Relevant bibliographies by topics / Three and Four-Year-old children

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

Academic literature on the topic 'Three and Four-Year-old children'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Three and Four-Year-old children"

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Thothathiri, Malathi, and Jesse Snedeker. "Syntactic priming during language comprehension in three- and four-year-old children." Journal of Memory and Language 58, no. 2 (2008): 188–213. http://dx.doi.org/10.1016/j.jml.2007.06.012.

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Barnes, Jessica L., and Cynthia A. Warren. "Development of Food Group Books for Three- and Four-Year-Old Children." Family and Consumer Sciences Research Journal 45, no. 3 (2017): 272–84. http://dx.doi.org/10.1111/fcsr.12200.

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Leonard, Susan P., and John Archer. "A naturalistic investigation of gender constancy in three- to four-year-old children." British Journal of Developmental Psychology 7, no. 4 (1989): 341–46. http://dx.doi.org/10.1111/j.2044-835x.1989.tb00810.x.

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Sinaga, Basuki Rachmat. "PHONOLOGICAL OBJECTIVES OF THREE YEAR OLD CHILDREN." BAHASTRA 38, no. 2 (2019): 81. http://dx.doi.org/10.26555/bahastra.v38i2.10521.

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Wati, Dyah Kanya, Bagus Ngurah Putu Arhana, Dewi Kumara Wati, and Tuti Parwati Merati. "AIDS in a three-year old girl." Paediatrica Indonesiana 46, no. 6 (2016): 281. http://dx.doi.org/10.14238/pi46.6.2006.281-4.

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The acquired immunodeficiency syndromein children was first recognized in 1982, oneyear after the initial description in adults.WHO estimates that 2 million children hadbeen infected with human immunodeficiency virus(HIV) by the year 2000. Pediatric AIDS threatenschild survival in developing countries. At the endof 1999, 34.3 million individuals were estimated tobe infected globally, of which 1.3 million (3.8%)were children below 15 years old. Until September2005, no children with HIV AIDS in Indonesia wasfound.Approximately 80% of children acquired HIV-1infection from vertical maternal transm
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Baltaxe, Christiane A. M. "Vocal Communication of Affect and its Perception in Three- to Four-Year-Old Children." Perceptual and Motor Skills 72, no. 3_suppl (1991): 1187–202. http://dx.doi.org/10.2466/pms.1991.72.3c.1187.

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Payne, Grace, Rosanne Taylor, Harlene Hayne, and Damian Scarf. "Mental time travel for self and other in three- and four-year-old children." Memory 23, no. 5 (2014): 675–82. http://dx.doi.org/10.1080/09658211.2014.921310.

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Li, Wei, Bihua Cao, Lijuan Hu, and Fuhong Li. "Developmental Trajectory of Rule Detection in Four- to Six-Year-Old Children." International Journal of Behavioral Development 41, no. 2 (2016): 238–44. http://dx.doi.org/10.1177/0165025415620056.

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Children younger than three years old are able to detect hidden rules in numerical sequences, and this ability matches that of adults by age seven. However, the developmental trajectory of this ability during the ages of four to six remains unknown. The present study adopted a modified Brixton task to address this issue. In this task, children were presented with sequences of moving circles and were asked to predict which circle would next turn blue based on hidden rules that were either simple (e.g. + 2) or complex (e.g. + 2 – 1). Results suggested that (a) four-year-olds were only able to de
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Mennetrey, Charlotte, and Nathalie Angeard. "Cognitive flexibility training in three-year-old children." Cognitive Development 48 (October 2018): 125–34. http://dx.doi.org/10.1016/j.cogdev.2018.08.004.

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Olczak-Kowalczyk, Dorota, Anna Turska-Szybka, Izabela Strużycka, Dariusz Gozdowski, Teresa Bachanek, and Urszula Kaczmarek. "Caries pattern in three-year old preschool children." Dental and Medical Problems 54, no. 3 (2017): 241–46. http://dx.doi.org/10.17219/dmp/76441.

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Dissertations / Theses on the topic "Three and Four-Year-old children"

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Zeidler, Stephanie J. "ULTRASONIC NORMATIVE SWALLOWING DATA IN THREE/FOUR YEAR OLD CHILDREN." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1177036048.

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Foote, Martha M. (Martha McNew). "An Exploratory Study of Curiosity in Three-, Four- and Five-Year-Old Children." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331562/.

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This study investigated the development of curiosity in young children. A previous study by Kreitler, Zigler, and Kreitler had identified five specific types of curiosity, manipulatory curiosity, perceptual curiosity, conceptual curiosity, curiosity about the complex, and adjustive-reactive curiosity. The basic problem was to describe the development of these five types of curiosity in three-, four-, and five-year-old children. A secondary problem was to determine if children follow a predictable pattern in their development of the five types of curiosity. Five tasks, measuring nineteen variab
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Moffatt, Caroline Prater. "Language and Memory Development in the Three and Four Year Old." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4628.

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Although there is agreement in the literature that memory is required for language, there is disagreement as to whether certain memory abilities are prerequisite for language. There has been a significant amount of research in the field of memory development as it relates to language; however, little research has been done in the area of memory and language development in the preschool aged child. This study examined two aspects of auditory memory and language development in the preschool child: (a) the auditory memory abilities of delayed language children versus normal language children, and
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Christianson, Pamela Paguia. "Disfluencies in normal three-year-old and five-year-old male children." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/3737.

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The purpose of this study was to compare the frequency of specific disfluencies in 3 year old and 5 year old normal male children in terms of part-word repetitions, word repetitions, phrase repetitions, interjections, revision-incomplete phrases, disrhythmic phonations and tense pauses. The disfluencies were observed while each child spontaneously interacted with an investigator in a clinical room. Two questions were addressed: 1. Do three-year-old male children exhibit a higher overall frequency of disfluencies than five-yearold male children? 2. Do three-year-old male children exhibit a grea
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Waizenhofer, Susan Lyne. "Ultrasonic Normative Data on Hyoid Bone Displacement in Three and Four Year Old Children." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240582537.

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Filipenko, Margot Jessica. "Storytelling : a classification of the elements identified in the oral storytexts of three- and four-year-old children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28222.

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Although research has probed the linguistic elements of the storytexts produced by children, it appears to have ignored the child's use of the paralinguistic elements of storytelling as a further indicator of the child's developing sense of story. The purpose of this study has been to identify what linguistic and paralinguistic elements are employed by three-and four-year-old children in episodes of spontaneous storytelling. In order to develop a practical structure which adequately described the linguistic and paralinguistic elements embedded in children's oral storytexts, the design of the
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Bradford, Helen. "Co-constructing writing pedagogy with two-and-three-year-old children." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10055520/.

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Research over the past four decades confirms that by the age of three years old children already understand some of the functions and purpose of writing. Evidence also suggests that some children are capable of articulating this understanding. From a developmental perspective it therefore makes sense that the literate performances of three-year-old children have their roots in much earlier writing experiences. Building on this premise, and further evidence to suggest that children as young as two years old are beginning to understand the symbolic nature of print, the research reported in this
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Barron, Ian. "An exploration of the factors that affect the ethnic identities of a group of three and four year old children." Thesis, n.p, 2007. http://ethos.bl.uk/.

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Dean, Bronya. "A hidden world of song : spontaneous singing in the everyday lives of three- and four-year-old children at home." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32957.

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This study explores the spontaneous singing of three- and four-year-old children at home, with emphasis on how young children use singing in their everyday lives. Spontaneous singing pervades the everyday lives of young children and can provide insights into a child's musical and extra-musical experience at home. Although several studies have examined spontaneous singing in educational settings, young children's musical lives at home are rarely studied in detail. The home is a difficult space to access, and data collection methods often rely on parental reporting. As a result, some types of si
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Sweet, Monica Ann. "Representational flexibility in the three-year-old : evidence from dimensional change tasks /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3112192.

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Books on the topic "Three and Four-Year-old children"

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Coletta, Anthony J. Year 'round activities for three-year-old children. Center for Applied Research in Education, 1986.

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Spodek, Bernard. Foundations of early childhood education: Teaching three-, four-, and five-year-old children. Prentice-Hall, 1987.

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Spodek, Bernard. Foundations of early childhood education: Teaching three-, four-, and five-year-old children. 2nd ed. Prentice Hall, 1991.

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Bedsole, Elizabeth Ann. A descriptive study of the musical abilities of three- and four-year old children. s.n.], 1987.

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Hamburger, Catherine I. M. The dental health of three, four and five year old children in Sandwell district. University of Birmingham, 1988.

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Bedsole, Elizabeth Ann. A descriptive study of the musical abilities of three- and four-year old children. University of Illinois, 1987.

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Barr, Jean Gwynneth. The oral health status of a sample of three and four year old children in Sheffield. University of Birmingham, 1991.

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Bell, Alice. Sixth survey of parents of three and four year old children and their use of years services. DfES, 2004.

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Briggs, Jean L. Inuit morality play: The emotional education of a three-year-old. Institute of Social and Economic Research, 1998.

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Briggs, Jean L. Inuit morality play: The emotional education of a three-year-old. Yale University Press, 1998.

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Book chapters on the topic "Three and Four-Year-old children"

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Dean, Bronya. "Spontaneous Singing and Musical Agency in the Everyday Home Lives of Three- and Four-Year-Old Children." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17791-1_7.

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Gillen, Julia. "“It's not really time for going home”: Three- and Four-Year-Old Children Learning to Talk on the Telephone." In Dialogue Analysis VII: Working with Dialogue, edited by Malcolm Coulthard, Janet Cotterill, and Frances Rock. De Gruyter, 2000. http://dx.doi.org/10.1515/9783110941265-019.

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Pascoe, Michelle, Olebeng Mahura, Jane Le Roux, et al. "1. Speech Development in Three-year-old Children Acquiring isiXhosa and English in South Africa." In Crosslinguistic Encounters in Language Acquisition, edited by Elena Babatsouli, David Ingram, and Nicole Müller. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099092-005.

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Støle, Hildegunn, Åse Kari H. Wagner, and Knut Schwippert. "The Importance of Parents’ Own Reading for 10-Year Old Students’ Reading Achievement in the Nordic Countries." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_14.

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AbstractThe Nordic education model of an inclusive school for all aims at giving children equal, and excellent, opportunities for acquiring high levels of reading ability. It is well documented that both students’ and their parents’ reading interest is closely and positively associated with students’ reading achievement. There is therefore cause for concern when reading interests seem to be in decline both among parents and among today’s students. Family socio-economic background is also well known to relate strongly to students’ reading achievement. Especially children of parents with low education are likely to be deprived of opportunities of beneficial reading activities, such as seeing their parents read, being read to by family members, and learning to enjoy reading for themselves in the early years of school. On the other hand, it is possible that parents who enjoy reading and/or read much at home, provide their children with a basis for acquiring good reading skills, regardless of their educational background. Our article analyses data from four cycles (2001–2016) of the Progress in International Reading Literacy Study (PIRLS), and several Nordic countries, in order to establish whether parental reading can compensate for low parental education levels. We find that parents’ reading enjoyment, but not their frequent reading in their spare time, to some degree does compensate for lack of tertiary (high) education. However, if increasingly fewer parents like to read, more children will go without the opportunity to develop reading enjoyment themselves, and this will likely affect more children from low-SES backgrounds than from higher SES-backgrounds.
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Almeida, Sylvia Christine, and Marilyn Fleer. "E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_10.

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AbstractInternationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.
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Barner, David, Lara K. Hochstein, Miriam P. Rubenson, and Alan Bale. "Chapter 14. Four-year-old children compute scalar implicatures in absence of epistemic reasoning." In Semantics in Language Acquisition. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/tilar.24.14bar.

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Barreto, Isabel María Gómez, Carlos Montoya Fernández, Andrea Carolina Ortega Santander, and José Luis Gómez Ramos. "Playful Learning, Thinking Dispositions, and Daring and Challenging Play in Early Childhood." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7585-7.ch019.

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This chapter presents research based on evidence, where the way of favoring the promotion of thought and the opportunities for play as a learning resource is investigated. Twenty-four three-year-old children and one teacher participated in the study. The research is based on psychology and pedagogy's empirical contributions about the game and its implication with cognitive processes and learning. The implemented method consisted of direct observation, supported by video recordings in the classrooms and during playtime. Results revealed that the promotion of thought was scarce, and there were also few opportunities for playful learning. Thus, the most frequently encouraged thinking types were connections, explanations, self-questioning and inquiring, and thinking dispositions observed during play – such as being open, adventurous, curious, and willing to be intellectually careful. In sum, a proposal based on playful learning is designed to respond to the needs found to achieve the research goals.
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Turkanis, Carolyn Goodman, and Leslee Bartlett. "Coming Home to School." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0010.

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The continuing involvement of parents and of children from before they enter school to after graduation contributes to the commitment and comfort of this learning community. In the younger grades, there are a lot of little siblings that visit. These preschoolers will later be OC students—and they already feel that they belong and don’t want to leave when their parents need to go. Leslee remembers an enchanting two-year-old who would come in with her older brother. Soon she was a student in Leslee’s classroom—and recently she was interviewed as an OC graduate for a BBC film about the OC. One four-year-old whose big sister was in Leslee’s class just couldn’t wait to have Leslee as his teacher, so his mother hired Leslee to take him to a museum one summer day so he would be satisfied to have Leslee as his teacher now. Three-year-olds join in their older sisters’ and brothers’ classroom celebrations; they dance around on the playground, holding hands with kids that are two years older—the little ones are part of the community already. By the time their first day of kindergarten arrives, they and the teachers begin the school year feeling that they are in the company of friends and thinking of school as a place that is known, comfortable, and loved. For OC students, school is not a place that you have to go, but a place that you want to go. Recently, two little boys came into school after a weekend, and Leslee said, “Hi, how was your weekend?” and one said “Too long! I wish the weekend was just so quick, so I could get back to school.” John Hayes, as a parent, reflected on the importance of enjoyment of learning in this school community: . . .I am a product of traditional education in Utah which served me well and prepared me to be competitive in higher education. When I compare the reluctance with which my three grade-schoolers view the ending of school, however, to the ultimate jubilation associated with the last day of school that I experienced as a child, I understand clearly why I opt for this educational alternative for my children. . . .
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Bradshaw, Pamela. ""What about Sharing?"." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0017.

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I looked down at six-year-old Patrick, who stood at my elbow, while I scanned the crowd near the exit gate of Salt Lake’s Hogle Zoo. “What about sharing?” he asked. It was a bright May morning; hundreds of children with name tags streamed by our kindergarten group as we gathered on a small patch of lawn. As the teacher in charge of this group, I was to meet the co-opers at this spot with their smaller groups so that we could count noses before heading back to school. With only four mornings a week for kindergarten, time was always tight, and using one morning for a zoo trip was like trying to make a shoebox into a garage for an elephant. Patrick wanted to share?—surely he could see that there was no way. He just had to be kidding. I shaded my eyes to better see through the crowd for the missing zoo-explorers. Patrick asked again; his eyebrows pinched a crease on his forehead as I began to realize how serious he was. He waited patiently, tenaciously as only a six-year-old could, for my reply. If time was normally limited, and tremendously limited for a trip to the zoo, on this particular day it was impossibly limited. Already Mary’s dad held out a Tupperware container that held precious birthday cupcakes Mary had waited all day—all year—to present. I called Mary to me, positioning her before the handful of gathered children for her Happy Birthday song. If the children were ready to sing, we might still have just enough time to buckle seat belts and drive across the valley. We would pull up to the curb at school just in time for the children to meet their rides home, but certainly not with enough time to regroup in the classroom for what we knew as a sharing circle. Sharing circle was a much anticipated time every day when four or five children would present something they chose to show us. At this show-and-tell time, their classmates could admire and ask questions about the object of choice.
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Berk, Laura E. "A New View of Child Development." In Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.003.0005.

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In my three decades of teaching university courses in child development, I have come to know thousands of students, many of whom were parents or who became parents soon after completing my class. I also served on boards of directors and advisory committees for child-care centers, preschools, elementary schools, and parent organizations. And my research continually drew me into classrooms, where for countless hours I observed and recorded preschool and school-age children’s activities, social interactions, and solitary behaviors, in hopes of answering central questions about how they learn. As a byproduct of those experiences, parents repeatedly approached me with concerns about how to foster their child’s development in the early years. Their fervent questions, at times riddled with doubt and anxiety, revealed that creating optimum learning environments for young children at home—and ensuring their access to development-enhancing experiences in child care, preschool, and school—have become mounting parental challenges. Consider the following problematic situations that parents recently raised with me: • Bob and Sharon, parents of a 4-year-old: Our daughter, Lydia, could recite her ABCs and count from 1 to 20 by age 2 1/2. When we looked for a preschool, many programs appeared to do little more than let children play, so we chose one with lots of emphasis on academics. To me, Lydia’s preschool seems like great preparation for kindergarten and first grade, but each morning, Lydia hates to go. Why is Lydia, who’s always been an upbeat, curious child, so unhappy? • Angela, mother of a 4-year-old and 6-year-old: My husband and I have demanding careers and need to bring work home in the evenings. I’ve read that it’s the quality of time we spend with our children that’s important, not the quantity. We try hard to give Victor and Jeannine our undivided attention, but they’re often whiny, demanding, and quarrelsome. Many times we end up sending them to their rooms or letting them watch TV, just to get some peace after a long day. What’s the best way to create quality parent–child time? • Talia, mother of a 7-year-old: My son Anselmo, a first grader, constantly asks us to help him with his homework.
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Conference papers on the topic "Three and Four-Year-old children"

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Zhang, Qianyutong, Kexin Lyu, Zening Chen, and Ping Tang. "Acquisition of Prosodic Focus Marking by Three- to Six-Year-Old Children Learning Mandarin Chinese." In Interspeech 2021. ISCA, 2021. http://dx.doi.org/10.21437/interspeech.2021-316.

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Moore, Tara L. A., Michael T. Prange, William N. Newberry, Daniel Peterson, Brian Smyth, and Catherine Ford Corrigan. "Inertial Neck Injuries in Children Involved in Frontal Collisions: Sled Testing Using the 6-Year-Old ATD." In ASME 2007 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2007. http://dx.doi.org/10.1115/sbc2007-176671.

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Sled tests were conducted using a 6-year-old anthropomorphic test device (ATD) to investigate the effect of restraint type and crash severity on the risk of pediatric inertial neck injury. Tests were conducted at three severities, using three restraint configurations: properly restrained, misused restraint, and an age-inappropriate restraint. ATD injury measurements increased with increased crash severity. Head accelerations, head injury criteria, and neck loads, with the exception of neck flexion, were relatively independent of restraint configuration at a given crash severity. The data show
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Brickman, Dennis B., and Joseph F. Grzetic. "Safety Analysis and Child Testing of Residential Windows." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10127.

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A three year old boy fell through a third floor apartment window resulting in fatality. An accident reconstruction was performed using live surrogate children under static and dynamic loading conditions. The failure modes and physical characteristics of tested window screens are presented. Accident prevention strategies are explored.
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Lim, A., V. Ramesh, S. Annavarapu, and T. Polvikoski. "G308(P) Sudden unexpected death in epilepsy (sudep) during sleep in three 17-year-old adolescents without intellectual disability." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.300.

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Hu, Jingwen, Zhigang Li, and Jinhuan Zhang. "Development and Preliminary Validation of a Parametric Pediatric Head Finite Element Model for Population-Based Impact Simulations." In ASME 2011 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2011. http://dx.doi.org/10.1115/sbc2011-53166.

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Head injury is the leading cause of pediatric fatality and disability in the United States (1). Although finite element (FE) method has been widely used for investigating head injury under impact, there are only a few 3D pediatric head FE models available in the literature, including a 6-month-old child head model developed by Klinich et al (2), a newborn, a 6-month-old and a 3-year-old child head model developed by Roth et al. (3, 4, 5), and a 1.5-month-old infant head model developed by Coats et al (6). Each of these models only represents a head at a single age with single head geometry. No
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Saczalski, Kenneth J., Sriringham Kumaresan, Anthony Sances, Joseph Lawson Burton, and Paul R. Lewis. "An Experimental Method for Multi-Variable Analysis of Vehicle Safety Systems and Application to Front Seats and Rear Occupant Interaction in Rear Impacts." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60785.

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This study presents a combined experimental-analytical method for test efficient, and cost effective, multi-variable analysis of safety system performance related to occupant injury potential analyzed over wide parameter ranges. Experimental techniques such as the “two-level factorial” method, in combination with sled-buck test set-ups (that match vehicle crash characteristics), are applied to demonstrate the technique for front seat performance as it relates to injury potential of the front occupant and rear seated children during rear impacts. The surrogate data from the above test method is
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Okanda, Mako, Yue Zhou, Takayuki Kanda, Hiroshi Ishiguro, and Shoji Itakura. "Response Tendencies of Four-Year-Old Children to Communicative and Non-Communicative Robots." In HAI '16: The Fourth International Conference on Human Agent Interaction. ACM, 2016. http://dx.doi.org/10.1145/2974804.2980490.

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Chen, Ao, Hintat Cheung, Yuchen Li, and Liqun Gao. "Three-year-old children's production of native mandarin Chinese lexical tones." In 2019 22nd Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA). IEEE, 2019. http://dx.doi.org/10.1109/o-cocosda46868.2019.9060851.

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Suryanita, Mely Rizki, Eri Kurniawan, and Dadang Sudana. "Analysis of Thematic Roles in Acquisition of Active and Passive Sentence on Four-Year-Old Children." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.068.

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Saczalski, Kenneth J., Mark C. Pozzi, and Joseph Lawson Burton. "Comparison of High and Low Speed Rear-Impact Head and Neck Injury Risk Measures Related to Occupant Size and Vehicle Seat Strength Characteristics." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68492.

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Abstract:
This study demonstrates the use of efficient inferred statistical “factorial methods” for scientifically evaluating, with a relatively few tests, the rear-impact occupant “head and neck injury risk” performance of 2 different types of vehicle front seats, with adjustable headrests, when various size occupants are subjected to high and low impact severities. The 2 seat types studied included the stronger “belt-integrated seat” (BIS) designs, with restraints attached and having strength levels beyond 14 kN, and the more common but weaker single recliner (SR) seats, without attached restraints an
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Reports on the topic "Three and Four-Year-old children"

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Christianson, Pamela. Disfluencies in normal three-year-old and five-year-old male children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5621.

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Davis, Patricia. Normative data on the auditory memory performance of three- and four-year old children as measured by the Auditory memory test package (AMTP). Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3289.

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Thompson, Catherine. Development of morphological forms in four-year-old children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5801.

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O'Connell, Annette. Disfluencies in normal four-year-old Alaska Native and Caucasian children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5785.

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Moffatt, Caroline. Language and Memory Development in the Three and Four Year Old. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6512.

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Cox, Mary. A longitudinal study of the disfluencies of four and six year old children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5749.

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Abila, Amparo. A Comparison of the Vocabulary Ability of Four- and Five-Year-Old Bilingual Mexican-American Children with That of Monolingual Anglo-American Children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2451.

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