Journal articles: 'Books on child psychology'

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Kirsh, Steven J., and Paul V. Olczak. "Violent Comic Books and Judgments of Relational Aggression." Violence and Victims 17, no. 3 (June 2002): 373–80. http://dx.doi.org/10.1891/vivi.17.3.373.33661.

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This study investigated the effects of reading extremely violent versus mildly violent comic books on the interpretation of relational provocation situations. One hundred and seventeen introductory psychology students read either an extremely violent comic book or a mildly violent comic book. After reading the comic books, participants read five hypothetical stories in which a child, caused a relationally aggressive event to occur to another child, but the intent of the provocateur was ambiguous. After each story, participants were asked a series of questions about the provocateur’s intent; potential retaliation toward the provocateur; and the provocateur’s emotional state. Responses were coded in terms of amount of negative and violent content. Results indicated that participants reading the extremely violent comic books ascribed more hostile intent to the provocateur, suggested more retaliation toward the provocateur, and attributed a more negative emotional state to the provocateur than participants reading the mildly violent comic book. These data suggest that social information processing of relationally aggressive situations is influenced by violent comic books, even if the comic books do not contain themes of relational aggression.

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Mohanti, Shraddha Gour. "Representation of Child in a Strange and Sublime Address and the Immortals by Amit Chaudhuri." SMART MOVES JOURNAL IJELLH 7, no. 12 (December 28, 2019): 9. http://dx.doi.org/10.24113/ijellh.v7i12.10225.

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Amit Chaudhuri is an essayist, novelist and critic. He has written seven novels so far, a non-fictional book, a critical book, an anthology and two story books. His novels present a picture of middle class society of Bengal or Calcutta. His characters are simple people who celebrate different phases of life. The characters Sandeep of A Strange and Sublime Address and Nirmalya of The Immortals present the shades of childhood and teenage self of the novelist himself. This research paper is an attempt to study the psychology and mindset of these two characters in connection with theory on child psychology and development of these child or adolescent protagonists.

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Phares, Vicky. "Using Memoirs and Autobiographies To Enhance the Teaching of Abnormal Child Psychology." Psychology Learning & Teaching 19, no. 3 (June 23, 2020): 239–57. http://dx.doi.org/10.1177/1475725720933023.

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Memoirs and autobiographies can be rich sources of real-world information for students in psychology classes. These resources have been used in adult-oriented abnormal psychology classes, but have yet to be explored for use in courses on abnormal child psychology. This manuscript reviews the use of memoirs and autobiographies in adult-oriented abnormal psychology classes and then explores the use of memoirs and autobiographies in abnormal child psychology classes. In the Appendix, lists of memoirs and autobiographies are provided that instructors can use as a resource in the selection of books for abnormal child psychology classes. Data are analyzed regarding undergraduate students’ opinions about the use of memoirs in an abnormal child psychology class and an investigation of learning outcomes for classes with and without assigned memoirs is provided. Overall, the use of memoirs and autobiographies appears to be a promising way of enhancing the teaching of abnormal child psychology.

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ADRIAN, JUAN E., ROSA A. CLEMENTE, LIDON VILLANUEVA, and CAROLIEN RIEFFE. "Parent–child picture-book reading, mothers' mental state language and children's theory of mind." Journal of Child Language 32, no. 3 (August 2005): 673–86. http://dx.doi.org/10.1017/s0305000905006963.

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This study focuses on parent–child book reading and its connection to the development of a theory of mind. First, parents were asked to report about frequency of parent–child storybook reading at home. Second, mothers were asked to read four picture-books to thirty-four children between 4;0 and 5;0. Both frequency of parent–child storybook reading at home, and mother's use of mental state terms in picture-books reading tasks were significantly associated with success on false belief tasks, after partialling out a number of potential mediators such as age of children, verbal IQ, paternal education, and words used by mothers in joint picture-book reading. Among the different mental state references (cognitive terms, desires, emotions and perceptions), it was found that the frequency and variety of cognitive terms, but also the frequency of emotional terms correlated positively with children's false belief performance. Relationships between mental state language and theory of mind are discussed.

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Willmer, Kay. "Child Law Books and Resources." Adoption & Fostering 16, no. 3 (October 1992): 60. http://dx.doi.org/10.1177/030857599201600322.

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Wnęk, Jan. "Działalność naukowa Jana Kuchty." Biuletyn Historii Wychowania, no. 27 (January 1, 2019): 157–72. http://dx.doi.org/10.14746/bhw.2011.27.12.

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The article presents the scholarly activity of Jan Kuchta in the interwar period and discusses the contents of his articles and books. The author discusses in detail the essential contents of the following books: Książka zakazana jako przedmiot zainteresowań młodzieży w okresie dojrzewania („A Forbidden Book As an Object of Interest of Adolescent Youth”); Dziecko włóczęga (“A Child Vagabond”); Nowe kierunki i dążenia współczesnej katolickiej pedagogiki [na tle obrazu chaosu we współczesnym wychowaniu] (“New Trends and Endeavours of Catholic Pedagogics [on the Background of the Image of Chaos in Modern Upbringing])”. These books, as well as other Kuchta’s works, popularized a number of problems from various fields of knowledge, such as ethnography, pedagogy, psychology and sociology. However, these were not creative treaties constituting a significant contribution to the Polish science.

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Fleming, Linda M., and David J. Tobin. "Popular child-rearing books: Where is Daddy?" Psychology of Men & Masculinity 6, no. 1 (January 2005): 18–24. http://dx.doi.org/10.1037/1524-9220.6.1.18.

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Lennox, Sandra. "Sharing Books with Children." Australasian Journal of Early Childhood 20, no. 1 (March 1995): 12–16. http://dx.doi.org/10.1177/183693919502000104.

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A descriptive study was undertaken to look at the interactions, goals and purposes of four mothers as they shared two narrative and two expository texts with their preschoolers over a six-month period. The study was based within the framework of Vygotsky's (1978) theory of literacy and learning. A key factor in Vygotsky's theory is the social interaction between the literate adult and the young child. Informal observations of literacy in the home, discussions with mothers, and analysis of video recordings of story reading sessions revealed differences in the way literacy was constructed. Despite these differences there were also some similarities. Each mother in her own way was a successful teacher of her child and there was some support for Vygotsky's theory; through verbally mediated assisted performance the children were learning and were taught about literacy. However, there were some areas where mothers did not increase the challenge for their children as might be expected with the Vygotskian model. These findings prompted me to reflect on my practice and that of other early childhood teachers when sharing books with young children.

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Ozturk, Gulsah, and Susan Hill. "Mother–child interactions during shared reading with digital and print books." Early Child Development and Care 190, no. 9 (November 14, 2018): 1425–40. http://dx.doi.org/10.1080/03004430.2018.1538977.

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Skardhamar, Anne-Kari. "An Insecure Base? Nerves, Violence and Step-Parents in Norwegian Children’s Literature." Papers: Explorations into Children's Literature 17, no. 1 (May 1, 2007): 19–27. http://dx.doi.org/10.21153/pecl2007vol17no1art1202.

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Central issues represented in four recent Norwegian books for children are children's resistance to step-parents, children's attempts to cope with family violence, and inverted relationships where children take responsibility for mentally unstable parents. The literary texts I have chosen as examples are three novels: Ingeborg Arvola's Blod, snørr og tårer (2000) (Blood, Snot and Tears); Kristin A. Sandberg's Verdens ondeste stemor (2004) (The World's Worst Stepmother); Endre Lund Eriksen's Pitbull-Terje går amok (2002) (Pitbull Terrier Runs Amok); and Gro Dahle and Svein Nyhus's picture book Sinna mann (2003) (Angry Man) My aim in this article is to explore how problems and survival strategies of children in troubled families are described and developed in these texts, and what stylistic devices and narrative techniques are employed. My analysis of the representations of nerves, violence and step-parents in four children's books draws on arguments from theories about philosophy and literature in general, children's literature, narrative analysis and attachment theories in child psychology.

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Vedder, Paul, Hetty Kook, and Pieter Muysken. "Language choice and functional differentiation of languages in bilingual parent–child reading." Applied Psycholinguistics 17, no. 4 (October 1996): 461–84. http://dx.doi.org/10.1017/s0142716400008201.

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ABSTRACTLanguage choice and functional differentiation between Papiamento and Dutch were studied in bilingual parent-child reading sessions in Antillian migrant families; the subjects, who were living in the Netherlands, were to some extent bilingual in Papiamento and Dutch. Mothers were asked to read three picture books to their child: one in Dutch, one in Papiamento, and one without text. Code choice was related to the text and contents of the book, as well as to restrictions imposed by the language proficiency in both languages of the mothers and children. It was expected that Dutch would be used more for more demanding cognitive functions because of its association with school. However, these parents did not categorize rnetalinguistic activity and reasoning as school-related, although they did categorize counting as such and tended to use Dutch to count.

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Albert-Stewart, Phyllis L. "Positive Reinforcement in Short-Term Treatment of an Electively Mute Child: A Case Study." Psychological Reports 58, no. 2 (April 1986): 571–76. http://dx.doi.org/10.2466/pr0.1986.58.2.571.

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Increased audibility and intelligibility of sentences by a 13-yr.-old Mexican boy read from books or spoken spontaneously with a therapist, in class, and in group-therapeutic sessions were observed after implementation of simple differential reinforcement using a tape recorder.

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Craig, Eleanor. "Teaching Safeguarding through Books: A Content Analysis of Child Sexual Abuse Prevention Books." Journal of Child Sexual Abuse 31, no. 3 (October 20, 2021): 257–75. http://dx.doi.org/10.1080/10538712.2021.1985672.

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Butler, Robert W. "Child Neuropsychology and Neurophysiology." Journal of the International Neuropsychological Society 5, no. 3 (March 1999): 265–66. http://dx.doi.org/10.1017/s1355617799213100.

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The Handbook of Clinical Child Neuropsychology (2nd ed.), as is obvious from the title, is an updated edition of the editors' first book, originally published in 1989. At that time the subspecialty of child neuropsychology was just beginning to unfold its wings, and little was available in terms of a broad and encompassing handbook resource.The book Biological and Neuropsychological Mechanisms: Life-Span Developmental Psychology is an example of how the above problems can be manifested even with a good attempt at execution. The chapters in this book cover a wide range of topics within developmental neuropsychology, including a developmental theory of behavior, mathematical modeling, electrophysiology, lateralization, and adolescent substance abuse.

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Spitz, Ellen Handler. "Between Image and Child: Further Reflections on Picture Books." American Imago 53, no. 2 (1996): 177–90. http://dx.doi.org/10.1353/aim.1996.0004.

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Barton-Hulsey, Andrea, Emily Lorang, Kallie Renfus, and Audra Sterling. "Maternal Input and Child Language Comprehension During Book Reading in Children With Down Syndrome." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1475–88. http://dx.doi.org/10.1044/2020_ajslp-19-00156.

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Purpose Communication interactions between parents and children during shared book reading impact a child's development of both language and literacy skills. This study examined maternal language input and child expressive communication during a shared book reading activity in children with Down syndrome (DS) and children with typical development (TD). Additionally, children's receptive language was examined to understand the relationship between maternal language input and child receptive language ability. Method Participants included 22 children with DS and 22 children with TD between 22 and 63 months of age and their mothers. Each mother–child dyad participated in a 7-min naturalistic shared book reading activity. Results Compared to mothers of children with TD, mothers of children with DS used significantly more utterances with less grammatical complexity, but a similar range of vocabulary diversity. Mothers of children with DS used more questions, descriptions, gestures, and labels, whereas mothers of children with TD used nearly half of their utterances to read directly from books. Children with DS communicated at a similar frequency compared to their peers with TD; however, they produced significantly fewer spoken words. Conclusions This study reveals important differences between early shared book reading interactions and provides implications for future research targeting parent-coached intervention strategies that may enhance children's learning during shared book reading by providing access to expressive language and print instruction.

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Garrido Sierralta, María-Constanza. "Review of Fanon, Education, Action: Child as Method." Language and Psychoanalysis 9, no. 2 (October 11, 2020): 1–3. http://dx.doi.org/10.7565/landp.v9i2.4493.

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In this review, I assess Erica Burman's (2018) book, Fanon, Education, Action: Child as Method, an important and timely contribution to critical developmental psychology, which reads and critiques the work of Frantz Fanon.

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Furnham, Adrian, Inés Callahan, and Richard Rawles. "Adults' Knowledge of General Psychology." European Psychologist 8, no. 2 (January 2003): 101–16. http://dx.doi.org/10.1027//1016-9040.8.2.101.

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This paper reports on two studies in which different adult populations who had not formally studied psychology completed multiple-choice tests derived from general psychology textbooks to evaluate specific knowledge of the discipline. The aim was to determine to what extent psychology was “common sense” and which personal characteristics, such as sex, education, and age, best predicted correct answers. In the first study, 114 students about to start a psychology degree, and 222 nonstudent adults, completed a 106-item questionnaire taken from a standard textbook. There was considerable variability in the extent to which participants checked the correct answer, with an overall average of only 56% (just above chance). There was no statistical difference between the two groups in knowledge overall or in any particular areas. A regression showed books read and belief in the scientific nature of psychology to be the best predictors of overall knowledge. In the second study, 94 first-year students at the beginning of their course and 136 student applicants completed a 114-item questionnaire derived from a different textbook, this time focusing on child development. There was no difference in the correct responses between a psychology-student and nonstudent group, with both groups getting around 53% of the answers correct. Interest in, and experience of, psychology did not predict total correct scores. Like previous studies in the area, the results failed to indicate any major variables that predict knowledge of psychological processes.

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Dart, Sarah N. "Narrative style in the two languages of a bilingual child." Journal of Child Language 19, no. 2 (June 1992): 367–87. http://dx.doi.org/10.1017/s0305000900011454.

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ABSTRACTThis study involves the analysis of a kind of data not often found in the literature: spontaneous story-telling without an audience and therefore free of any direct influence from another person. The stories are told by a bilingual four-year-old, with examples from both English and French. In comparing the data from both languages, it was found that the French narratives contained a much larger percentage of modifiers (adjectives, adverbs and relative clauses) and employed a greater variety of tenses, which were manipulated to highlight various parts of the story. Comparison with data from children's books in the two languages largely supports the interlinguistic differences in the oral data.

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Basabe, Nekane, and Darío Páez. "Collective violence and the culture of peace: researching the social psychology of memory and social reconciliation." Deusto Journal of Human Rights, no. 8 (December 28, 2021): 11–16. http://dx.doi.org/10.18543/djhr.2282.

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This monograph aims to disseminate the results of various research studies carried out in the field of social and community psychology. The studies focus on efforts to build a culture of peace in post-conflict contexts and societies that have suffered collective and socio-political violence, with multiple and persistent human rights violations. Six studies on the psychosocial effects of transitional justice rituals from Argentina, Colombia, Brazil, Basque country, Chile, and Ecuador compose this issue. This issue presents a series of results regarding the effects of reparation rituals and Truth Commissions, combining different methods and analysis strategies, including general population surveys, newspaper and social media content analysis, community intervention assessments and qualitative documentary analysis. Finally, two review books were included. First, a Peace Psychology Book that explores the implications and difficulties faced by societies that have experienced large-scale collective violence. Second, the problem of human rights violations and how to confront them, socio-political conflicts and the building of a culture of democracy and peace in Latin America are transversal axes of the chapters of this second book.

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Stone, Sandra, and Sandra Twardosz. "Children's Books in Child Care Classrooms: Quality, Accessibility, and Reasons for Teachers' Choices." Journal of Research in Childhood Education 16, no. 1 (December 2001): 53–69. http://dx.doi.org/10.1080/02568540109594974.

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MUHINYI, Amber, Anne HESKETH, Andrew J. STEWART, and Caroline F. ROWLAND. "Story choice matters for caregiver extra-textual talk during shared reading with preschoolers." Journal of Child Language 47, no. 3 (December 3, 2019): 633–54. http://dx.doi.org/10.1017/s0305000919000783.

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AbstractThis study aimed to examine the influence of the complexity of the story-book on caregiver extra-textual talk (i.e., interactions beyond text reading) during shared reading with preschool-age children. Fifty-three mother–child dyads (3;00–4;11) were video-recorded sharing two ostensibly similar picture-books: a simple story (containing no false belief) and a complex story (containing a false belief central to the plot, which provided content that was more challenging for preschoolers to understand). Book-reading interactions were transcribed and coded. Results showed that the complex stories facilitated more extra-textual talk from mothers, and a higher quality of extra-textual talk (as indexed by linguistic richness and level of abstraction). Although the type of story did not affect the number of questions mothers posed, more elaborative follow-ups on children's responses were provided by mothers when sharing complex stories. Complex stories may facilitate more and linguistically richer caregiver extra-textual talk, having implications for preschoolers’ developing language abilities.

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Grygas Coogle, Christan, Kimberly K. Floyd, and Naomi L. Rahn. "Dialogic Reading and Adapted Dialogic Reading With Preschoolers With Autism Spectrum Disorder." Journal of Early Intervention 40, no. 4 (September 23, 2018): 363–79. http://dx.doi.org/10.1177/1053815118797887.

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An adapted alternating treatments design, replicated across two books, was used to examine the effects of Dialogic Reading delivered using traditional paperback books and technology-enhanced books utilizing a Surface tablet on the vocabulary acquisition of four preschoolers with autism spectrum disorder. For each book, 30 words were randomly assigned to conditions (i.e., 10 to traditional Dialogic Reading, 10 to Dialogic Reading with technology, 10 to control). Intervention was delivered 1 to 4 times per week across 6 months. Results suggest both methods increased vocabulary compared with baseline. Dialogic Reading delivered via both paperback and technology-enhanced books is promising for increasing vocabulary for preschoolers with autism spectrum disorder.

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Streelasky, Jodi. "Creating identity texts with young children across culturally and linguistically diverse contexts." Journal of Early Childhood Research 18, no. 3 (January 30, 2020): 243–58. http://dx.doi.org/10.1177/1476718x19898715.

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This article addresses the ways young children in culturally and linguistically diverse settings were involved in the meaningful development of identity texts in the form of personalized books. In the study, Canadian and Tanzanian children aged 4 to 6 shared their favorite learning experiences and spaces at school through their use of multiple modes. A multimodal approach to data sharing was then implemented through the co-creation of three dual-language books in English and Kiswahili. The books featured the research participants’ images, drawings, paintings, and photographs, and included verbal descriptions of their multimodal texts in their distinct geographical and cultural contexts. The children in both settings were involved in the book-making process by sharing their views on what images and descriptions they wanted to include in the identity texts that were then shared with both groups of children, their teachers, and their families. This approach to research and data dissemination with children draws on the United Nations Convention on the Rights of the Child which views children as strong, capable, and knowledgeable. This perspective also recognizes the rights of children to participate in decision-making processes in research in which they are involved, and to be empowered to communicate their own views.

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Moya Guijarro, A. Jesús. "Visual metonymy in children’s picture books." Review of Cognitive Linguistics 11, no. 2 (November 28, 2013): 336–52. http://dx.doi.org/10.1075/rcl.11.2.08moy.

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This article aims to explore how the use of visual metonymies in picture books contributes to children’s understanding of stories and, in turn, attracts their attention towards relevant aspects of the plot. The two picture books selected for analysis are Gorilla, by Browne and The Tale of Peter Rabbit, by Potter, intended for children under 9 years of age. A multimodal and cognitive perspective is adopted here to apply the non-verbal trope of visual metonymy to the two picture books that form the sample texts (Forceville, 2009, 2010; Forceville & Urios-Aparisi, 2009). The results of the analysis show that visual metonymies are essentially used in children’s tales to create narrative tension in certain stages of the plot and, in turn, to establish a bond between the represented participants and the child-viewer.

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LUMPKINS, GAIL. "Turtle Books (Series of 6 books)." Journal of Early Intervention 15, no. 2 (April 1991): 207–8. http://dx.doi.org/10.1177/105381519101500210.

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Wootton, Anthony J. "Pointing and interaction initiation: the behaviour of young children with Down's syndrome when looking at books." Journal of Child Language 17, no. 3 (October 1990): 565–89. http://dx.doi.org/10.1017/s0305000900010886.

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ABSTRACTData are derived from videotapes made in the homes of six Down's syndrome children with developmental ages varying between 1;1 and 2;1. The analysis concerns those sequences in which parent and child look at a book together, and more specifically those exchanges where the child initiates communication on a new target on the page. The design of these initiations is examined with respect to their various verbal and non-verbal components. The analysis of pointing, and in particular of point duration, reveals a possible developmental progression from a stage at which point and exchange duration are linked together to one in which the organization of pointing becomes more detached from the exchange as a unit of interaction.

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Dale, Philip S., Catherine Crain-Thoreson, and Nancy M. Robinson. "Linguistic precocity and the development of reading: The role of extralinguistic factors." Applied Psycholinguistics 16, no. 2 (April 1995): 173–87. http://dx.doi.org/10.1017/s0142716400007074.

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ABSTRACTThe language and literacy skills of 21 children (aged 6;6), who were selected for linguistic precocity at age 1;8, are reported here. Verbal abilities remained high, and in contrast to the findings at 4;6 (reported in Crain-Thoreson & Dale, 1992), reading achievement is now at a superior level. Overall, the results are consistent with a two-phase model of reading development, in which the second phase is more closely related to language ability than the first. Phonological awareness, as indexed by a phoneme deletion task, appears to emerge as a consequence, rather than a cause, of early reading. There also appears to be a complex relationship among early interest in reading, instruction, and reading development. Differences in child interest in books and book reading may evoke variation in literacy-relevant experiences.

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Burt, Martha R. "Child pornography and sex rings, edited by Ann Wolbert Burgess. Lexington, MA: Lexington Books, 1984." Aggressive Behavior 14, no. 3 (1988): 226–28. http://dx.doi.org/10.1002/1098-2337(1988)14:3<226::aid-ab2480140309>3.0.co;2-5.

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Goddard, Chris. "A Child Called ‘It’ Dave Pelzer London: Orion Books Ltd. 2002 edition." Children Australia 27, no. 2 (2002): 43–44. http://dx.doi.org/10.1017/s1035077200005083.

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Bogdanov, Andrey Petrovich. "“Mother School" of Grand Duke Alexei Petrovich of Russia." Исторический журнал: научные исследования, no. 3 (March 2020): 96–110. http://dx.doi.org/10.7256/2454-0609.2020.3.32756.

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This article reviews the emergence and content of textbook system for “Mother School”, written by the court poet and educator Karion Istomin for Grand Duke Alexei Petrovich of Russia. The concept belonged to grandmother of Alexei Petrovich – Grand Duchess Natalia Kirillovna, who enrolled her son Peter to “Mother School” at the age of 3 instead of usual 5. The idea of preschool education was advanced by the prominent pedagogue John Amos Comenius based on his concept of developmental psychology. The very thought that a child is not a small adult and his perception transforms with age  was innovative for the Age of Scientific Revolution. In the countries of Central and Western Europe, where John Amos Comenius pursued his activity, promotion of this thought encountered difficulties. Although in Russia, where the works of Comenius enjoyed wide popularity, was created a solid foundation for assimilation of this thought. All children of the Romanov family (there is no records on education of their predecessors) received multiple educational toys and visual materials, which were purchased at first, and later illustrated in books. By combining the  Russian tradition with the ideas of Comenius, Karion Istomin the entire series of books, in which upbringing and education was in the form of pictures and poems to them. The most famous book, which retains its relevance today, is the unique Russian Alphabet Book (Bukvar). The author is first to examine the entire system of these textbooks, which mark gradual transformation from visual learning to logical.

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Rij, Vivien van. "The Pursuit of Wholeness in Maurice Gee's O Trilogy." International Research in Children's Literature 3, no. 2 (December 2010): 148–61. http://dx.doi.org/10.3366/ircl.2010.0104.

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According to award-winning New Zealand writer, Maurice Gee, one of his main concerns is the bringing of parts together to create whole books, whole characters and groups of characters, and whole worlds. This is particularly the case in three of his children's novels: the fantasies The Halfmen of O, The Priests of Ferris, and Motherstone (widely known as the O trilogy) in which he echoes Jungian depth psychology. This essay examines Susan, the child protagonist and ‘chosen one’, who reflects Gee's own preoccupation with wholeness in that her quest throughout the trilogy is to restore wholeness and balance to the divided planet of O.

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Tarłowski, Andrzej. "Parent-Child Conversations About Biological Kinds as a Potential Contributor to the Variability in Biological Knowledge." Psychology of Language and Communication 23, no. 1 (January 1, 2019): 238–76. http://dx.doi.org/10.2478/plc-2019-0011.

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Abstract There is a growing body of research on variability in the early development of biological knowledge. Most of the studies focus on the variability related to culture and direct exposure to nature, however, there is also data suggesting that parental input plays an important role. In children’s first years of life, parents play a key role in scaffolding development. It is therefore very important to provide a detailed account of how parents contribute to children’s understanding of living things, and how they convey biological knowledge through everyday conversations. The present article provides a review of the literature on variability in biological knowledge and parent-child conversations about biological kinds. It also presents original data from parent-child interactions while viewing picture books. Eighteen parent-child dyads who differed in the level of parental expertise within biology, talked while viewing books containing 24 photographs of animals and plants. The speech analysis specified labeling, perceptual and conceptual descriptions, relational, and mentalistic talk. Parents also completed a questionnaire on the child’s interests. The results showed that biology expert families produced more content overall, and a higher proportion of relational content than lay families. The findings help elucidate the specific role parents have in shaping children’s early biological understanding. In particular, I discuss the role of relational language in shaping children’s ontological commitments.

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Maslinskaya, Svetlana. "“As a child visited”: Mnemonic effects of cultural recycling of Soviet children’s books." Shagi / Steps 7, no. 1 (2021): 151–67. http://dx.doi.org/10.22394/2412-9410-2021-7-1-151-167.

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Marjanovič Umek, Ljubica, Anja Podlesek, and Urška Fekonja. "Assessing the Home Literacy Environment." European Journal of Psychological Assessment 21, no. 4 (January 2005): 271–81. http://dx.doi.org/10.1027/1015-5759.21.4.271.

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Abstract. As the findings of many studies have shown, different aspects of children's home literacy environment are related to the development of their language competence. We designed the Home Literacy Environment Questionnaire (HLEQ) to evaluate the quality of different aspects of the home literacy environment. This paper presents the development of this instrument, including: (1) the construction of the instrument based on the theoretical background and findings about the relation between family environment and child language development; (2) examination of the construct validity of the HLEQ and (3) an evaluation of its empirical criterion validity through correlations with children's achievements on a language development scale and their storytelling ability. Language competence was assessed with a sample of 4-year-old children that attended a Slovenian preschool. Using factor analysis, five HLEQ factors were identified: Stimulation to use language, explanation (F1), Reading books to the child, visiting the library and puppet theater (F2), Joint activities and conversation (F3), Interactive reading (F4) and Zone-of-proximal-development stimulation (F5). The findings show that some aspects of the home literacy environment (F2, F4 and F5) are positively related to different measures of child language development at 4 years of age and also contribute to a prediction of child language competence. Four HLEQ factors (F1, F2, F3, and F5) were also positively related to maternal level of education.

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&NA;. "BOOKS RECEIVED." Journal of Developmental & Behavioral Pediatrics 22, no. 6 (December 2001): 445–47. http://dx.doi.org/10.1097/00004703-200112000-00018.

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PETRIE, Abigail, Robert MAYR, Fei ZHAO, and Simona MONTANARI. "Parent-child interaction during storybook reading: wordless narrative books versus books with text." Journal of Child Language, November 18, 2021, 1–28. http://dx.doi.org/10.1017/s0305000921000763.

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Abstract This study examines the content and function of parent-child talk while engaging in shared storybook reading with two narrative books: a wordless book versus a book with text. Thirty-six parents audio-recorded themselves reading one of the books at home with their 3.5–5.5-year-old children. Pragmatic and linguistic measures of parental and child talk during both narrative storytelling and dialogic interactions were compared between the wordless and book-with-text conditions. The results show that the wordless book engendered more interaction than the book-with-text, with a higher rate of parental prompts and responsive feedback, and significantly more child contributions, although lexical diversity and grammatical complexity of parental language were higher during narration using a book-with-text. The findings contribute to research on shared storybook reading suggesting that different book formats can promote qualitatively different language learning environments.

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Rabinowitz, Sara, Christina Pavlov, Brianna Mireku, Katrina Ying, Jiaqi Zhang, and Kirsten Read. "I Feel Less Blue When I Read With You: The Effect of Reading Aloud With a Child on Adult Readers’ Affect." Frontiers in Psychology 12 (October 12, 2021). http://dx.doi.org/10.3389/fpsyg.2021.706729.

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This study examined the potential benefits of shared reading with a child on adult readers’ mood. In two experiments, young adults were randomly assigned to either read storybooks with a child or to read the same books aloud alone. In both experiments, readers experienced more positive emotions than those who read the story aloud alone. In Experiment 1, the level of interactivity between the reader and child also positively correlated with readers’ experience of positive emotions. In Experiment 2, participants who read with a child aligned their own book preferences with those of the child. Overall, participants preferred the longer and more complex storybook as it gave more opportunities for the reader and child to interact. These findings support the hypothesis that simple read-aloud experiences are not only positive for children, but have the potential to also positively impact the mood of adult readers who share books with a child.

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Liu, Talia, Benjamin G. Schultz, Danielle Dai, Christina Liu, and Miriam D. Lense. "Parent-child nonverbal engagement during read versus sung book-sharing in preschoolers with and without ASD." Psychology of Music, December 24, 2021, 030573562110587. http://dx.doi.org/10.1177/03057356211058781.

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Providing natural opportunities that scaffold interpersonal engagement is important for supporting social interactions for young children with autism spectrum disorder (ASD). Musical activities are often motivating, familiar, and predictable, and may support both children and their interaction partners by providing opportunities for shared social engagement. We assessed multiple facets of nonverbal social engagement—child and caregiver visual attention and interpersonal movement coordination—during musical (song) and non-musical (picture) book-sharing contexts in caregiver–child dyads of preschoolers with ( n = 13) and without ( n = 16) ASD. Overall, children with ASD demonstrated reduced visual attention during the book sharing activity, as well as reduced movement coordination with their caregivers, compared to children with typical development. Children in both diagnostic groups, as well as caregivers, demonstrated greater visual attention (gaze toward the activity and/or social partner) during song books compared to picture books. Visual attention behavior was correlated between children and caregivers in the ASD group but only in the song book condition. Findings highlight the importance of considering how musical contexts impact the behavior of both partners in the interaction. Musical activities may support social engagement by modulating the behavior of both children and caregivers.

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Murray, Lynne, Holly Rayson, Pier-Francesco Ferrari, Sam V. Wass, and Peter J. Cooper. "Dialogic Book-Sharing as a Privileged Intersubjective Space." Frontiers in Psychology 13 (March 3, 2022). http://dx.doi.org/10.3389/fpsyg.2022.786991.

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Parental reading to young children is well-established as being positively associated with child cognitive development, particularly their language development. Research indicates that a particular, “intersubjective,” form of using books with children, “Dialogic Book-sharing” (DBS), is especially beneficial to infants and pre-school aged children, particularly when using picture books. The work on DBS to date has paid little attention to the theoretical and empirical underpinnings of the approach. Here, we address the question of what processes taking place during DBS confer benefits to child development, and why these processes are beneficial. In a novel integration of evidence, ranging from non-human primate communication through iconic gestures and pointing, archaeological data on Pre-hominid and early human art, to experimental and naturalistic studies of infant attention, cognitive processing, and language, we argue that DBS entails core characteristics that make it a privileged intersubjective space for the promotion of child cognitive and language development. This analysis, together with the findings of DBS intervention studies, provides a powerful intellectual basis for the wide-scale promotion of DBS, especially in disadvantaged populations.

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Shirefley, Tess A., and Campbell Leaper. "Mothers’ and Fathers’ Science-Related Talk With Daughters and Sons While Reading Life and Physical Science Books." Frontiers in Psychology 12 (February 14, 2022). http://dx.doi.org/10.3389/fpsyg.2021.813572.

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IntroductionIn prior studies conducted in the United States, parents’ gender-differentiated encouragement of science predicted children’s later science motivation. Most of this research has focused on older children or teens and only looked at the impact of mothers. However, accumulating evidence suggests that gender-differentiated encouragement of science interest may begin in early childhood. Moreover, fathers may be more likely than mothers to treat sons and daughters differently in science-learning contexts.MethodsWe examined 50 United States families with both a mother and a father (82% White; 98% with at least some college education) and either a daughter or a son (48–83 months; M = 62, SD = 9). On separate visits, each parent reads two books with their child. One was about life science and the other was about physical science. We coded parents’ science-related talk during these interactions.Results and ConclusionIn contrast to our predictions, parents used higher proportions of science talk with daughters than sons, including higher average rates of overall science talk and specific types of science talk (e.g., science explanations, science-related personal connections, and science-learning talk). Moreover, most of the child gender effects occurred while reading the physical science books. Book topic and parent gender moderated some additional patterns. Book reading is discussed as a potential context for mitigating socialization experiences that traditionally disfavor girls’ interest in physical science.

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Ribeiro, Thayanne Mayul de Souza Borges. "Munchausen and Munchausen syndromes by Proxy: some notes from Psychology." Revista Científica Multidisciplinar Núcleo do Conhecimento, May 29, 2020, 90–98. http://dx.doi.org/10.32749/https://www.nucleodoconhecimento.com.br/psychology/munchausen-syndromes.

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The article aims to present some notes of psychology about Munchausen syndromes (MS) and Munchausen by Proxy (SMPP), seeking to understand the terms and symptoms. And, later, provide subsidies to health professionals for a possible intervention and treatment. From a review of the literature, through consultation of electronic data and published books available, prioritizing the texts from 1999 to 2019 on the subject. It is observed that the literature points to Munchausen Syndrome as a more common pathology than is diagnosed affecting well-informed individuals about the medication to be used for the treatment of the disease they believe they have. While in Munchausen Syndrome by Proxy the victims are children usually taken to the health service by their mothers or guardians. Improvement in care becomes essential, especially when the victim is the child.

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Caputi, Marcella, Katrina May Dulay, Daniela Bulgarelli, Carmel Houston-Price, Giuseppina Cerrato, Mauro Fanelli, Natalie A. Masento, and Paola Molina. "See & Eat! Using E-books to Promote Vegetable Eating Among Preschoolers: Findings From an Italian Sample." Frontiers in Psychology 12 (August 27, 2021). http://dx.doi.org/10.3389/fpsyg.2021.712416.

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Different strategies have been developed to help parents with introducing new or disliked vegetables. Nonetheless, many parents of preschoolers struggle against children's refusal to eat vegetables. In this study, we aimed to evaluate the effectiveness of e-books in promoting positive attitudes toward vegetables through repeated visual exposures. A total of 61 families with preschoolers joined the See & Eat study and received an e-book about one of two vegetables chosen from a list of 24. Parents provided ratings of children's willingness to taste, intake, and liking of the chosen vegetables before and after reading the e-book; parents also evaluated their children's food fussiness and their agreement with respect to three mealtime goals of the family. Using a 2 (vegetable: target or non-target) × 2 (time: pre-test or post-test) within-subjects analysis, results from 53 families revealed a significant increase in children's willingness to taste, intake, and liking at post-test of both target and non-target vegetables. Following a two-week parent-child e-book reading intervention, children's food fussiness and parents' endorsement of positive mealtime goals slightly but significantly increased. Results suggest that e-books are effective in encouraging healthy eating among preschoolers and that the positive effect of e-book reading can generalize to other vegetables.

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HSIAO, Yaling, Nicola J. DAWSON, Nilanjana BANERJI, and Kate NATION. "The nature and frequency of relative clauses in the language children hear and the language children read: A developmental cross-corpus analysis of English complex grammar." Journal of Child Language, March 7, 2022, 1–26. http://dx.doi.org/10.1017/s0305000921000957.

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Abstract As written language contains more complex syntax than spoken language, exposure to written language provides opportunities for children to experience language input different from everyday speech. We investigated the distribution and nature of relative clauses in three large developmental corpora: one of child-directed speech (targeted at pre-schoolers) and two of text written for children – namely, picture books targeted at pre-schoolers for shared reading and children’s own reading books. Relative clauses were more common in both types of book language. Within text, relative clause usage increased with intended age, and was more frequent in nonfiction than fiction. The types of relative clause structures in text co-occurred with specific lexical properties, such as noun animacy and pronoun use. Book language provides unique access to grammar not easily encountered in speech. This has implications for the distributional lexical-syntactic features and associated discourse functions that children experience and, from this, consequences for language development.

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Hindman, Annemarie H., Jean M. Farrow, Kate Anderson, Barbara A. Wasik, and Patricia A. Snyder. "Understanding Child-Directed Speech Around Book Reading in Toddler Classrooms: Evidence From Early Head Start Programs." Frontiers in Psychology 12 (December 9, 2021). http://dx.doi.org/10.3389/fpsyg.2021.719783.

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Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children’s responses, an important question because many toddlers, particularly in high-need communities, attend group-care settings. This exploratory study examines the linguistic environment during teacher-led book readings in American Early Head Start classrooms serving 2-year-olds from households in poverty. Seven teachers in four classrooms were trained to emphasize target words while reading story and informational books. We first analyzed the nature and quality of their book readings from a macro-level, exploring global instructional quality [Classroom Assessment Scoring System (CLASS)] and linguistic complexity [i.e., diversity of vocabulary (D) and sophistication of syntax (MLU-w)], and we also examined micro-level teacher-child talk strategies and use of target words. Compared to prior research, these classrooms had similar global quality and syntactic complexity, although less lexical diversity. Exploratory results also revealed three distinct teacher talk patterns—teachers who emphasized (1) comments, (2) questions, and (3) a balance of the two. Question-focused teachers had more adult and child talk during reading, as well as more repetitions of target words, and stronger CLASS Engaged Support for Learning. However, comment-focused teachers used more diverse vocabulary and had stronger CLASS Emotional and Behavioral Support. Results illuminate the nature and quality of CDS in toddler classrooms, particularly in the context of an intervention emphasizing target vocabulary words, and highlight applications for professional development and questions for further research.

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"Books Received." Journal of Adolescence 18, no. 3 (June 1995): 379–80. http://dx.doi.org/10.1006/jado.1995.1027.

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Zaporozhets, Halyna, and Yuliya Stodolinska. "Border Crossings Through the Eyes of a Female Narrator: Concept Border in Laura Ingalls Wilder’s Literary Discourse." East European Journal of Psycholinguistics 8, no. 1 (June 29, 2021). http://dx.doi.org/10.29038/eejpl.2021.8.1.zap.

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Many recent studies have focused on the depiction of BORDER from the point of view of cognitive linguistics, gender studies, cultural studies. However, little research has been undertaken to study the books for children that address questions of borderlands, territorial and metaphorical borders in historical and modern fiction among which is Laura Ingalls Wilder’s Little House Series. The objective of this article is to study the portrayal of cultural concept BORDER from the perspective of a female child narrator in Laura Ingalls Wilder’s literary discourse, focusing on the depiction of territorial and metaphorical borders in order to establish the possible influences and interrelations. The multidisciplinary approach that combines the methods and former research findings of such disciplines as cognitive linguistics, psycholinguistics, border studies, discourse studies is implemented to determine the narrator model and the peculiarities of psychonarration in the book series; classify concept BORDER from the point of view of cognitive linguistics and restructure its components; provide an analysis of the figurative and associative layer of the cultural concept BORDER and examine the role of the verbalization of feelings and emotions in the portrayal of territorial and metaphorical border crossings in Wilder’s books. Overall, it is assumed that the female child narrator has been chosen by the author based on the psychological peculiarities of the target audience of the books. The results indicate that the combination of the external and internal forms of psychonarration ensures a clearer portrayal of the female perception of border crossings in the analyzed discourse. The territorial and metaphorical borders depicted in Wilder’s works are interwoven and influenced by historical, biographical, gender, and psychological peculiarities.

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Hutahaean, Frederik Patar, and Talizaro Tafonao. "Urgenitas Keterlibatan Orang Tua Dalam Menangani Psikologi Anak Selama Belajar Di Masa Pandemi." KAPATA: Jurnal Teologi dan Pendidikan Kristen 2, no. 1 (July 10, 2021). http://dx.doi.org/10.55798/kapata.v2i1.16.

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This study aims to determine the extent of the responsibility of parents in assisting children in learning during the pandemic. This study departs from the author's empirical observation that online learning during a pandemic profoundly impacts children's psychology. This can be seen in the reactions of each child as reviewed in this article. This study uses the literature method with a descriptive qualitative approach. The analysis process is to use various literary sources including journals, books, and other reliable reference materials to support the author's analysis of parental involvement in dealing with child psychology. The results found in this study indicate that parental responsibility and strategy are the primary keys in dealing with child psychology. Thus the involvement of people in accompanying children during the pandemic is very significant. AbstrakTujuan kajian ini adalah untuk mengetahui sejauh mana tanggung jawab orang tua dalam mendampingi anak dalam belajar selama pandemi. Kajian ini berangkat dari pengamatan penulis secara empiris bahwa pembelajaran daring selama pandemi sangat berdampak pada psikologis anak dan hal ini terlihat dalam reaksi setiap anak sebagaimana ulasan dalam artikel ini. Kajian ini menggunakan metode kualitatif deskriptif. Proses analisis yang dilakukan adalah menggunakan berbagai sumber literatur-literatur baik jurnal, buku dan bahan referensi lainnya yang terpercaya untuk mendukung analisis penulis yang berhubungan dengan keterlibatan orang tua dalam menangani psikologi anak. Hasil yang ditemukan dalam kajian ini menunjukkan bahwa tanggung jawab orang tua dan strategi merupakan kunci utama dalam menangani psikologi anak. Dengan demikian keterlibatan orang dalam mendampingi anak selama pandemi sangat signifikan.

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Hoel, Trude, Elisabeth Brekke Stangeland, and Katrin Schulz-Heidorf. "What Happens Before Book Reading Starts? an Analysis of Teacher–Child Behaviours With Print and Digital Books." Frontiers in Psychology 11 (November 12, 2020). http://dx.doi.org/10.3389/fpsyg.2020.570652.

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Müller-Brauers, Claudia, Christiane Miosga, Silke Fischer, Alina Maus, and Ines Potthast. "Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study." Frontiers in Psychology 11 (December 2, 2020). http://dx.doi.org/10.3389/fpsyg.2020.593482.

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Digital literature is playing an increasingly important role in children's everyday lives and opening up new paths for family literacy and early childhood education. However, despite positive effects of electronic books and picture-book apps on vocabulary learning, early writing, or phonological awareness, research findings on early narrative skills are ambiguous. Particularly, there still is a research gap regarding how app materiality affects children's story understanding. Thus, based on the ViSAR model for picture-book app analysis and data stemming from 12 digital reading dyads containing German monolingual 2- to 3-year-olds and their caregivers this study assessed the narrative potential of a commercial picture-book app and how this is used in interaction. Results of the media analysis showed that the app provides a high number of narrative animations. These animations could be used interactively to engage the child in the story. However, results of the interaction analysis showed that adult readers do not exploit this potential due to their strong concentration on operative prompts and instructions. Furthermore, an explorative analysis of the relation between adults' utterances and children's story comprehension provided preliminary indicators regarding how the length of reading duration and the number of utterances might relate to children's understanding of the story. Findings and methodological limitations of the study are discussed and combined didactically with practical recommendations on how to use narrative animations in interaction effectively.

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Journal articles on the topic 'Books on child psychology'

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