitative data (N = 174) included a survey and two parental-reports of child wellbeing. Interviews provided qualitative data (N = 15). Data were analyzed using: Generalized Linear Model and Content Analysis. Both data streams were merged into a point of meta-inference that contributed to parental assessment of enhanced child well-being: 1) Parental valuing of nature connection (p < 0.001) as a soothing and safe resource and 2) Shorter and more frequent nature-child space-time immersion (p < 0.001). Integration of natural spaces into urban environments may be a costeffective and meaningful way to address urban child well-being.
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Date Issued
2020
PURL
http://purl.flvc.org/fau/fd/FA00013436
Subject Headings
Urban children, City children, Well-being--Children, Nature
Format
Document (PDF)
CHILDREN'S RECOGNITION OF STRATEGY USE IN THE RECALL OF THEIR CLASSMATES' NAMES
Title
CHILDREN'S RECOGNITION OF STRATEGY USE IN THE RECALL OF THEIR CLASSMATES' NAMES.
Creator
ZEMAN, BARBARA RIDGDILL, Florida Atlantic University
Abstract/Description
First and third grade children were asked to recall the names of their classmates. Organization of recall was assessed with regard to structures in the classroom (e.g. , seating arrangements, reading groups). Following recall, children were given a list of four possible strategies and asked to select which, if any, they used. Levels of organization were high and undifferentiated for first and third graders with the majority of children being unable to select accurately the strategy used in...
Show moreFirst and third grade children were asked to recall the names of their classmates. Organization of recall was assessed with regard to structures in the classroom (e.g. , seating arrangements, reading groups). Following recall, children were given a list of four possible strategies and asked to select which, if any, they used. Levels of organization were high and undifferentiated for first and third graders with the majority of children being unable to select accurately the strategy used in class recall as reflected by organization (ARC) scores. Furthermore, the distribution of subjects accurately identifying a strategy in this task was no greater than th2t of subjects in an earlier experiment who were asked to describe the strategy they used. These results indicate that although children demonstrate high levels of recall and organization on this task, they do not show comparable abilities in strategy awareness, and that this is not due merely to their inability to produce a verbal response.
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Date Issued
1980
PURL
http://purl.flvc.org/fcla/dt/14033
Subject Headings
Memory in children, Cognition in children
Format
Document (PDF)
Cognitive mediation and response generation in victimized children
Title
Cognitive mediation and response generation in victimized children.
Creator
Williard, Jean Carlisle, Florida Atlantic University
Abstract/Description
It was hypothesized that victimized children are less able than other children to think of competent responses when in danger of being attacked by a peer. Two other factors hypothesized to influence the ability to generate competent responses were the subject's level of aggressiveness and the subject's sex. Subjects were 48 third through sixth graders. Children were read four scenarios describing provocative behavior toward them by a peer and asked to state all the things a child might do if...
Show moreIt was hypothesized that victimized children are less able than other children to think of competent responses when in danger of being attacked by a peer. Two other factors hypothesized to influence the ability to generate competent responses were the subject's level of aggressiveness and the subject's sex. Subjects were 48 third through sixth graders. Children were read four scenarios describing provocative behavior toward them by a peer and asked to state all the things a child might do if the situation really happened. Results indicated that victim girls generated more incompetent responses than control girls (when controlled for redundancy), but victim status did not influence boy's data. Deficits were also found for high aggressive children and boys in their greater production (uncorrected for redundancies) of incompetent responses that were aggressive. It was concluded that victimized girls, but not boys may have cognitive deficits in response generation processes.
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Date Issued
1988
PURL
http://purl.flvc.org/fcla/dt/14483
Subject Headings
Social perception in children, Aggressiveness in children
Format
Document (PDF)
RELATIONSHIP BETWEEN COGNITIVE AND AFFECTIVE BEHAVIORS IN THIRTEEN MONTH OLD INFANTS: A STUDY OF OBJECT-PERSON PERMANENCE AND QUALITY OF ATTACHMENT
Title
THE RELATIONSHIP BETWEEN COGNITIVE AND AFFECTIVE BEHAVIORS IN THIRTEEN MONTH OLD INFANTS: A STUDY OF OBJECT-PERSON PERMANENCE AND QUALITY OF ATTACHMENT.
Creator
CLARK, MARIAN CHERIE., Florida Atlantic University
Abstract/Description
The relationship between object-person permanence and quality of attachment was assessed in 13 month old infants under equivalent task conditions. Both familiar/salient and unfamiliar/neutral objects and persons were hidden behind large curtains. Contrary to previous findings securely attached infants did not perform differently than insecurely attached babies on the object and person permanence scales. Regardless of security of attachment, babies searched at a higher level for both the...
Show moreThe relationship between object-person permanence and quality of attachment was assessed in 13 month old infants under equivalent task conditions. Both familiar/salient and unfamiliar/neutral objects and persons were hidden behind large curtains. Contrary to previous findings securely attached infants did not perform differently than insecurely attached babies on the object and person permanence scales. Regardless of security of attachment, babies searched at a higher level for both the familiar/salient person and object than for the unfamiliar/neutral person and object. Infants were most likely to search for the mother and least likely to search for the experimenter. Results suggest that the motivational salience of target persons and objects plays an important role in performance on object and person permanence tests and thus indicate a need for more precision in measurement in order to delineate any existing relationship between the cognitive and affective domains in infancy.
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Date Issued
1983
PURL
http://purl.flvc.org/fcla/dt/14163
Subject Headings
Cognition in children, Attachment behavior in children
Format
Document (PDF)
Reciprocity versus Modeling as a Basis for Exchange Bahavior in Preschoolers
Title
Reciprocity versus Modeling as a Basis for Exchange Bahavior in Preschoolers.
Creator
Weber, Ruth A., Bjorklund, David F., Florida Atlantic University
Abstract/Description
Preschoolers are likely to share with a child who has previously shared with them; whether they reciprocate to the child who shared or simply model the other's actions was investigated. 133 children were observed twice with a samesex classmate. The target child's partner was given a snack and allowed 2 min in which to eat or share, then the situation was reversed. The recipient in the second episode was either the previous partner or a new child. Boys shared more snacks, if they had been...
Show morePreschoolers are likely to share with a child who has previously shared with them; whether they reciprocate to the child who shared or simply model the other's actions was investigated. 133 children were observed twice with a samesex classmate. The target child's partner was given a snack and allowed 2 min in which to eat or share, then the situation was reversed. The recipient in the second episode was either the previous partner or a new child. Boys shared more snacks, if they had been shared to, regardless of the identity of the recipient suggesting a modeling effect. Girls shared more snacks when the potential recipient was the girl who had shared with them previously suggesting a reciprocity effect. Neither modeling nor reciprocation alone are sufficient explanations for increased sharing after exposure to sharing. Both prior actions and identity of the recipient need to be considered.
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Date Issued
1990
PURL
http://purl.flvc.org/fau/fd/FA00000842
Subject Headings
Interpersonal relations in children, Preschool children
Format
Document (PDF)
ROLE OF PERCEIVED SELF-EFFICACY AND OUTCOME-EXPECTANCIES IN THE MEDIATION OF AGGRESSIVE BEHAVIOR
Title
ROLE OF PERCEIVED SELF-EFFICACY AND OUTCOME-EXPECTANCIES IN THE MEDIATION OF AGGRESSIVE BEHAVIOR.
Creator
RASMUSSEN, PAUL RONALD., Florida Atlantic University
Abstract/Description
This thesis explored relationships between aggression in elementary school children and two classes of social cognitions that might influence children's decisions about whether to behave aggressively. A first study compared aggressive and nonaggressive children's perceptions of their abilities to perform aggression and related behaviors (or their "perceptions of self-efficacy" for the.:se behaviors). Compared to nonaggressive children, aggressive subjects reported that it is easier to perform...
Show moreThis thesis explored relationships between aggression in elementary school children and two classes of social cognitions that might influence children's decisions about whether to behave aggressively. A first study compared aggressive and nonaggressive children's perceptions of their abilities to perform aggression and related behaviors (or their "perceptions of self-efficacy" for the.:se behaviors). Compared to nonaggressive children, aggressive subjects reported that it is easier to perform aggression and more difficult to inhibit aggression, but they did not differ in reported ease of performing prosocial behavior or engaging in verbal persuasion. A second study compared aggressive and nonaggressive children's beliefs about the reinforcing and punishing consequences of aggression (or their "response-outcome expectations"). Aggressive children were more confident that aggression would produce tangible rewards and reduce aversive treatment. It was suggested that cognitive models of aggression, such as that proposed by Dodge, may profit from inclusion of concepts from cognitive social learning theory.
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Date Issued
1985
PURL
http://purl.flvc.org/fcla/dt/14265
Subject Headings
Aggressiveness in children, Children--Attitudes
Format
Document (PDF)
INFLUENCE OF SOCIOECONOMIC STATUS ON CHILDREN'S CLASSIFICATION AND FREE RECALL
Title
THE INFLUENCE OF SOCIOECONOMIC STATUS ON CHILDREN'S CLASSIFICATION AND FREE RECALL.
Creator
WEISS, SARA CULVER., Florida Atlantic University
Abstract/Description
Developmental and socioeconomic status (SES) differences in classificatfon styles indicate that young and low SES children are more likely to sort objects nontaxonomically whereas older and middle SES children are more likely to sort taxonomically. When children establish stable organizational schemes (taxonomic or nontaxonomic), memory performance is usually enhanced. Eighty-five kindergarten and first grade subjects were divided into three socioeconomic groupings and given two sort/recall...
Show moreDevelopmental and socioeconomic status (SES) differences in classificatfon styles indicate that young and low SES children are more likely to sort objects nontaxonomically whereas older and middle SES children are more likely to sort taxonomically. When children establish stable organizational schemes (taxonomic or nontaxonomic), memory performance is usually enhanced. Eighty-five kindergarten and first grade subjects were divided into three socioeconomic groupings and given two sort/recall tasks. For whites, recall was greater when subjects sorted to a criterion of two identical sorts than it was when they sorted only once, and white College subjects were more apt to sort the items taxonomically than were children of other SES groupings. No significant effects were found for blacks. Because the results revealed no consistent differences in performance as a function of SES, it was concluded that children of all SES levels can generate and use organizational schemes to guide retrieval.
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Date Issued
1983
PURL
http://purl.flvc.org/fcla/dt/14147
Subject Headings
Memory in children, Cognition in children
Format
Document (PDF)
Stability of victimization in elementary school children
Title
Stability of victimization in elementary school children.
Creator
Epstein, Adam Matthew, Florida Atlantic University, Perry, David G.
Abstract/Description
The stability of victimization (and of related variables, such as aggression and rejection) was explored over a two-year period. Subjects were 135 elementary school children (third through sixth graders) who were given the Victimization and Aggression Inventory (VAI) as well as a sociometric status measure. Two years later the measures were readministered. All three variables (victimization, aggression, and rejection) were found to be moderately stable over the two-year period, but stability...
Show moreThe stability of victimization (and of related variables, such as aggression and rejection) was explored over a two-year period. Subjects were 135 elementary school children (third through sixth graders) who were given the Victimization and Aggression Inventory (VAI) as well as a sociometric status measure. Two years later the measures were readministered. All three variables (victimization, aggression, and rejection) were found to be moderately stable over the two-year period, but stability varied with measure and with cohort (grade of child at first testing). Aggression was stable for all four cohorts whereas victimization was stable only for the older cohorts. Partial correlations revealed that the stability of victimization, but not aggression, was dependent to a large degree on children's rejection scores. Hierarchical regression analyses yielded evidence consistent with the hypothesis that rejection causes victimization.
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Date Issued
1990
PURL
http://purl.flvc.org/fcla/dt/14596
Subject Headings
Aggressiveness in children, Social perception in children
Format
Document (PDF)
Socio-emotional regulation and physiological regulation in preschoolers during emotionally-evocative stories
Title
Socio-emotional regulation and physiological regulation in preschoolers during emotionally-evocative stories.
Creator
Marsh, Kathryn L., Jones, Nancy Aaron, Mize, Krystal D., Graduate College
Date Issued
2013-04-12
PURL
http://purl.flvc.org/fcla/dt/3361946
Subject Headings
Empathy in children, Emotions
Format
Document (PDF)
Der Getrayer Emes
Title
Der Getrayer Emes.
Creator
Glants, Fanye
PURL
http://purl.flvc.org/fau/fd/FA00000426
Subject Headings
Children's literature, Yiddish
Format
Document (PDF)
Di muter; Di blumen fun der kleyner Ida
Title
Di muter; Di blumen fun der kleyner Ida.
Creator
Andersen, H. C. (Hans Christian) 1805-1875
Date Issued
1921
PURL
http://purl.flvc.org/fau/2979200
Subject Headings
Children's literature, Yiddish
Format
Document (PDF)
Dos goldene fishele
Title
Dos goldene fishele.
Creator
Pushkin, Aleksandr Sergeevich 1799-1837
Date Issued
1914
PURL
http://purl.flvc.org/fau/2828621
Subject Headings
Children's literature, Yiddish
Format
Document (PDF)
Dos meserel
Title
Dos meserel.
Creator
Sholem Aleichem 1859-1916
Date Issued
1918
PURL
http://purl.flvc.org/fau/2979236
Subject Headings
Children's literature, Yiddish
Format
Document (PDF)
Dos gute kind
Title
Dos gute kind.
Creator
De Amicis, Edmondo 1846-1908
Date Issued
1912
PURL
http://purl.flvc.org/fau/2848269
Subject Headings
Children's literature, Yiddish
Format
Document (PDF)
Dos yam-tekhterl
Title
Dos yam-tekhterl.
Creator
Andersen, H. C. (Hans Christian) 1805-1875
Date Issued
1921
PURL
http://purl.flvc.org/fau/2866582
Subject Headings
Children's literature, Yiddish
Format
Document (PDF)
Dos dreydel
Title
Dos dreydel.
Creator
Sholem, Aleichem
Date Issued
1919
PURL
http://purl.flvc.org/fau/2975643
Subject Headings
Children's literature, Yiddish
Format
Document (PDF)
Fayvl der Groyser un Fayvl der Kleyner
Title
Fayvl der Groyser un Fayvl der Kleyner.
Creator
Ben-Ammi, Mordekhai
Date Issued
1918
PURL
http://purl.flvc.org/fau/2979025
Subject Headings
Children's literature, Yiddish
Format
Document (PDF)
Funʾm priziṿ
Title
Funʾm priziṿ.
Creator
Sholem Aleichem 1859-1916
Date Issued
1909
PURL
http://purl.flvc.org/fau/2848280
Subject Headings
Children's literature, Yiddish
Format
Document (PDF)
Hanike-geld
Title
Hanike-geld.
Creator
Aleichem, Sholem
Date Issued
1918
PURL
http://purl.flvc.org/fau/fd/FA00000413
Subject Headings
Children's literature, Yiddish
Format
Document (PDF)
Der tsurisener oyerl : a geshikhṭe fun a hoz
Title
Der tsurisener oyerl : a geshikhṭe fun a hoz.
Creator
Seton, Ernest Thompson 1860-1946
Date Issued
1920
PURL
http://purl.flvc.org/fau/2979009
Subject Headings
Children's literature, Yiddish
Format
Document (PDF)

Pages