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Fast mapping is the initial link infants make between a word and its referent, and it is crucial to later processes of learning the meanings of words. Despite the importance of fast mapping, previous research has suggested that fast mapping is fragile, with infants being unable to retain words learned through fast mapping longer than five minutes. The current study tested the robustness of fast mapping by imposing task irrelevant interruptions on a fast mapping task. Forty-seven infants (14.7 \u2014 17.4 months old) were assigned to a No Interruption condition, a Posture Interruption condition, or a Visual Interruption condition, and they performed a fast mapping task in which a novel object was named in one trial. Videos of the infants were coded for accuracy of fast mapping and for attentional behaviors (looking behavior) during the task. We found that infants did not learn novel word-object pairings when interrupted, demonstrating that infants' fast mapping abilities are easily disrupted. Overall, there was no evidence that looking behaviors were affected by interruptions, or that they were correlated with accuracy. These findings suggest that fast mapping is fragile in young infants, and further research is required to determine the mechanisms for infant learning, and how infants transition from fast to slow mapping processes.
ContributorsSmith, Emily J (Author) / Benitez, Viridiana (Thesis director) / Glenberg, Arthur (Committee member) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Both dialogic reading and embodied cognition have showed to be effective strategies in the development of early literacy skills. Additionally, the use of electronic books has been found to also have a positive effect, including in combination with dialogic reading. The effectiveness of dialogic reading and embodied strategy while reading an e-book has not been compared. The purpose of the study is to determine if embodied cognition can improve dialogic reading practices and possibly offer a theoretical framework for why dialogical reading practices work. Additionally, this study aims to determine the impact of embodied cognition and dialogic reading on the development of both vocabulary and story recall skills in preschool-aged children. Twenty-nine preschool children between the ages of 3 and 5 years old took part in a matched pairs experiment that included reading an e-book. Children in the experimental groups received four readings of either an embodied cognition condition or a dialogic reading condition. Following the four readings, the groups switched treatment. The children who received the embodied cognition conditions scored significantly higher on both story recall and vocabulary acquisition compared to those in the dialogic reading and control groups. Results of the study suggest embodied cognition in conjugation with dialogic reading practices could provide a more effective and improved model for promoting early literacy skills.
ContributorsMedrano, Danielle Alessandra (Author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Gomez, Ligia (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
While previous research has investigated the influence parenting styles have on child behavior, there has not been consistent findings on how child behavior in return influences parenting. This study goes beyond the literature by examining bidirectional influences of combined dyad for emotional availability and early problem behaviors (composited across 12 and 30 months) predicting parental warmth, authoritarian parenting, internalizing, externalizing and ADHD symptoms at age eight. This study also examined whether genetic or environmental factors were driving these behaviors. Participants were from the ongoing Arizona Twin Project (N=340 twin children). 25% of the twins were monozygotic, 35% were same-sex dizygotic, and 35% were opposite-sex dizygotic twins. Preliminary correlations showed bidirectional effects between early emotional availability, problem behaviors and parental warmth, authoritarian parenting, internalizing, externalizing and ADHD symptoms at age eight; however, once twin dependence and covariates were controlled for, the bidirectional effects were no longer significant. One important finding emerged: early problem behaviors were predictive of later problem behaviors at eight years. The study also found that externalizing and ADHD symptoms were more heritable than emotional availability, early problem behaviors, and internalizing symptoms. Therefore, interventions should be developed addressing the environmental influences that contribute to early problem behaviors.
ContributorsKaur, Navneet (Author) / Lemery-Chalfant, Kathryn (Thesis director) / Miadich, Samantha (Committee member) / Davis, Mary (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This study investigates whether children who are Dual Language Learners (DLLs) and who have poor reading comprehension will benefit from participating in the EMBRACE intervention. The reading comprehension program is based on the Theory of Embodied Cognition, which focuses on the embodied nature of language comprehension. Our understanding of language is based on mental representations that we create through experiences and are integrated with according sensorimotor information. Therefore, by engaging the motor and language system through reading stories on an iPad that prompt the children to manipulate images on-screen, we might improve children's reading strategies and comprehension scores. Fifty-six children participated in reading three stories and answering related questions over a period of two weeks. Results showed that the intervention was successful in increasing reading comprehension scores in the physical manipulation condition but not in the imaginary manipulation condition. Although lower motor skill scores positively correlated with lower comprehension skills, the children's motor deficits did not moderate their performance on the intervention.
ContributorsValentin, Andrea Cristina (Author) / Glenberg, Arthur (Thesis director) / Restrepo, Maria Adelaida (Committee member) / Adams, Ashley M. (Committee member) / Department of Speech and Hearing Science (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Between October 2016 and February 2018, DHS reported separating 1,768 children from their parents in what they called “a long-standing policy”. From July 2017 to October 2017, the Trump administration implemented a pilot program in El Paso. Federal prosecutors criminally charged adults who crossed the border from New Mexico to West Texas. Forced family separation has long-lasting consequences on the health of immigrant youth and their families even as they become integrated into US society. In addition, policies like the zero-tolerance policy on illegal criminal entry and practices such as the exclusion and criminalization of immigrants perpetuate the image of an immigrant's subordinate position in the States. <br/>The zero tolerance policy has significant impacts on immigrants’ mental health, educational attainment, legal vulnerability, and physical health. While research typically focuses on the impacts of family separation on the child, the separation affects the entire family unit leading to feelings of helplessness and cultural disruption. Additionally, the topic of family separation during migration is well-studied, there is a lack of literature on forced family separation and long-lasting impacts post-reunification especially through a lens of resiliency.This paper seeks to examine how the zero-tolerance policy impacts Central American immigrant youth and their families and the limited support systems available. The family separation policy ignited protests across the country. Across the nation there was outrage of “kids in cages,” Central American children being taken from their families and placed into overcrowded facilities, left to sleep under tinfoil-like sheets in fenced areas. <br/>I argue that the zero tolerance policy is one of a long line of racist immigration policies that negatively impacts immigrant youth and their families. The effects of family separation seep into various dimensions of immigrants' lives, further complicating their adjustment to life in the US. Continued support for families who have been separated is critical to combat the adverse effects of harmful and racist immigration policies. Because the effects of family separation are multidimensional, I advocate for a holistic approach that addresses the various ways the effects spillover into daily life. This paper relies on the concept of resiliency versus a victim narrative, situating agency with the immigrant, and viewing immigration as an autonomous action. A resiliency framework acknowledges and appreciates immigrant youth's resourcefulness, strategic agency, and ability to subvert dominant norms and overcome barriers.
ContributorsDuran, Brittany Michelle (Author) / Wheatley, Abby (Thesis director) / Garcia Esq, Maite (Committee member) / School of Social and Behavioral Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Previous research demonstrated the overall efficacy of an embodied language intervention (EMBRACE) that taught pre-school children how to simulate (imagine) language in a heard narrative. However, EMBRACE was not effective for every child. To try to explain this variable response to the intervention, the video recordings made during the four-day intervention sessions were assessed and emotion was coded. Each session was emotion-coded for child emotions and for child-researcher emotions. The child specific emotions were 1) engagement in the task, this included level of participation in the activity, 2) motivation/attention to persist and complete the task, as well as stay focused, and 3) positive affect throughout the session. The child-researcher specific emotions were 1) engagement with each other, this involved how the child interacted with the researcher and under what context, and 2) researcher’s positive affect, this incorporated how enthusiastic and encouraging the researcher was throughout the session. It was hypothesized that effectiveness of the intervention would be directly correlated with the degree that the child displayed positive emotions during the intervention. Thus, the analysis of these emotions should highlight differences between the control and EMBRACE group and help to explain variability in effectiveness of the intervention. The results did indicate that children in the EMBRACE group generally had a significantly higher positive affect compared to the control group, but these results did not influence the ability for the child to effectively recall or moderate the EEG variables in the post-test. The results also showed that children who interacted with the researcher more tended to be in the EMBRACE group, whereas children who did not interact with the researcher more frequently were in the control group, showing that the EMBRACE intervention ended up being a more collaborative task.
ContributorsOtt, Lauren Ruth (Author) / Glenberg, Arthur (Thesis director) / Presson, Clark (Committee member) / Kupfer, Anne (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Immigration becomes relevant in policies and U.S. culture as globalization spreads. The physical relocation affects children’s development because they are growing up during uncertain times and they could potentially miss important milestones during childhood if the effects of immigration are not understood and explored. This paper aims to assess children’s physical, psychosocial, and academic trends and how they compare to native citizens of the United States. Law, research, medicine, and education are all relevant realms that could work on understanding the immigrant children’s problems, as well as help bolster any advantages and skills they might have.
ContributorsNawara, Nourhan Muniem (Author) / Swanson, Jodi (Thesis director) / Romley, Courtney (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Embodiment refers to the interactions between the brain, the body, one’s behavior, and the surrounding physical and social worlds (Glenberg, 2010). Embodied cognition can be utilized to teach various aspects of human behavior, especially life skills. Psychologists have defined self-regulation as managing one’s thoughts, emotions, and behaviors to achieve goals (Rosanbalm & Murray, 2017; Dettmer et al., 2020). In this study, researchers examined the interaction of these concepts to determine whether embodied cognitive tasks could facilitate self-regulation skills in a sample of preschoolers and kindergarteners. Researchers recruited twenty-six participants aged three to six from ASU’s Child Study Lab. Researchers matched participants on PPVT scores, and one from each pair was randomly assigned to the traditional (control) group while the other was assigned to the embodied (experimental) group. In phase one, the embodied group received four sequential thought lesson plans based on physical manipulation of materials. The traditional group received four sequential thought lesson plans in a traditional, two-dimensional format. In phase two, all participants received four traditional-style impulse control lesson plans. Researchers used a factorial ANOVA to analyze both groups’ pre and post-test data in each phase. In phase one, the children in the embodied group displayed greater improvements in sequential thought skills than their counterparts in the traditional group, who only slightly improved overall. In phase two, the previously-embodied group ended with a higher average post-test score than the traditional group. This interaction effect could be attributed to the differences in training methods received in the sequential thought phase. This study would need to be replicated with a larger, more representative sample to determine a statistically significant effect.
ContributorsConway, Bryn (Author) / McKinney, Keagan (Co-author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2022-05
Description
Embodiment refers to the interactions between the brain, the body, one’s behavior, and the surrounding physical and social worlds (Glenberg, 2010). Embodied cognition can be utilized to teach various aspects of human behavior, especially life skills. Psychologists have defined self-regulation as managing one’s thoughts, emotions, and behaviors to achieve goals (Rosanbalm & Murray, 2017; Dettmer et al., 2020). In this study, researchers examined the interaction of these concepts to determine whether embodied cognitive tasks could facilitate self-regulation skills in a sample of preschoolers and kindergarteners. Researchers recruited twenty-six participants aged three to six from ASU’s Child Study Lab. Researchers matched participants on PPVT scores, and one from each pair was randomly assigned to the traditional (control) group while the other was assigned to the embodied (experimental) group. In phase one, the embodied group received four sequential thought lesson plans based on physical manipulation of materials. The traditional group received four sequential thought lesson plans in a traditional, two-dimensional format. In phase two, all participants received four traditional-style impulse control lesson plans. Researchers used a factorial ANOVA to analyze both groups’ pre and post-test data in each phase. In phase one, the children in the embodied group displayed greater improvements in sequential thought skills than their counterparts in the traditional group, who only slightly improved overall. In phase two, the previously-embodied group ended with a higher average post-test score than the traditional group. This interaction effect could be attributed to the differences in training methods received in the sequential thought phase. This study would need to be replicated with a larger, more representative sample to determine a statistically significant effect.
ContributorsMcKinney, Keagan (Author) / Conway, Bryn (Co-author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Politics and Global Studies (Contributor) / Department of Psychology (Contributor)
Created2022-05
Description
The Crystals in All of Us is a children's book creative project that is meant to reflect the impact a community has on a child, and vice versa. Made specifically for the special needs students I work with, it is a generalizable lesson. It incorporates various art principles, as well as child and human development theories, such as Vygotsky's Zone of Proximal Development.
ContributorsRoodettes, Nicolas (Author) / Fonseca-Chavez, Vanessa (Thesis director) / Williams, Wendy (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Division of Teacher Preparation (Contributor)
Created2023-12