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Thematische Bibliographien / Social interaction in children / Dissertationen

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Dissertationen zum Thema „Social interaction in children“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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1

Dodge, Cynthia Lynne. "Increasing social interaction in socially isolated preschool children." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/502.

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The purpose of this study was to improve social interaction and peer acceptance in socially isolated pre school children. It investigated whether children's stories a lone, and children' s stories paired with instrument playing led to improved peer ratings and an increase in social interaction during the following s mall group and large group free play periods . The subjects consisted of two groups of three children aged 3 - 5 years old . The study was conducted at two licensed preschools Monday through Friday in activity rooms. The children were selected on the basis of having the lowest scor

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2

Wier, Anne Thayer. "Altering socially rejected pre-kindergartners' social status and social behavior : an intervention strategy /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008467.

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3

Harrison, James Ray. "Social hypervigilance in abused children." Thesis, University of North Texas, 1985. https://digital.library.unt.edu/ark:/67531/metadc798431/.

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One characteristic of abused children that is often observed but not yet empirically examined is social hypervigilance. In this study, 20 abused and 20 distressed children were compared using WISC-R subtests, two measures of locus of control and need for attention.

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4

Hoyle, Sally G. "Stability and change in social relations of children with and without learning disabilities : social status, social networks, perceived social competence, social cognition, behavior problems, and ecological factors /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487322984315161.

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5

Klaiman, Cheryl M. "Distangling social from non-social attention in young children with autism and developmental delays." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28061.

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The Fagan Test of Infant Intelligence (FTII; Fagan, 1987), the Early Social Communication Scale (ESCS; Seibert et al., 1982) and the Test of Orienting Preferences (TOP), an attention task designed for this study, were used to examine social versus nonsocial attention in children with autism and developmental disorders (n = 18). The Childhood Autism Rating Scale (CARS; Schopler, Reichler, & Renner, 1986) was used as a continuous diagnostic measure in order to correlate performance on the measures with the severity of autism. On the FTII, as autistic symptomatology increased, the percent of time

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6

Carrillo, Sonia. "Father-child interaction and its relation to children's interactions with peers /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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7

Choi, Hyun-Jin. "Peer training for improved social interaction in children with autism /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18996.pdf.

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8

Galliger, Courtney C. "NAUGHTY OR NICE: SOCIAL INTERACTION ON THE SCHOOL BUS." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1148236809.

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9

Farr, William John. "Tangible user interfaces and social interaction in children with autism." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6962/.

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Tangible User Interfaces (TUIs) offer the potential for new modes of social interaction for children with Autism Spectrum Conditions (ASC). Familiar objects that are embedded with digital technology may help children with autism understand the actions of others by providing feedback that is logical and predictable. Objects that move, playback sound or create sound – thus repeating programmed effects – offer an exciting way for children to investigate objects and their effects. This thesis presents three studies of children with autism interacting with objects augmented with digital technology.

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10

Gross, H. "Social interaction and play in the deaf nursery school." Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380087.

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11

Lau, Wing-chi Margaret. "Kindergarten teachers' rating of children's social competence and strategies they use to guide appropriate behavior." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810858.

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12

Richardson, Pamela. "Making friends at school : the social interaction patterns of young children with physical disabilities /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7695.

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13

Cummings, Kelli Dawn. "Advances in the assessment of social competence /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136408.

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Thesis (Ph. D.)--University of Oregon, 2004.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-120). Also available for download via the World Wide Web; free to University of Oregon users.

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14

Chan, Yuk-king Sally. "Play and social interaction of children with disabilities in an inclusive child care centre." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35325690.

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15

Wu, Cheng-Hsien. "Social skill intervention improving peer interaction in a child who is an Asian /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5118.

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Thesis (M.A.)--West Virginia University, 2007.<br>Title from document title page. Document formatted into pages; contains v, 29 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 26-29).

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16

Savage, Lorna J. "Exploring young children's social interactions in technology-rich preschool environments." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3653.

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In contemporary UK preschool, technological resources have become a standard feature of the environment. This has prompted widespread discussion around the appropriateness of technologies in preschools and for some time concerns were raised that technology is socially detrimental for children. These concerns have since been challenged as it has been argued that they are unsubstantiated and not evidence-based. Yet despite this realisation, few studies have been conducted about children’s social interaction around technologies in order to contribute to this debate. Furthermore, negative concerns

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17

Isbel, Joanne. ""The good friend guide" : a group social skills intervention /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18047.pdf.

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18

Roe, Maria Joao Lopes da Purificacao Windsor. "Peer relationships, play and language of visually impaired children." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/1be5043c-d150-47ae-b1a8-7a214cc7ed51.

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19

Mucha, Lynn Scott. "Temperament, cognition, social skills, and play in young children." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941585.

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The purpose of this study was to investigate the nature of the relations among temperament, cognition, social skills, and social and cognitive levels of play in 3-, 4-, and 5-year-old preschool children. Subjects were 126 preschool boys (n=67) and girls (n=59) selected from two community child care programs in north-central Indiana. The mean age of the preschoolers was 56 months. Information about temperament and social skills was obtained from preschoolteachers using the Temperament Assessment Battery for Children (Martin, 1988) and Social Skills Rating System (Gresham & Elliott, 1990). Presc

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20

Kennedy, James R. "The impact of robot tutor social behaviour on children." Thesis, University of Plymouth, 2017. http://hdl.handle.net/10026.1/8758.

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Robotic technologies possess great potential to enter our daily lives because they have the ability to interact with our world. But our world is inherently social. Whilst humans often have a natural understanding of this complex environment, it is much more challenging for robots. The field of social Human-Robot Interaction (HRI) seeks to endow robots with the characteristics and behaviours that would allow for intuitive multimodal interaction. Education is a social process and previous research has found strong links between the social behaviour of teachers and student learning. This therefor

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21

Craft, Danielle A. "The Effects of Using Social Interaction Strategies on the Social Behavior of Young Children with Autism." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1418908526.

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22

Gomersall, Helen. "Social anxiety in children : the utility of cognitive preparation and video feedback following a social interaction." Thesis, University of Manchester, 2003. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551161.

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23

Mulder, Sarah. "The domains that influence the development of social competence in children a literature review /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mulders.pdf.

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24

Greco, Laurie A. "Dads do matter relationship between father-child interaction and child social anxiety /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1336.

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25

Skinner, Julia. "Social communication and interaction amongst children and young people with severe learning difficulties." Thesis, Open University, 2004. http://oro.open.ac.uk/54859/.

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This study explores the social and communicative interactions among children and young people in special schools who have severe learning difficulties. It considers the concept ofphatic communion or 'small talk' and its importance as a social and cultural practice. The study focuses on the actual communication of the children and young people and investigates the functions, patterns and strategies they employ. It considers the development of language and communication from birth onwards, particularly the processes involved in the progress of increasing skills in socially interactive communicat

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26

Princiotta, Dana Kristina. "Predicting Autism in Young Children Based on Social Interaction and Selected Demographic Variables." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145365.

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The purpose of the present study was to examine whether an autism diagnosiscould be predicted by social interaction as measured by the Ghuman-Folstein Screen forSocial Interaction in conjunction with selected demographic variables (i.e., sex, age,ethnicity, mother's educational level, and socio-economic status). Univariate andbivariate analyses were conducted to explore each predictor variable and to explorepossible relationships between predictor variables and autism. Binary logistic regressionwas utilized to examine various models' ability to predict autism. The final model wasable to correc

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27

Leister, C., D. Walker, and Mary R. Langenbrunner. "Pretend Play: Opportunities to Teach Social Interaction Skills to Young Children with Disabilities." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3465.

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28

Danby, Susan J. "Interaction and social order in a preschool classroom." Thesis, University of Queensland, 1998.

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29

Tricerri, María F. "Characteristics associated with group versus dyadic interaction in boys and girls." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20182.

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The current study was designed to examine characteristics associated with interaction in group versus dyads in middle childhood. Two classes of children in grades one through five participated in the study. Children were identified by their peers as participating in groups or dyads. Teachers then rated the characteristics of these children. Analyses of children interacting in groups versus dyads showed that both boys and girls in groups were perceived to be more competitive, to value their friends more, to receive more attention from peers and to be more emotionally expressive than children in

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30

Dolenszky, Eva. "Children's and adolescents' internal working models of peer interaction." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33280.

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The present study examined whether children and adolescents develop mental models of peer relations that reflect observed gender differences in size and in density of friendship structures. A total of 278 children and adolescents, ranging from preschool level to CEGEP, participated in the study. Participants were given a questionnaire, consisting of schematic drawings of different forms of peer interactions, to assess their ideas about how friendships are organized for children of their age. Results indicated that both female and male participants at all grade levels judged typical boys to hav

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31

Wood, Luke Jai. "Robot-mediated interviews : a robotic intermediary for facilitating communication with children." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/16313.

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Robots have been used in a variety of education, therapy or entertainment contexts. This thesis introduces the novel application of using humanoid robots for Robot-Mediated Interviews (RMIs). In the initial stages of this research it was necessary to first establish as a baseline if children would respond to a robot in an interview setting, therefore the first study compared how children responded to a robot and a human in an interview setting. Following this successful initial investigation, the second study expanded on this research by examining how children would respond to different types

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32

Taumoepeau, Mele Ma'ata, and n/a. "Stepping stones to others� minds : the relation between maternal mental and non-mental state input and social understanding in 15-,24, and 33 month-old children." University of Otago. Department of Psychology, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070322.121926.

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Recent research has shown that children under two years demonstrate some early social understanding. Previous research has also demonstrated that mother talk about mental states is a factor in older preschoolers� later theory of mind understanding. In order to learn more about the predictive nature of mother mental state talk to very young children, this study examined the relation between mother talk about mental states at 15 and 24 months and their later mental state language and emotion understanding at 24 and 33 months. At all three time points, 71 mothers and 3 fathers (N=74) described

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33

Mak, Lai-yin Doris. "Interaction patterns of mothers of autistic and normal children in Hong Kong." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207639.

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Thesis (B.Sc)--University of Hong Kong, 2000.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.

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34

Quamma, Julie Perkins. "Executive function and social problem-solving in maltreated and non-maltreated preschool children /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9191.

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35

Doyle, Joleen Marie. "Formative assessment of social competence : indicators of success in authentic elementary school tasks /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055685.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 141-153). Also available for download via the World Wide Web; free to University of Oregon users.

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36

Chan, Yuk-king Sally, and 陳玉琼. "Play and social interaction of children with disabilities in an inclusive child care centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35325690.

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37

Roch-Levecq, Anne-Catherine. "Relationship between quality of familial interactions and acquisition of a "Theory of Mind" in blind children /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p9993984.

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38

Yan, Victoria Hsui. "Discourse dynamics: interaction among English-speaking Chinese children during play /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10909400.

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Thesis (Ed.D)--Teachers College, Columbia University, 1990.<br>Includes appendices. Typescript; issued also on microfilm. Sponsor: Jo Anne Kleifgen. Dissertation Committee: Clifford Hill. Bibliography: leaves 204-209.

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39

Johansson, Niemelä Birgitta. "Mental Health in Children Undergoing Reconstructive Surgery : Studies on Self-Esteem and Social Interaction." Doctoral thesis, Uppsala universitet, Institutionen för neurovetenskap, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9510.

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While the functional and anatomical aspects of reconstructive surgery in children with leg length inequality (LLI), prominent ears (PE) and cleft lip and palate (CLP) have been studied in detail, the psychological aspects of surgery have been less explored. The benefit of a changed appearance and function on self-esteem and ability to social interaction are other areas where information is lacking. The aim of this thesis is to examine, during the process of reconstructive surgery, the mental health, self-esteem and social interaction of children with defects in appearance and function. Childre

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40

Pino, Begoña. "Computers as an environment for facilitating social interaction in children with autistic spectrum disorders." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/29324.

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Teachers, parents and researchers widely believe that children with autism enjoy using computers and in most western countries, most children with autism have access to them at home or at school. Drawing from communication theory, this thesis explores the hypothesis that computers can provide a motivating, real-life environment in which social interaction in children with autism can be facilitated. In a series of staged studies, the ways in which computers might be used to facilitate social interaction are investigated. The first phase established the level of access to computers that children

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41

Linnell, Margaret Elizabeth. "The influence of social interaction on the development of cardinality in pre-school children." Thesis, University of Portsmouth, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264674.

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42

Jiang, Yiqun. "Conflicts in Social Interaction Among Chinese and American Preschool Children in an American Preschool /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487931993469937.

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43

Bradley, Kathy Denise. "Group entry strategies of socially excluded children as a function of sex, ethnicity, and sociometric status /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008284.

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44

Erret, Marilyn. "The effects of peer administered methods for increasing social interaction between young handicapped and nonhandicapped children." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/2145.

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45

Jull, Stephanie G. "Parents as play date interventionists for children with autism spectrum disorders." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/637.

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Teaching children with autism to interact with their typically developing peers can be a challenge. Previous research has documented that there are many effective ways to teach social interaction; however, these interventions were implemented almost exclusively by trained professionals. The purpose of this study was to assess the effectiveness of parent-implemented contextually supported play dates. Specifically, two parents were taught to use mutual reinforcement and to design cooperative arrangements to help their child with autism to interact with a typical peer in their homes. Two independ

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46

Hartner, Teresa. "Computer use in preschool : effects on social interactions /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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47

Russell, Emily. "An overview of Asperger Syndrome and anxiety, social worries and styles of social interaction in children with Asperger Syndrome /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17373.pdf.

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48

Wayland, Leigh Ann Louise. "Conjoint behavioural consultation with children who are socially withdrawn." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0001/MQ37244.pdf.

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49

Mackenzie, Gaye. "Sandpit dilemmas: challenges of researching young children." Thesis, Mackenzie, Gaye (2005) Sandpit dilemmas: challenges of researching young children. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/175/.

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In the past twenty years there has been a movement against the tradition of positivist, scientific research that treats children as the 'object' of research. This movement has been led by the sociology of childhood literature but also has supporters in disciplines such as developmental psychology and early childhood studies. Research within this new paradigm often seeks to gain the perspectives and lived experiences of children, giving them a voice through naturalistic methodologies such as ethnography and informal interviews. However, giving children a 'voice' has not been purely an academic

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50

Mackenzie, Gaye. "Sandpit dilemmas : challenges of researching young children /." Mackenzie, Gaye (2005) Sandpit dilemmas: challenges of researching young children. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/175/.

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In the past twenty years there has been a movement against the tradition of positivist, scientific research that treats children as the 'object' of research. This movement has been led by the sociology of childhood literature but also has supporters in disciplines such as developmental psychology and early childhood studies. Research within this new paradigm often seeks to gain the perspectives and lived experiences of children, giving them a voice through naturalistic methodologies such as ethnography and informal interviews. However, giving children a 'voice' has not been purely an academic

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