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- All Subjects: Children
- Creators: Department of Psychology
- Creators: Dahlstrom, Margo
Description
Popular culture tends to downplay strong female characters to favor a plethora of male figures that children look up to as heroes. This creates a gender imbalance in exposure to inspirational characters that children can look up to as role models. For our team's creative project, we chose to write and illustrate a children's book mainly targeted at young girls, ages eight to twelve that focuses on the stories of selected female figures of Norse mythology. The five stories in our collection focus on the figures Frigg, Skadi, Elli, Idunn, and Freya and are inspired by the mythology contained in the Prose Edda by Snorri Sturluson and selected medieval texts on the Germanic Lombard tribe. Through our book, Women of Norse Myth: For Little Goddesses, we wanted to introduce children to Norse mythology, a branch of myth that is often overshadowed by more popular mythologies such as Roman and Greek. Additionally, our goal was to bring light to the female figures within Norse myth that are generally given less attention than their male counterparts. Keeping in mind these goals, the stories were adapted from the original myths in a manner that would be suitable for a young audience as well as our aim for female empowerment. The final manuscript contains an introduction to Norse cosmology, introductions to the figures, a glossary of Norse terms used, and the illustrated stories themselves. Together with our combined talents, interests, and goals, Women of Norse Myth: For Little Goddesses was completed, and we hope that someday it can be published and serve as a fun and inspiring storybook for children to read and learn from.
ContributorsFarine, Brittany (Co-author) / Muth, Margaret (Co-author) / Youngjohn, Trystan (Co-author) / Alexander, John (Thesis director) / Wells, Cornelia (Committee member) / Department of English (Contributor) / Department of Psychology (Contributor) / School of Human Evolution and Social Change (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The author examined the relationship between social intelligence and attachment style, specifically how attachment style affects how individuals respond to social intelligence training. Students at the Herberger Young Scholars Academy, a school for the highly gifted, completed an online social intelligence training program through the Social Intelligence Institute and were assessed on a number of items. These items include the Tromso Social Intelligence Scale (TSIS), the Attachment Questionnaire for Children (AQ-C), and a daily diary measure in which they recorded and rated their social interactions day to day. All participants were found to be either securely or insecurely attached, and those that were insecurely attached were further divided into insecure anxious attachment style and insecure avoidant attachment style. It was hypothesized that those with a secure attachment style would have higher initial TSIS scores than those with an insecure attachment style. It was also hypothesized that insecurely attached individuals would benefit more from the social intelligence training program than securely attached individuals indicated by "In tune" scores from the daily diaries, and insecure avoidant individuals would benefit more from the program than insecure anxious individuals indicated by "In tune" scores from the daily diaries. None of these hypotheses were supported by the data, as there was no significant difference between the initial social intelligence scores of the three attachment styles, and none of the variables measured were found to be significant predictors of "In tune" scores. Key Words: social intelligence, social intelligence training, attachment, attachment style, children, adolescents, gifted, IQ, high IQ
ContributorsPrice, Christina Nicole (Author) / Zautra, Alex (Thesis director) / Knight, George (Committee member) / Mickelson, Kristin (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2014-12
Description
STEM education stands for science, technology, engineering and mathematics, and is necessary for students to keep up with global competition in the changing job market, technological advancements and challenges of the future. However, American students are lacking STEM achievement at the state, national and global levels. To combat this lack of achievement I propose that STEM instruction should begin in preschool, be integrated into the curriculum and be inquiry based. To support this proposal I created a month-long physics unit for preschoolers in a Head Start classroom. Students investigated the affect of incline, friction and weight on the distance of a rolling object, while developing their pre-math, pre-literacy and social emotional skills.
ContributorsGarrison, Victoria Leigh (Author) / Kelley, Michael (Thesis director) / Dahlstrom, Margo (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2015-05
Description
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This study examined whether changes in intervention related gains from the REACH for Personal and Academic Success program, an indicated anxiety prevention school-based protocol, vary as a function of participant youth's exposure to overprotective parenting. This study also examined if ethnicity/race (Caucasian vs. Hispanic/Latino) interacts with overprotective parenting to predict program response. A total of 98 children (M age = 9.70, SD = .07; 77.60% girls; 60.20% Hispanic/Latino) received 1 of 2 protocols (REACH or academic support) and responses were measured at post-treatment and 1-year follow-up. Findings showed that child self-regulation skills improved in the school program (REACH) for children of parents with low levels of overprotection, and child self-regulation skills improved in the control program (academic support) for children of parents with high levels of overprotection. These findings were significant in the Hispanic/Latino subsample, but not in Caucasian youth.
ContributorsBromich, Bobbi Lynn (Author) / Pina, Armando (Thesis director) / Presson, Clark (Committee member) / Hahs, Adam (Committee member) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Academic success in childhood is crucial for later academic, occupational, and life success (Heckman, 2006; Kuncel, Hezlett, & Ones, 2004; Spengler, Brunner, Damian, Lüdtke, Martin, & Roberts, 2015). Recent research suggests sleep is important for academic success but lacks objective measures of sleep (Buckhalt, El-Sheikh, Keller, & Kelly, 2009; Curcio, Ferrara, & De Gennaro, 2006; Dewald, Meijer, Oort, Kerkhof, & Bögels, 2010; Philbrook, Hinnant, Elmore-Staton, Buckhalt, & El-Sheikh, 2017). The purpose of this study was to examine the relations between sleep and academic success among children through objective measures of sleep in order to expand on the literature. Our sample consisted of 381 twins (50.4% male; 56% Caucasian; 36.5% same sex dizygotic) participating in an 8-year assessment from a longitudinal twin study. Actigraphy was used to assess sleep while various measures were used to assess academic success. A series of mixed model regressions were used to test the main predictions, with family entered as a random effect. Sex, age, Hispanic, SES, and zygosity were controlled for. Significant negative relations were revealed between sleep latency and reading and sleep latency and school liking. Additionally, SES was the most consistent significant positive predictor of our measures of academic success. These results suggest sleep and effects of SES should be considered when developing ways to help children’s school performance.
ContributorsAlvarez, Rachel Marie (Author) / Valiente, Carlos (Thesis director) / Doane, Leah (Committee member) / School of Criminology and Criminal Justice (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Introspective awareness refers to direct access to one’s own internal and subjective thoughts and feelings (Wimmer & Hartl, 1991). Two theories, simulation theory and theory-theory, have been used to understand our access to our mental states. Simulation theory (Harris, 1991) involves imagining yourself in another person’s situation, reading off of your mental state, and attributing that state to the other person. Theory-theory (Gopnik, 1993) involves an interrelated body of knowledge, based on core mental-state constructs, including beliefs and desires, that may be applied to everyone—self and others (Gopnik & Wellman, 1994). Introspection is taken for granted by simulation theory, and explicitly denied by theory-theory. This study is designed to test for evidence of introspection in young children using simple perception and knowledge task. The current evidence is against introspective awareness in children because the data suggest that children cannot report their own false beliefs and they cannot report their on-going thoughts (Flavell, Green & Flavell, 1993; Gopnik & Astington, 1988). The hypothesis in this study states that children will perform better on Self tasks compared to Other tasks, which will be evidence for introspection. The Other-Perception tasks require children to calculate the other’s line of sight and determine if there is something obscuring his or her vision. The Other-Knowledge tasks require children to reason that the other’s previous looking inside a box means that he or she will know what is inside the box when it is closed. The corresponding Self tasks could be answered either by using the same reasoning for the self or by introspection to determine what it is they see and do not see, and know and do not know. Children performing better on Self tasks compared to Other tasks will be an indication of introspection. Tests included Yes/No and Forced Choice questions, which was initially to ensure that the results will not be caused by a feature of a single method of questioning. I realized belatedly, however, that Forced Choice was not a valid measure of introspection as children could introspect in both the Self and Other conditions. I also expect to replicate previous findings that reasoning about Perception is easier for children than reasoning about Knowledge.
ContributorsAamed, Mati (Author) / Fabricius, William (Thesis director) / Glenberg, Arthur (Committee member) / Kupfer, Anne (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2013-12
Description
This research looked at the effects unemployment had on children. A searched of the previous research few studies on the effects unemployment had on children. The leading research article, or genesis of the later studies found on the topic, was the 1938 study done by Einsenburg and Lazafeld. In that study, they found that children experience many negative effects from having an unemployed parent. In the current study, a total of 111 participants, (79 females and 32 males), in the study most of the volunteers came from Arizona State University, and the surrounding area. The research hypothesis (H1) was that individuals who had an unemployed parent as a child (Children/child for this study was defined being between the ages of 10-15) were more likely to be depressed, isolated, bullied, have an increase of illness, be less optimistic about the future and experience a decline in school performance than individuals whose parents were never unemployed. The current study found that having an unemployed parent led to being more depressed, isolated, optimistic, and having lower school performance and self-esteem in adolescence. Interestingly the study also found that as an adult the child of unemployed parents was more likely to be bullied as an adult. The results of this study furthered the research on the effects of unemployment had on children, and recommendations were made for future studies on the effects of parents unemployment has on children.
ContributorsBearden, Christian (Author) / Lewis, Stephen (Thesis director) / Miller, Paul (Committee member) / Lane, Jennifer (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / W. P. Carey School of Business (Contributor)
Created2013-05
Description
For many years now, early word learning in children has been an important subject among many researchers. There are many ways in which children learn word-object pairings including using co-occurrences, forwards integration, and backwards integration. This study primarily focuses on backwards integration. Backwards integration entails using learned information to be able to recall a word-object pairing from a previous time. In this thesis, three different studies were conducted with children aged 3-7 years old. In the general task, children were presented with a computerized word-learning task in which they could track word-referent pairings using co-occurrence statistics, forward integration, and backward integration. The goal of Study 1 and Study 2 was to determine the best task design to study backwards integration. The goal of the final study, Study 3, was to provide preliminary data on backwards integration. The overall results indicate that a between subjects design is the most beneficial way to test backwards integration because as a group, children were learning when compared to chance. In addition, the results from Study 3 showed that children were not learning in the task. In general, this suggests that this task may have been very difficult for children to complete. One limitation of Study 3
was that there was a small sample size of only 29 children. In order to account for this, the sample sizes in Study 2 and Study 3 were combined. This combined data did show that children succeeded at the backwards integration condition. It is noteworthy to mention that backwards integration was above chance in Study 2 and in the Study 2 and 3 combination. Therefore, the overall results suggest that children may possibly be able to backwards integrate; however, no evidence of learning in any of the other conditions were present.
was that there was a small sample size of only 29 children. In order to account for this, the sample sizes in Study 2 and Study 3 were combined. This combined data did show that children succeeded at the backwards integration condition. It is noteworthy to mention that backwards integration was above chance in Study 2 and in the Study 2 and 3 combination. Therefore, the overall results suggest that children may possibly be able to backwards integrate; however, no evidence of learning in any of the other conditions were present.
ContributorsLalani, Hanna Alyssa (Author) / Benitez, Viridiana (Thesis director) / Kupfer, Anne (Committee member) / Fabricius, William (Committee member) / Department of Psychology (Contributor) / Department of Management and Entrepreneurship (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
The ability to regulate emotions, attention, and behavior develops early in life and impacts future academic success, social competency, behavioral problems, and psychopathology. An impairment in regulation is known as dysregulation. Past research shows that children of mothers with postpartum depression are more likely to show impairment in regulatory abilities. There is an established link in the literature between family support and maternal depression, which in turn can impact child behavior. However, further research is needed to explore the impact of family support on early childhood dysregulation in the context of maternal depression. Using a sample of 322 Mexican-American, mother-child dyads, two models were examined. Model one hypothesized family support would buffer the effects of maternal depression on child dysregulation at 24 months. Model 2 hypothesized that family support is related to child dysregulation through its effect on maternal depression. Results showed that increased family support was related to more child dysregulation when there were high levels of maternal depression. There was no evidence to support the hypothesis that maternal depression mediated the relationship between family support and child dysregulation.
ContributorsRodrigues, Samantha Jean (Author) / Luecken, Linda (Thesis director) / Benitez, Viridiana (Committee member) / Davis, Mary (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12