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Rozprawy doktorskie na temat „Children in the wood”

Autor: Grafiati

Data publikacji: 27 lipca 2024

Data aktualizacji: 31 lipca 2025

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1

Pugh, Christina Elizabeth. "Wood Magic Program: A Distance Education Perspective." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/42756.

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Research has shown that widespread misperceptions prevail regarding the use and sustainability of Americaâ s forest resources. Elementary school students receive only a general foundation in the area of wood science and many elementary school resources have shown to be inadequate. Virginia Tech and a few other universities have adopted Wood Magic (originated at Mississippi State University) which presents active, hands-on, and engaging science-based education to third, fourth, and fifth graders, allowing them the opportunity to obtain both a theoretical and practical knowledge in these area

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Torney, Kim Lynette. "From 'babes in the wood' to 'bush-lost babies' : the development of an Australian image /." Connect to thesis, 2002. http://repository.unimelb.edu.au/10187/1543.

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In this thesis I argue that the image of a child lost in the bush became a central strand in the Australian colonial experience, creating a cultural legacy that remains to this day. I also argue that the way in which the image developed in Australia was unique among British-colonised societies. I explore the dominant themes of my thesis - the nature of childhood, the effect of environment upon colonisers, and the power of memory - primarily through stories. The bush-lost child is an image that developed mainly in the realms of ‘low’ culture, in popular journals, newspapers, stories and images

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Wood, Enid. "The phenomenon of resilience in aids orphans / Enid Wood." Thesis, North-West University, 2007. http://hdl.handle.net/10394/2466.

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Seibert, Mary Sue. "Children's liturgy of the Word." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Clark, Matthew Ryan. "Novel word learning of children with hearing impairment and children with typical hearing." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=947.

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6

Feldblyum, Joshua Mark. "Mutual exclusivity in bilingual word learning." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564016531&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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7

Terzopoulos, Aris. "Word representations of bilingual adults and children." Thesis, University of Dundee, 2018. https://discovery.dundee.ac.uk/en/studentTheses/3f58b001-dcba-4ef9-bdc2-cba7b88f581b.

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The focus of the current thesis is to examine the linguistic and non-linguistic factors that affect bilingual performance with different language tasks. The aim of the investigation is twofold: on the one hand it examines the role of translation similarity in processing words in the two languages. Specifically, if processing of cognates (translations that share form) and non-cognates (translations with no form overlap) differ as a function of orthographic and phonological overlap between Greek and English. This pair of languages is not commonly researched in bilingual studies and the benefit o

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8

Shaw, Rhonwen Elisabeth. "Word awareness and grammatical awareness in normally developing children and children with specific language impairment." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243717.

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9

Cheung, Wai-yan Anissa. "Word learning in normal and language-impaired children." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209405.

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Thesis (B.Sc)--University of Hong Kong, 1997.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

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10

Agee, C., C. Bowden, and A. Lynn Williams. "Phonological Intervention with Children: Word vs. Conversation Level." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/2103.

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11

Walker, Elizabeth Ann. "Word learning processes in children with cochlear implants." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/616.

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Children with cochlear implants (CIs) typically have smaller lexicons in relation to their same-age hearing peers. There is also evidence that children with CIs show slower rates of vocabulary growth compared to hearing children. To understand why children with CIs have smaller vocabularies, we proposed to investigate their word learning process and determine how it compares to children with normal hearing. The present study explores multiple aspects of word learning - acquisition, extension, and retention - to better inform us about the real-world process of lexical acquisition in children wi

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12

Weckerly, Jill. "Morphosyntactic ability and word fluency in atypically developing children : evidence from children with specific language impairment and children with early focal lesions /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9975030.

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Maher, Elizabeth Ann. "Children's modality preference for novel word learning /." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1083594203.

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Thesis (M.A.)--University of Toledo, 2004.<br>Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Arts degree in Speech-Language Pathology." Includes bibliographical references (leaves 52-62).

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14

Field, Charlotte Emma. "Word learning from object, speaker and environmental cues in typically developing children, children with autism spectrum disorder and children with other developmental disorders." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/78199/.

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This thesis explored whether children with Autism Spectrum Disorder (ASD) learn the names of artefacts when abstracting information from the objects themselves (Studies One and Two: shape and function bias), a speaker (Study Three: gaze and pointing cues) or the environment (Study Four: arrow and light cues). A final study assessed the relative weighting of conflicting speaker and environmental cues (Study Five). Control groups of typically developing (TD) children and children with other developmental disorders (DD) were also included. In order to tease apart whether word learning is delayed

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15

Simmonds, Elizabeth Alice. "Word finding difficulties (WFDs) and lexical processes in children." Thesis, London South Bank University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410574.

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16

Merrills, J. D. "The word recognition skills of profoundly, prelingually deaf children." Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233691.

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17

Crosbie, Sharon Lee. "Single word comprehension in children with specific language impairment." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391978.

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18

Wong, Wai-lap. "Automatization deficit among Chinese developmental dyslexic children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35778660.

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19

Wong, Wai-lap, and 黃緯立. "Automatization deficit among Chinese developmental dyslexic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35778660.

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20

Lovelace, Sherri. "THE ROLE OF BOOK TYPE IN THE RETENTION OF NOVEL VOCABULARY AMONG CHILDREN AFRICAN AMERICAN CHILDREN WITH VOCABULARY DEFICITS." Lexington, Ky. : [University of Kentucky Libraries], 2006. http://lib.uky.edu/ETD/ukyresc2006d00422/Dissertation.pdf.

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Thesis (Ph. D.)--University of Kentucky, 2006.<br>Title from document title page (viewed on May 30, 2006). Document formatted into pages; contains viii, 133 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 121-132).

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21

Hvozdanski, Marion Jeanette. "The residual word-finding deficit of traumatically head-injured children." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/25897.

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The purpose of this study was to investigate the nature of the residual word-finding deficit after severe head-injury. Reach of five severely head—injured subjects, (2;0-8;0 post-injury) males, ranging in age from 10;0—17;0 was compared with a Control matched for age and sex. Subjects were tested with a number of standardized and experimental language tests. Results were compared between subject groups. Results indicated that naming stimulus and condition affected the accuracy of the head—injured childrens' responses. Photographs were easier to name than line drawings. Visual confrontation n

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22

Zens, Naomi Katharina. "Facilitating Word-Learning Abilities in Children with Specific Language Impairment." Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/2698.

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Children with Specific Language Impairment (SLI) often present with difficulties in learning new words compared to age-matched children with typical language development. These difficulties may affect the acquisition, storage, or retrieval of new words. Word-learning deficits impact on children’s vocabulary development and impede their language and literacy development. Findings from a wide range of studies investigating word-learning in children with SLI demonstrated that semantic and phonological knowledge are crucial to the word-learning process. However, intervention studies designed to im

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23

Ramtohul, Venita S. "Lexical access and representations in children : naming and word learning." Thesis, Open University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446288.

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24

Emeeshat, Janah S. "Isolated Word Speech Recognition System for Children with Down Syndrome." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu150400900840969.

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25

O'Mahony, Sara. "New word learning in young children with Autism Spectrum Disorder." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/12708/.

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At least some children with Autism Spectrum Disorder (ASD) have sensory processing differences which are likely to impact on speech processing and early language development. There is limited research in this area with the population in this study, i.e., preschool children with ASD and minimal or no language. This study explores the effects of modified speech on fast mapping and learning new words using video modelling, based on evidence in ASD of particular difficulty processing speech in background noise, temporal speech processing and a potential multisensory integration deficit. A case ser

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26

Markson, Lori Robin. "Mechanisms of word learning in children: Insights from fast mapping." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284747.

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Children can learn aspects of the meaning of a new word on the basis of only a few incidental exposures and can retain this knowledge for a long time. The process of rapidly learning and remembering new words has come to be known as fast mapping. It is often maintained that fast mapping is the result of a dedicated language mechanism, but it is possible that this same capacity might apply in domains other than language learning. The present studies explore the nature of fast mapping, with the goal of revealing more about the mechanism underlying word learning in children. One possibility is th

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27

Jackson, Emily May. "Word learning and memory in children with developmental language disorder." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/83310.

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Many children with developmental language disorder experience deficits in memory and word learning. However, the nature of these difficulties was not well known. As such, the working, declarative, and procedural memory skills of children with DLD and typical language were explored in this PhD. Additionally, word learning skills, and how they relate to memory abilities, were investigated. The clinical application of word learning evaluation was also examined, and implications for theory and practice were described.

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28

Scherer, Nancy J., A. Lynn Williams, Carol Stoel-Gammon, and Ann Kaiser. "Assessment of Single-Word Production for Children under Three Years of Age: Comparison of Children with and without Cleft Palate." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1998.

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Background. This study reports comparative phonological assessment results for children with cleft lip and/or palate (CLP) to typically developing peers using an evaluation tool for early phonological skills. Methods. Children without clefts (NC = noncleft) and 24 children with CLP, ages of 18–36 months, were evaluated using the Profile of Early Expressive Phonological Skills (PEEPSs) [1]. Children interacted with toy manipulatives to elicit a representative sample of target English consonants and syllable structures that are typically acquired by children between 18 and 27 months of age. Resu

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29

Hoff, Amanda. "High fidelity musician's filters and auditory figure-ground performance in children." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Summer2006/a%5Fhoff%5F071906.pdf.

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30

Li, Fu-ming Baldwin. "Using diagrams to solve word problems involving percentage in primary six students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35676802.

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31

Marti, Carl Nathan. "11-month-old infants' use of function morphemes to identify word boundaries /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008387.

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32

Ahufinger, Sanclemente Nadia. "Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666983.

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This dissertation was written to answer some questions about the different roles played by memory in school-age Catalan-Spanish children with specific language impairment (SLI). Currently, a small but growing body of work suggests that individuals with SLI have difficulty performing tasks that require non-declarative learning. That is, they present with difficulties in the process of extracting abstract knowledge from statistical patterns, probabilistic computations (statistical learning) and procedural skills (procedural learning) embedded in the input. The Procedural Deficit Hypothesis—PDH—(

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33

Lam, Yuk-chau Emily. "The development of the 'word unit' concept by Cantonese-speaking children." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209478.

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Thesis (B.Sc)--University of Hong Kong, 1997.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

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34

Fukkink, Ruben Georges. "Instructing primary school children in deriving word meaning from written context." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2002. http://dare.uva.nl/document/63501.

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35

Malone, Stephanie Ann. "Word learning in non-ostensive contexts : evidence from children with autism." Thesis, Lancaster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.656314.

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Social-pragmatic accounts of word learning focus on the roles of joint attention (JA) and intention reading (IR) when acquiring new words (Bloom, 2001; Tomasello, 2003). These key social-pragmatic skills are known to be impaired in autism and have been linked to their language difficulties. Although thought to be important in non-ostensive contexts, previous research has provided inconsistent findings concerning the word-learning ability of children with autism (CWA) in these contexts (Franken, Lewis, & Malone, 2010; Parish-Morris, Hennon, Hirsh-Pasek, Michnick Golinkoff, & Tager-Flusberg, 200

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36

Aguilar, Jessica M., and Jessica M. Aguilar. "Exemplar Variability Facilitates Word Learning by Children with Specific Language Impairment." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624159.

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Research suggests that variability in the input plays an important role in learning language. The current study examined the role of object variability for word learning by preschoolers with specific language impairment (SLI). Seventeen 4- and 5-year-old children with SLI were taught eight new words in three short activities during the first three weeks of a six-week program. Half of the children saw three identical objects (No Variability group) corresponding to each target word during training, and the other half of the children saw three variable objects (High Variability group) correspondi

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37

Hiscock, Karen Carleton University Dissertation Psychology. "The effects of context on solving estimation word problems in children." Ottawa, 1993.

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Trivette, Carol M. "“Bathing” the Most Vulnerable Children in Language: Closing the Word Gap." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4446.

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This session will provide practitioners working with children 0-3 information about the importance of and strategies for “bathing” young children in language. Research shows that by age 3 children who live in poverty are likely to have heard 30 million fewer words than their wealthiest peers. For children with disabilities from less affluent homes, this is an important issue. This session will provide practitioners working with these families and/or working directly with these children with strategies demonstrated through video clips on how to envelop these very young children in rich language

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39

Albert, Gandía Milagros. "On Word Definition in Children and Adults: Effects of Word Category and Level of Abstraction." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/400881.

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This is a thesis about word definition. Early developmental studies of word definition, tested nous rather than other morphological categories (adjectives, verbs). As some authors have pointed out (McKeown, 1991) a proper definition includes a superordinate term that denominates the category to which the word to be defined belongs, followed by definitional features of the word. This description has been frequently translated into the formula ‘X is a Y that Z’ (Nippold, 1995; Watson, 1995) which has lead developmental researchers to consider that a definition that includes a relative clause to

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40

Yung, Sun Elaine. "Verb use in the early word combinations of children with and without specific language impairment." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38891050.

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Thesis (B.Sc.)--University of Hong Kong, 2003.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 28-30) Also available in print.

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41

Pinkerton, Susan A. "The assessment of phonological processes : a comparison of connected-speech samples and single-word production tests." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4191.

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The purpose of this study was to determine if single-word elicitation procedures used in the assessment of phonological processes would have highly similar results to those obtained through connected speech. Connected speech sampling provides a medium for natural production with coarticulatory influence, but can be time-consuming and impractical for clinicians maintaining heavy caseloads or working with highly unintelligible children. Elicitation through single words requires less time than a connected-speech sample and may be more effective with highly unintelligible children because the cont

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42

Fiege, Scott Thomas. "Using the word of God to build the self esteem of adult children of alcoholics." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Zheng, Xinhua. "Working memory components as predictors of children's mathematical word problem solving processes." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871874331&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Includes bibliographical references (leaves 83-98). Issued in print and online. Available via ProQuest Digital Dissertations.

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Ehrhorn, Anna M. "The Transition from a Novel Word to a Known Word in Preschool-Age Typically Developing Children." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395652335.

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Frank, Ilana. "The use of word-learning principles in young monolingual and bilingual children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ43564.pdf.

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Bartolo, Irma. "Word definitions by Spanish and English bilingual children from low-income families /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240684121&sid=13&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Ariyama, Junko. "Use of morphosyntactic cues to word in 20-month-old Japanese children." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81262.

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Previous research has shown that Japanese-speaking 20-month-old children associate novel words with objects over actions when the words are presented as a single word. This study investigated young Japanese children's ability to use verb morphosyntactic cues in input to form associations between novel words and actions using a habituation paradigm with a switch design. Sixteen 20-month-old Japanese children were habituated to novel words in a verb syntactic frame paired with movies that show novel objects engaging in unfamiliar actions. The children were then tested with three trials in

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Froehlich, Caroline Seligman. "Feature selection for neuroimaging applied to word-category identification in dyslexic children." Pontifícia Universidade Católica do Rio Grande do Sul, 2015. http://hdl.handle.net/10923/7503.

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Made available in DSpace on 2015-08-11T02:02:39Z (GMT). No. of bitstreams: 1 000473233-Texto+Completo-0.pdf: 3157211 bytes, checksum: 46d1f58d384ad33725fbb29ba8257582 (MD5) Previous issue date: 2015<br>Dyslexia is a developmental reading disorder characterized by persistent difficulty to learn how to read fluently despite normal cognitive abilities. It is a complex learning difficulty that is often hard to quantify. Traditional methods based on questionnaires are not only imprecise in quantifying dyslexia, they are also not very accurate in diagnosing it. Consequently, we aim to investigate

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49

Mansfield, Rebecca Cloward. "Outcomes of an Emotion Word Intervention for Children with Social Communication Impairments." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3848.

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Children with social communication disorders have been found to exhibit deficits in emotional intelligence, including the ability to identify emotions attributed to facial expressions. The purpose of this thesis was to examine the efficacy of a social communication intervention program designed to increase the accuracy of emotion based word use in three elementary school-aged participants with social communication disorders. The participants took part in a multiple-baseline, 20-session treatment including story enactment, journaling procedures, and supplementary activities. The story enactment

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50

Bean, Allison Frances. "Word learning in children with autism spectrum disorders: the role of attention." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/639.

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Attention impairments are well documented in children with autism spectrum disorders (ASD). Under associative accounts of early word learning, the attention impairments in children with ASD preclude them from developing effective learning strategies. In this study we examined whether children with ASD utilize the same attention cues for learning as their unaffected receptive-vocabulary mates. In a word-learning task, we asked: 1) whether hearing novel and attention-grabbing words cued children to shift their attention to the speaker, and 2) whether the children followed the gaze of the speaker

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