Relevant bibliographies by topics / Children Verbal learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Children Verbal learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Children Verbal learning"

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Yeates, Keith Owen, Benedicta G. Enrile, Nancy Loss, Elliot Blumenstein, and Dean C. Delis. "Verbal Learning and Memory in Children with Myelomeningocele." Journal of Pediatric Psychology 20, no. 6 (1995): 801–15. http://dx.doi.org/10.1093/jpepsy/20.6.801.

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Shear, Paula K., Paula Tallal, and Dean C. Delis. "Verbal learning and memory in language impaired children." Neuropsychologia 30, no. 5 (1992): 451–58. http://dx.doi.org/10.1016/0028-3932(92)90092-z.

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Kamhi, Alan G., Betholyn Gentry, Daria Mauer, and Barry Gholson. "Analogical Learning and Transfer in Language-Impaired Children." Journal of Speech and Hearing Disorders 55, no. 1 (1990): 140–48. http://dx.doi.org/10.1044/jshd.5501.140.

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In this study, the trial-by-trial acquisition procedures developed by Gholson, Eymard, Morgan, and Kamhi (1987) were used to examine analogical reasoning processes in school-age language-impaired (LI) children and normal age peers. Subjects were 16 LI and 16 normally developing children between the ages 6:4 and 8:9 years. Half of the subjects heard only verbal presentations of the problems, whereas the other half heard the verbal presentations while simultaneously viewing physical demonstrations of the problems. The LI children who heard only verbal presentations of the problems took significa
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Masterson, Julie J., Lea Helen Evans, and Mark Aloia. "Verbal Analogical Reasoning in Children With Language-Learning Disabilities." Journal of Speech, Language, and Hearing Research 36, no. 1 (1993): 76–82. http://dx.doi.org/10.1044/jshr.3601.76.

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This study was designed to explore the influences of both cognitive and linguistic abilities on verbal analogy completion. School-age children classified as language-learning disabled were administered five types of verbal analogies: synonyms, antonyms, linear order, category membership, and functional relationship. The performance of the children with language-learning disabilities was compared with one group of normally developing children matched for mental age and another group matched for language age. Results indicated that the group matched for mental age performed better than the other
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Fox, Tania, and Nadina Lincoln. "Verbal mediation as a treatment strategy for children with non-verbal learning difficulties." International Journal of Therapy and Rehabilitation 15, no. 7 (2008): 315–20. http://dx.doi.org/10.12968/ijtr.2008.15.7.30455.

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Bintoro, Totok. "KEMAMPUAN KOMUNIKASI ANAK TUNARUNGU." Perspektif Ilmu Pendidikan 23, no. XIV (2011): 12–40. http://dx.doi.org/10.21009/pip.231.2.

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This research aimed to find out the influencing differences of variables such as learning strategies and levels of deafness toward the verbal and non verbal communication ability in hearing impairment children. Besides, this research also aimed to find out whether there are interactions between two independent variables or not that influence verbal and nonverbal communication ability in hearing impairment children. For those purposes, an ex post facto comparative research was conducted to compare the influence of MMR learning strategies and conventional learning strategies that had been done a
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Kerr, Robert, Tami Koivu, and Christine Blais. "Motor and Verbal Learning of Movements." Perceptual and Motor Skills 69, no. 1 (1989): 331–37. http://dx.doi.org/10.2466/pms.1989.69.1.331.

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When teaching any skill there is always the implication that the learner can translate verbal instructions and corrections into movements and express verbally problems with their own movements. The complexity (in terms of the number of variables) of most motor skills requires the learner to handle several bits of information. Children were tested for verbal recall or recall by demonstration (motor) of a sequence of movements previously presented by either method. Analysis suggested that subjects who were required to translate the information between modes evidenced better retention.
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Oliveira, Rosinda Martins, and Helenice Charchat-Fichman. "Brazilian children performance on Rey’s auditory verbal learning paradigm." Arquivos de Neuro-Psiquiatria 66, no. 1 (2008): 40–44. http://dx.doi.org/10.1590/s0004-282x2008000100010.

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The Rey Auditory Verbal Learning paradigm is worldwide used in clinical and research settings. There is consensus about its psychometric robustessness and that its various scores provide relevant information about different aspects of memory and learning. However, there are only a few studies in Brazil employing this paradigm and none of them with children. This paper describes the performance of 119 Brazilian children in a version of Rey´s paradigm. The correlations between scores showed the internal consistency of this version. Also, the pattern of results observed was very similar to that o
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Yeates, Keith Owen, Elliot Blumenstein, Carolyn M. Patterson, and Dean C. Delis. "Verbal learning and memory following pediatric closed-head injury." Journal of the International Neuropsychological Society 1, no. 1 (1995): 78–87. http://dx.doi.org/10.1017/s1355617700000138.

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AbstractIn this study, verbal learning and memory following pediatric closed-head injuries (CHI) using the children's version of the California Verbal Learning Test (CVLT). Participants included 47 children, ages 5–16 yr, with a history of CHI, and 47 matched, noninjured controls. Children with CHI performed more poorly than controls on the CVLT, although their deficits varied qualitatively as a function of injury severity. Those with mild/moderate injuries performed as well as controls on learning trials, but they recalled proportionally fewer words after a delay (although their recognition w
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Hanten, Gerri, Sandra B. Chapman, Jacquelyn F. Gamino, et al. "Verbal selective learning after traumatic brain injury in children." Annals of Neurology 56, no. 6 (2004): 847–53. http://dx.doi.org/10.1002/ana.20298.

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Dissertations / Theses on the topic "Children Verbal learning"

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Conde, Joann M. "Patterns of verbal communication in children with special needs." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5290/.

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The social interactions between children with special needs, learning disabilities and/or attention deficit disorder (ADHD), were investigated. The children were observed in groups of three/four while creating a cooperative art project. During this activity, their interactions were recorded and coded for patterns of verbal communication. Verbal communication was evaluated through statements reflecting requests for information and materials; helping/cooperation/giving; consideration/positive reinforcement; competitiveness; intrusiveness; rejection; self-image; neutral statements; and persuasive
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Clerkin, Colin P. "Investigation of an intervention to facilitate non-verbal communicative behaviour." Thesis, Bangor University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239878.

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Fleming, Paul J. "The acquisition and alteration of food consumption patterns in preverbal and verbal children." Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364555.

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Supersymmetric string theories are the best candidates we have for a unification of all the fundamental interactions known in physics. These theories still need to be confronted with experiment. However, direct evidence for string effects only becomes important at high energies. This means that, at present, one can only hope to constrain these theories through their low energy limits. Of these, the most promising are supergravities where the fields and their interactions are severely constrained by the superstring theory. In this thesis we will consider some of the additional constraints impos
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Ho, Man-ling Joyce. "The difficulties of Chinese dyslexic children in the process of learning verbal and nonverbal materials." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37090616.

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Daly, Patricia M. "The verbal behavior of students with learning disabilities during reading instruction with the language experience approach and two mastery learning programs /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011221371.

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何敏靈 and Man-ling Joyce Ho. "The difficulties of Chinese dyslexic children in the process of learning verbal and nonverbal materials." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37090616.

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Huxford, Bonnie L. "Relationships between the California Verbal Learning Test - Children's Version and the Wechsler Intelligence Test for Children - Third Edition." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191107.

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This study looked at the relationship between the 27 indices on the California Verbal Learning Test - Children's Version (CVLT-C) and the 19 scores on the Wechsler Intelligence Test for Children - Third Edition (WISC-III). The sample consisted of 58 children, ages 6-16 from a clinical population. The subgroups with Attention Deficit Hyperactivity Disorder (ADHD), Learning Disabilities (LD), and High Ability (HA) were compared to children with no clinical diagnosis (ND) on WISC-III Full Scale IQ, Verbal IQ, and Performance IQ; on CVLT-C Total Recall Trials 1-5; and on CVLC factors of Attention
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CONRAD, PAMELA FANKHAUSER. "VERBAL AND NONVERBAL PROCESSING AMONG LEFT- AND RIGHT-HANDED GOOD READERS AND READING-DISABLED CHILDREN." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184189.

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Differences in cerebral lateralization of verbal and nonverbal stimuli between left- and right-handed good readers and left- and right-handed reading-disabled children were examined. The study utilized the dichotic listening paradigm and examined the effects of directed attention on the processing of consonant-vowel (CV) and tonal stimuli by the four groups. The sixty subjects included fifteen right-handed good readers (eleven females and four males, mean age 10-3), fifteen left-handed good readers (eight females and seven males, mean age 10-5), fifteen right-handed reading-disabled children (
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Micklewright, Jackie L. "Verbal learning and memory abilities in children with brain tumors the role of the third ventricle region /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-11172005-133342/.

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Thesis (M.A.)--Georgia State University, 2005.<br>Title from title screen. Tricia Z. King, committee chair; Robin Morris, Mary Morris, committee members. Electronic text (102 p. : col. ill.) : digital, PDF file. Description based on contents viewed July 17, 2007. Includes bibliographical references (p. 91-102).
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Chan, Chi-man. "A study of the effects of multi-sensory stimulation on pre-verbal communication skills of people with a profound learning disability /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36784333.

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Books on the topic "Children Verbal learning"

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Talley, Jack L. Children's auditory verbal learning test: Professional manual. Psychological Assessment Resources, 1990.

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Talley, Jack L. Children's Auditory Verbal Learning Test-2: Professional manual. Psychological Assessment Resources, 1993.

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Ruoho, Kari. Zum Stellenwert der Verbosensmotorik im Konzept prophylaktischer Diagnostik der Lernfähigkeit bei finnischen Vorsc[h]ulkindern im Alter von sechs Jahren. University of Joensuu, 1990.

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E, Ross Denise, ed. Verbal behavior analysis: Inducing and expanding new verbal capabilities in children with language delays. Pearson/Allyn & Bacon, 2008.

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Parkins, Eric John. Verbal learning ability tests for junior school children: Aspects of validity and correlations with BAS scores. University of Manchester, 1993.

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Gallas, Karen. The languages of learning: How children talk, write, dance, draw and sing their understanding of the world. Teachers College Press, 1994.

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The languages of learning: How children talk, write, dance, draw, and sing their understanding of the world. Teachers College Press, 1994.

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Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo. Gengo Kishitsu Shōgai Kyōiku Kenkyūshitsu. Kotoba no okureta ko e no enjo. Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo, 1988.

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Bud, Fredericks H. D., and Teaching Research Infant and Child Center., eds. Teaching expressive and receptive language to students with moderate and severe handicaps. PRO-ED, 1985.

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Late-talking children. BasicBooks, 1997.

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Book chapters on the topic "Children Verbal learning"

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Fine, Eric M., and Dean C. Delis. "California Verbal Learning Test – Children’s Version." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1538.

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Fine, Eric M., and Dean C. Delis. "California Verbal Learning Test – Children’s Version." In Encyclopedia of Clinical Neuropsychology. Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1538.

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Fine, Eric M., and Dean C. Delis. "California Verbal Learning Test – Children’s Version." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1538-2.

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Reilly, Beau, and Raphael Bernier. "California Verbal Learning Test, Children’s Version (CVLT-C)." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_638.

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Reilly, Beau, and Raphael Bernier. "California Verbal Learning Test, Children’s Version (CVLT-C)." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_638.

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Miller, Michael J., Jo Ann Petrie, Erin D. Bigler, and Wayne V. Adams. "Comprehensive Assessment of Child and Adolescent Memory: The Wide Range Assessment of Memory and Learning, the Test of Memory and Learning, and the California Verbal Learning Test-Children's Version." In Comprehensive Handbook of Psychological Assessment. John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9780471726753.ch15.

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"Non-verbal learning difficulties." In Gifted and Talented Children with Special Educational Needs. Routledge, 2013. http://dx.doi.org/10.4324/9780203962701-9.

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Adel, Aya, and Marwa Mahmoud Saleh. "Phonological Deficit Traits in Verbal Language of Dyslexics." In Learning Disabilities [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99871.

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Developmental dyslexia is a common learning disorder which is defined as a specific deficit in reading acquisition that cannot be accounted for by low IQ , lack of typical educational opportunities, or an obvious sensory or neurological damage. Dyslexic children commonly present with delayed language development first, which selectively affects phonological processing more than other aspects of language. The problem at the level of phonological representations causes a range of typical symptoms which include problems of verbal short-term memory, non-word repetitions, phonological learning of new verbal information, word retrieval, and rapid naming. This chapter will address the picture of early oral language difficulties especially phonological deficits in dyslexia, and how reading problems are related to them.
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LUCANGELI, D., E. GENOVESE, M. GUBERNALE, S. CABRELE, and D. MANZONI. "The Development of Numerical Intelligence in Preschool Children with Cochlear Implants: A Hypothesis on Mathematical, Verbal, and Non-Verbal Cognitive Competence." In Advances in Learning and Behavioral Disabilities. Elsevier, 2007. http://dx.doi.org/10.1016/s0735-004x(07)20012-6.

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Scott, Diane M. "Using Hearing Assistance Technology to Improve School Success for All Children." In Handbook of Research on Transformative Digital Content and Learning Technologies. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2000-9.ch017.

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The acoustical conditions in the classroom play an important role in the learning process of children. Most daily instruction is verbal; therefore, all children in the classroom and other educational settings need access to auditory information. This chapter will provide information to teachers and administrators about hearing assistance technology that can facilitate classroom learning for typically developing children, second language learners, children who are hearing impaired, and children with normal hearing thresholds but significantly poorer auditory performance, such as children who are diagnosed with auditory processing disorder, autism spectrum disorder, attention-deficit hyperactivity disorder, and language disorder. Teachers and educational audiologists can collaborate on the use of technology to ensure children have access to auditory information in the classroom.
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Conference papers on the topic "Children Verbal learning"

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Stoyanova, Diana, Nadezhda Kafadarova, Silviya Stoyanova-Petrova, and Nevena Mileva. "IMPROVING THE SOCIAL INCLUSION OF CHILDREN WITH VERBAL COMMUNICATION BY USING A TESI TOOL: PILOT RESULTS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1254.

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Shapir, Barbara, Teresa Lewin, and Samar Aldinah. "LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end031.

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The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experim
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Syamsudin, Moh Anas, and Harun Rasyid. "The Effects of Verbal Reward and Punishment on Gross Motor Learning Activities for Children 4-5 Years Old." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.71.

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Habib Mohamed, Malikka Begum Binte. "Response and Non-response to Intervention for Reading Difficulties: What Role do Cognitive Correlates Play?" In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.800.

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Grade 1 responders and non-responders to an iPad-based reading intervention were evaluated on their cognitive attributes. Cognitive measures included phonological awareness, rapid automatized naming, verbal memory and statistical learning, which were correlated with a lack of response to reading interventions in previous studies (Al Otaiba &amp; Fuchs, 2006). The overall research question was whether and which of the cognitive variables could differentiate treatment responders versus non-responders, since this would provide valuable information in predicting which children may be better served
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Kim, Jaebok, Khiet Truong, and Vanessa Evers. "Automatic detection of children's engagement using non-verbal features and ordinal learning." In Workshop on Child Computer Interaction. ISCA, 2016. http://dx.doi.org/10.21437/wocci.2016-5.

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Tanaka, Fumihide, and Shizuko Matsuzoe. "Learning verbs by teaching a care-receiving robot by children." In the seventh annual ACM/IEEE international conference. ACM Press, 2012. http://dx.doi.org/10.1145/2157689.2157781.

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Kawai, Yuji, Yuji Oshima, Yuki Sasamoto, Yukie Nagai, and Minoru Asada. "Computational model for syntactic development: Identifying how children learn to generalize nouns and verbs for different languages." In 2014 Joint IEEE International Conferences on Development and Learning and Epigenetic Robotics (ICDL-Epirob). IEEE, 2014. http://dx.doi.org/10.1109/devlrn.2014.6982965.

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