The Experts below are selected from a list of 4944 Experts worldwide ranked by ideXlab platform
Gaid Le Maneridrissi - One of the best experts on this subject based on the ideXlab platform.
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boys and girls on the Playground sex differences in social development are not stable across early childhood
PLOS ONE, 2011Co-Authors: Stephanie Barbu, Guenael Cabanes, Gaid Le ManeridrissiAbstract:Sex differences in human social behaviors and abilities have long been a question of public and scientific interest. Females are usually assumed to be more socially oriented and skilful than males. However, despite an extensive literature, the very existence of sex differences remains a matter of discussion while some studies found no sex differences whereas others reported differences that were either congruent or not with gender stereotypes. Moreover, the magnitude, consistency and stability across time of the differences remain an open question, especially during childhood. As Play provides an excellent window into children's social development, we investigated whether and how sex differences change in social Play across early childhood. Following a cross-sectional design, 164 children aged from 2 to 6 years old, divided into four age groups, were observed during outdoor free Play at nursery school. We showed that sex differences are not stable over time evidencing a developmental gap between girls and boys. Social and structured forms of Play emerge systematically earlier in girls than in boys leading to subsequent sex differences in favor of girls at some ages, successively in associative Play at 3–4 years, cooperative Play at 4–5 years, and social interactions with peers at 5–6 years. Preschool boys also disPlay more Solitary Play than preschool girls, especially when young. Nevertheless, while boys catch up and girls move on towards more complex Play, sex differences in social Play patterns are reversed in favor of boys at the following ages, such as in associative Play at 4–5 years and cooperative Play at 5–6 years. This developmental perspective contributes to resolve apparent discrepancies between single-snapshot studies. A better understanding of the dynamics of sex differences in typical social development should also provide insights into atypical social developments which exhibit sex differences in prevalence, such as autism.
Stephanie Barbu - One of the best experts on this subject based on the ideXlab platform.
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boys and girls on the Playground sex differences in social development are not stable across early childhood
PLOS ONE, 2011Co-Authors: Stephanie Barbu, Guenael Cabanes, Gaid Le ManeridrissiAbstract:Sex differences in human social behaviors and abilities have long been a question of public and scientific interest. Females are usually assumed to be more socially oriented and skilful than males. However, despite an extensive literature, the very existence of sex differences remains a matter of discussion while some studies found no sex differences whereas others reported differences that were either congruent or not with gender stereotypes. Moreover, the magnitude, consistency and stability across time of the differences remain an open question, especially during childhood. As Play provides an excellent window into children's social development, we investigated whether and how sex differences change in social Play across early childhood. Following a cross-sectional design, 164 children aged from 2 to 6 years old, divided into four age groups, were observed during outdoor free Play at nursery school. We showed that sex differences are not stable over time evidencing a developmental gap between girls and boys. Social and structured forms of Play emerge systematically earlier in girls than in boys leading to subsequent sex differences in favor of girls at some ages, successively in associative Play at 3–4 years, cooperative Play at 4–5 years, and social interactions with peers at 5–6 years. Preschool boys also disPlay more Solitary Play than preschool girls, especially when young. Nevertheless, while boys catch up and girls move on towards more complex Play, sex differences in social Play patterns are reversed in favor of boys at the following ages, such as in associative Play at 4–5 years and cooperative Play at 5–6 years. This developmental perspective contributes to resolve apparent discrepancies between single-snapshot studies. A better understanding of the dynamics of sex differences in typical social development should also provide insights into atypical social developments which exhibit sex differences in prevalence, such as autism.
Stephen P Hinshaw - One of the best experts on this subject based on the ideXlab platform.
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buffers of peer rejection among girls with and without adhd the role of popularity with adults and goal directed Solitary Play
Journal of Abnormal Child Psychology, 2003Co-Authors: Amori Yee Mikami, Stephen P HinshawAbstract:We investigated a risk-resilience model in 91 girls with ADHD and 58 age- and ethnicity-equated comparison girls, who participated in all-female naturalistic summer research camps. The hypothesized risk factor was peer rejection (assessed via sociometric nominations), with criterion measures including multiinformant composites of aggressive behavior and anxious/depressed symptoms. The two hypothesized protective factors were the girls' popularity with adult staff (assessed via staff ratings) and objective observations of goal-directed Solitary Play. Peer rejection was related to higher levels of aggressive behavior and depressed/anxious behavior, confirming its status as a risk factor. Next, for all girls, popularity with adults predicted lower levels of aggression and goal-directed Solitary Play predicted lower levels of anxiety/depression. Whereas popularity with adults was most protective among the peer-accepted subgroup, Solitary Play was most protective among the peer-rejected subgroup. Diagnostic status (ADHD versus comparison) moderated the findings such that engaging in meaningful Solitary Play was a stronger predictor of lower levels of anxious/depressed behavior in girls with ADHD than in comparison girls. We discuss the need for replication in prospective research and implications for research and intervention regarding the social functioning of peer-rejected children, particularly those with behavior disorders.
David H Barker - One of the best experts on this subject based on the ideXlab platform.
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symbolic Play and novel noun learning in deaf and hearing children longitudinal effects of access to sound on early precursors of language
PLOS ONE, 2016Co-Authors: Alexandra L Quittner, Ivette Cejas, Nae Yuh Wang, John K Niparko, David H BarkerAbstract:In the largest, longitudinal study of young, deaf children before and three years after cochlear implantation, we compared symbolic Play and novel noun learning to age-matched hearing peers. Participants were 180 children from six cochlear implant centers and 96 hearing children. Symbolic Play was measured during five minutes of videotaped, structured Solitary Play. Play was coded as "symbolic" if the child used substitution (e.g., a wooden block as a bed). Novel noun learning was measured in 10 trials using a novel object and a distractor. Cochlear implant vs. normal hearing children were delayed in their use of symbolic Play, however, those implanted before vs. after age two performed significantly better. Children with cochlear implants were also delayed in novel noun learning (median delay 1.54 years), with minimal evidence of catch-up growth. Quality of parent-child interactions was positively related to performance on the novel noun learning, but not symbolic Play task. Early implantation was beneficial for both achievement of symbolic Play and novel noun learning. Further, maternal sensitivity and linguistic stimulation by parents positively affected noun learning skills, although children with cochlear implants still lagged in comparison to hearing peers.
Toshio Tanaka - One of the best experts on this subject based on the ideXlab platform.
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effects of single caging and cage size on behavior and stress level of domestic neutered cats housed in an animal shelter
Animal Science Journal, 2013Co-Authors: Katsuji Uetake, Akihiro Goto, Rumi Koyama, Rieko Kikuchi, Toshio TanakaAbstract:Cats need a minimum amount of space even in animal shelters. In this study the effects of single caging and cage size on the behavior and stress level of domestic cats were investigated. Six neutered cats (2-15 years old) that had been housed in a group for at least 7 months were moved to three kinds of single cages (small, medium and large) by rotation on a Latin square design. They experienced each cage size for 6 days. Cats could use vertical dimensions when housed in a group room and the large cage. Behavioral observation was conducted for 3 h in the evening, and stress levels were assessed by urine cortisol-to-creatinine ratios. The amounts (estimated proportions) of time spent in locomotion and social/Solitary Play were lower even in large cages than in group housing (both P < 0.05). Conversely, the amount of time spent resting tended to increase when housed singly (P = 0.104). The urine cortisol-to-creatinine ratios of singly housed cats tended to be higher than that of group-housed cats (P = 0.086). The results indicate that cats become less active when they are housed singly in cages regardless of the cage size. Cats seem to feel no undue stress even in small cages if the stay is short.