Dataset Information

Can 28-Month-Old Children Learn Spatial Prepositions Robustly from Pictures? Yes, When Narrative Input Is Provided.

ABSTRACT: The learning of spatial prepositions is assumed to be based on experience in space. In a slow mapping study, we investigated whether 31 German 28-month-old children could robustly learn the German spatial prepositions hinter [behind] and neben [next to] from pictures, and whether a narrative input can compensate for a lack of immediate experience in space. One group of children received pictures with a narrative input as a training to understand spatial prepositions. In two further groups, we controlled (a) for the narrative input by providing unconnected speech during the training and (b) for the learning material by training the children on toys rather than pictures. We assessed children's understanding of spatial prepositions at three different time points: pretest, immediate test, and delayed posttest. Results showed improved word retention in children from the narrative but not the control group receiving unconnected speech. Neither of the trained groups succeeded in generalization to novel referents. Finally, all groups were instructed to deal with untrained material in the test to investigate the robustness of learning across tasks. None of the groups succeeded in this task transfer.

SUBMITTER: Rohlfing KJ

PROVIDER: S-EPMC4945648 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature

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Can 28-Month-Old Children Learn Spatial Prepositions Robustly from Pictures? Yes, When Narrative Input Is Provided.

Rohlfing Katharina J KJ Nachtigäller Kerstin K

Frontiers in psychology 20160715

The learning of spatial prepositions is assumed to be based on experience in space. In a slow mapping study, we investigated whether 31 German 28-month-old children could robustly learn the German spatial prepositions hinter [behind] and neben [next to] from pictures, and whether a narrative input can compensate for a lack of immediate experience in space. One group of children received pictures with a narrative input as a training to understand spatial prepositions. In two further groups, we co ...[more]

PMID: 27471479

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Project description:The primary objective of this study was to examine the quantity and quality of caregiver talk directed to children who are hard of hearing (CHH) compared with children with normal hearing (CNH). For the CHH only, the study explored how caregiver input changed as a function of child age (18 months versus 3 years), which child and family factors contributed to variance in caregiver linguistic input at 18 months and 3 years, and how caregiver talk at 18 months related to child language outcomes at 3 years.Participants were 59 CNH and 156 children with bilateral, mild-to-severe hearing loss. When children were approximately 18 months and/or 3 years of age, caregivers and children participated in a 5-min semistructured, conversational interaction. Interactions were transcribed and coded for two features of caregiver input representing quantity (number of total utterances and number of total words) and four features representing quality (number of different words, mean length of utterance in morphemes, proportion of utterances that were high level, and proportion of utterances that were directing). In addition, at the 18-month visit, parents completed a standardized questionnaire regarding their child's communication development. At the 3-year visit, a clinician administered a standardized language measure.At the 18-month visit, the CHH were exposed to a greater proportion of directing utterances than the CNH. At the 3-year visit, there were significant differences between the CNH and CHH for number of total words and all four of the quality variables, with the CHH being exposed to fewer words and lower quality input. Caregivers generally provided higher quality input to CHH at the 3-year visit compared with the 18-month visit. At the 18-month visit, quantity variables, but not quality variables, were related to several child and family factors. At the 3-year visit, the variable most strongly related to caregiver input was child language. Longitudinal analyses indicated that quality, but not quantity, of caregiver linguistic input at 18 months was related to child language abilities at 3 years, with directing utterances accounting for significant unique variance in child language outcomes.Although caregivers of CHH increased their use of quality features of linguistic input over time, the differences when compared with CNH suggest that some caregivers may need additional support to provide their children with optimal language learning environments. This is particularly important given the relationships that were identified between quality features of caregivers' linguistic input and children's language abilities. Family supports should include a focus on developing a style that is conversational eliciting as opposed to directive.

Project description:OBJECTIVES:Particularly at transitions of care points information concerning current medication tends to be incomplete. A medication chart that contains all essential information on current therapy is likely to be a helpful tool for patients and healthcare providers. We aimed to investigate any type of benefits associated with medication charts provided at transition points. METHODS:A systematic review according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines was performed. Two databases, two online journals and two association websites dedicated to biomedicine and pharmacy issues were consulted to identify studies for the review using the search term 'medication chart' and synonyms. We run our search from database inception up to March 2019. Studies of any study design, intervention and population which examined the effect of paper-based medication charts were included. We extracted study results narratively and coded and classified them by themes and categories inductively by using the 'framework method' with content analysis. The methodological quality of the studies was assessed using the Effective Public Health Practice Project (EPHPP) tool. RESULTS:From the 846 retrieved articles, 30 studies met the inclusion criteria, mostly from Germany (18 studies) and the USA (5 studies). Thirteen studies reported a statistically significant result. In the 'patient theme', the most obvious benefits were an increase in medication knowledge, a reduction of medication errors and higher medication adherence. In the 'interdisciplinary theme', a medication chart represented a helpful tool to increase communication and inter-sectoral cooperation between healthcare providers. In the 'theme of terms and conditions', accuracy and currency of data are prerequisites for any positive effect. The quality of the studies was classified predominantly weak mainly due to unmet good quality criteria (no randomised controlled trials study design, no reported dropouts). CONCLUSION:Overall, the reviewed studies suggested some benefits when using medication charts. Healthcare providers could consider using medication charts in their counselling practice. However, it is unknown whether the reported benefits lead to measurable improvement in clinical outcomes. PROSPERO REGISTRATION NUMBER.

Dataset Information

Can 28-Month-Old Children Learn Spatial Prepositions Robustly from Pictures? Yes, When Narrative Input Is Provided.

Publications

Can 28-Month-Old Children Learn Spatial Prepositions Robustly from Pictures? Yes, When Narrative Input Is Provided.

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