Teachers in kindergarten are confronted with many differences between emergent literacy skills children have developed before going to primary school. Since these skills are the foundation of the...Show moreTeachers in kindergarten are confronted with many differences between emergent literacy skills children have developed before going to primary school. Since these skills are the foundation of the development of reading skills, it is important to promote emergent literacy in kindergarten. E- Prent&ABC is a method to improve emergent literacy that combines animated e-books with print referencing and the 4-cycle-model for word development during classroom book reading. A previous study has demonstrated that e-Prent&ABC enhances vocabulary and phonological awareness of kindergartners. However, kindergartners with problematic learning behavior do not benefit from these positive effects. Therefore, the current study adds behavior regulating elements to e-Prent&ABC to improve the learning behavior of kindergartners with problematic learning behavior and to help them benefit more from classroom book reading. This quasi-experimental study explores how whole-class reading with the expanded method e-Prent&ABC+ can enhance learning behavior, vocabulary, and phonological awareness of kindergartners with problematic learning behavior. 60 kindergartners (30 with and 30 without problematic learning behavior) from nine kindergarten groups participated in three conditions (control condition, e-Prent&ABC, and e-Prent&ABC+). Ultimately, the results demonstrate that both kindergartners with and without problematic learning behavior showed the most positive learning behavior during the control condition instead of during reading with e-Prent&ABC+ or e-Prent&ABC . Furthermore, the results confirm previous findings by showing that e-Prent&ABC effectively promotes both vocabulary and phonological awareness of kindergartners. The added elements in e-Prent&ABC+ did not better improve learning behavior and emergent literacy than e- Prent&ABC does. Compared to e-Prent&ABC, the vocabulary of the kindergartners was even smaller after reading with e-Prent&ABC+ . In spite of several limitations, this research has shown that animated e-books can be used in combination with the 4-cycle-model during whole-class book reading to create a rich literacy environment in which emergent literacy skills can be promoted simultaneously.Show less
This study examined differences in prosocial giving behavior of gifted and nongifted young adolescents towards five targets (a friend, disliked person, a stranger, and the participant’s father and...Show moreThis study examined differences in prosocial giving behavior of gifted and nongifted young adolescents towards five targets (a friend, disliked person, a stranger, and the participant’s father and mother), and the effects of perspective taking. 93 Dutch students between the ages of 9 and 12 were assessed using the Perspective Taking scale of the Interpersonal Reactivity Index, and the Prosocial Donation task, a donation game in which participants divided ten coins between themselves and various targets. Findings showed that gifted young adolescents showed less prosocial giving towards their mother than nongifted young adolescents. No difference in prosocial giving behavior was found between gifted and nongifted young adolescents towards the other targets (a friend, a disliked person, a stranger, and the participant’s father). Gifted young adolescents overall donated an equal number of coins as their nongifted peers, despite differentiating differently across targets. Furthermore, participants showed more prosocial giving behavior towards friends than strangers, which supports previous findings involving prosocial giving behavior and ingroup-outgroup differentiation. Contrary to expectations, perspective taking did not have an effect on the level of prosocial giving in young adolescents – neither gifted nor nongifted, and no difference in perspective taking was found between gifted and nongifted young adolescents. These findings show that gifted young adolescents are not so dissimilar from their nongifted peers. Our results challenge false stereotypes of gifted youth as possessing characteristic social and emotional problems. This study expanded on previous research by including giftedness and examining prosocial giving behavior to parents. Future research into prosocial giving behavior of early adolescents could include even more detailed assessments of interpersonal relationships between participants and their parents.Show less
Een onderzoek over hoe de publieke ruimte werd gebruikt en opgeëist door communisten en sociaaldemocraten tijdens politieke straatactiviteiten in de Haagse Binnenstad tussen 1929 en 1939.
Een onderzoek over hoe de publieke ruimte werd gebruikt en opgeëist door communisten en sociaaldemocraten tijdens politieke straatactiviteiten in de Haagse Binnenstad tussen 1929 en 1939.
Deze studie onderzocht in welke mate aanwezige psychopathische trekken bij gedragsgestoorde (CD) delinquente jongeren in verband staan met sociale disfunctie en het empathisch vermogen, terwijl er...Show moreDeze studie onderzocht in welke mate aanwezige psychopathische trekken bij gedragsgestoorde (CD) delinquente jongeren in verband staan met sociale disfunctie en het empathisch vermogen, terwijl er rekening wordt gehouden met leeftijd en socio-economische status (SES). Een beperkte empathie wordt gezien als het waarmerk van psychopathie in de volwassenheid. In dit onderzoek werden 52 gedetineerde jeugdigen tussen de 15 en 19 jaar onderzocht op psychopathische kenmerken, het empathisch vermogen en sociale disfunctie. Aan de hand van drie vragenlijsten werden deze eigenschappen in kaart gebracht. Voor psychopathie kenmerken werd de Youth Psychopathic Inventory (YPI) gebruikt, voor de sociale disfunctie de Social Responsiveness Scale (SRS-A) en voor het empathisch vermogen de Basic Empathy Scale (BES). Van alle jongeren met een gedragsstoornis moest ten minste één symptoom van agressief gedrag aanwezig zijn. Hoewel het overkoepelende regressie model met daarin alle onafhankelijke variabelen in staat bleek om een deel van de variantie in psychopathische trekken te verklaren, konden de individuele onafhankelijke variabelen dit niet. Anders gezegd, er werd geen significant bewijs gevonden voor de vooraf verwachte link die psychopathische trekken met sociale disfunctie of empathisch vermogen zou hebben. Toekomstig onderzoek in grotere en meer diverse samples moeten deze onverwachte bevinding verder exploreren en valideren. Sleutelwoorden: Psychopathie, Antisociale persoonlijkheidsstoornis, Conduct Disorder, Oppositionele opstandige stoornis, Jeugdige delinquenten, Gedragsproblemen, Empathie, Sociale cognitie.Show less
