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Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children With Hearing Loss Who Use Listening and Spoken Language
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The Effects of a Behavioral Momentum Blending Intervention on the Accuracy of Textual and Spelling Responses Emitted by Preschool Students with Blending Difficulties
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The Relationship Between Bidirectional Naming, Derived Relations, and Non-Arbitrary Relations
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Integrating a Parent-Implemented Blend of Developmental and Behavioral Intervention Strategies into Speech-Language Treatment for Toddlers at Risk for Autism Spectrum Disorder.
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In: Seminars in speech and language, vol 39, iss 2 (2018)
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Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
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In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018)
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Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
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In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018)
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The Utility of Dynamic Assessment of Phonological Awareness for Bilingual Children in Singapore
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In: Yap, Dorcas Fen-Fung. (2018). The Utility of Dynamic Assessment of Phonological Awareness for Bilingual Children in Singapore. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/1kg9j39s (2018)
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Promoting School Readiness with Preschool Curricula
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In: Nguyen, Tutrang Chung. (2018). Promoting School Readiness with Preschool Curricula. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/0pd2z2ph (2018)
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Contribution of parenting to complex syntax development in preschool children with developmental delays or typical development.
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In: Journal of intellectual disability research : JIDR, vol 62, iss 7 (2018)
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Achieving abstraction: Generating far analogies promotes relational reasoning in children.
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In: Developmental psychology, vol 54, iss 10 (2018)
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Abstract:
Analogical reasoning is essential for transfer by supporting recognition of relational similarity. However, not all analogies are created equal. The source and target can be similar (near), or quite different (far). Previous research suggests that close comparisons facilitate children's relational abstraction. On the other hand, evidence from adults indicates that the process of solving far analogies may be a more effective scaffold for transfer of a relational strategy. We explore whether engaging with far analogies similarly induces such a strategy in preschoolers. Children were provided with the opportunity to solve either a near or far spatial analogy using a pair of puzzle boxes that varied in perceptual similarity (Experiment 1), or to participate in a control task (Experiment 2). All groups were then presented with an ambiguous spatial reasoning task featuring both object and relational matches. We were interested in the relationship between near and far conditions and two effects: (a) children's tendency to spontaneously draw an analogy when solving the initial puzzle, and (b) their tendency to privilege relational matches over object matches in a subsequent, ambiguous task. Although children were more likely to spontaneously draw an analogy in the near condition, those who attempted the far analogy were more likely to privilege a relational match on the subsequent task. We argue that the process of solving a far analogy-regardless of a learner's spontaneous success in identifying the relation-contextualizes an otherwise ambiguous learning problem, making it easier for children to access and apply relational hypotheses. (PsycINFO Database Record
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Keyword:
analogy; Child; cognitive development; Cognitive Sciences; Developmental & Child Psychology; Female; Humans; inference; Male; Preschool; Problem Solving; Psychology; Random Allocation; Recognition; Recognition (Psychology); relational reasoning; representation; Space Perception; Specialist Studies in Education; Transfer; Transfer (Psychology)
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URL: https://escholarship.org/uc/item/9mv7w8nz
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Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder ...
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The Relationship Between Bidirectional Naming, Derived Relations, and Non-Arbitrary Relations ...
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Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ... : Influencing factors of mathematical competences before school entry ...
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What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047 (2018)
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A Single-Subject Evaluation of Facilitated Communicationin the Completion of School-Assigned Homework
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In: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1521038309724555 (2018)
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閩南語融入幼兒園主題教學之歷程與成效 ; The Process and Effect of Integrating Taiwanese Language into Preschool’s Thematic Teaching
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Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder
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In: Opladen; Berlin : Verlag Barbara Budrich 2018, 314 S. - (Wissenschaftliche Untersuchungen zur Arbeit der Stiftung „Haus der Kleinen Forscher“; 10) (2018)
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Simpel, aber doch komplex. Vom Dekodieren zum Leseverständnis
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In: Schulmanagement 49 (2018) 1, S. 28-30 (2018)
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Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ; Influencing factors of mathematical competences before school entry
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In: Empirische Sonderpädagogik 10 (2018) 4, S. 370-387 (2018)
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