Hannah
Auddino
The study examines the impact of gesture-accompanied speech on enhancing children's vocabulary, crucial for academic success. Vocabulary size is highlighted as a primary indicator of school readiness and academic achievement. The research focuses on the racial and socioeconomic disparities in vocabulary development, emphasizing the importance of targeted interventions. Central to the research methodology is the "What's that Word" game, based on the Peabody Picture Vocabulary Test (PPVT-5), designed to measure the ePectiveness of gesture-accompanied learning. The game serves as both a pre- and post-test tool, providing concrete evidence of the gains in vocabulary learning facilitated by gestures. The game was developed using a code in Swift applicable for iOS devices. The proposed study seeks to further validate these findings through a controlled experiment involving first and second-grade students, exploring the potential of gesture- accompanied speech as a powerful educational tool to bridge the vocabulary gap. By incorporating gesture into vocabulary instruction, this research advocates for a more ePective and culturally sensitive approach to teaching, promising to transform educational practices and outcomes for children across diverse backgrounds. Children's willingness to pay a cost to follow rules depends on context and gender
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Authors:
Hannah Auddino
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Children are sensitive to the ways rules are presented and use contextual cues to infer whether to exert self-regulation skills to obey them. In this study, we aim to see how diPerent contextual rules, (group normativity vs individual authority), may aPect children's self-regulation of diPicult rules, while also investigating the influence of gender on this behavior. At the Duke Child Studies labs and the Museum of Life and Science in Durham, NC, we aimed to see if 4.00-5.99 -year-old (N = 41, data collection ongoing), children were sensitive to the diPerence between group (associated with the school or museum) and individual (the experimenter's desires) rules, and if group rules better predicted children's rule following behaviors. We then asked exploratory questions about their intuitions regarding the scope of the rule. Children were asked to only play with a small "boring" run and resist the desire to play with a larger "fun" run. Children were randomly assigned a condition: 1) authority, in which the rule is "I don't know what others want, but I want you to…", 2) norm, in which the rule is "Here at our school/museum, we only…", and 3) control, in which no rule was given. In every condition, the experimenter left the room and children were left for 3 minutes. Their proportion of rule following was determined by number of marbles placed in the "boring" run over total number of marbles used. Children were then asked three questions: 1) teaching, where they were asked to teach a puppet what it should do with a marble, 2) desire, where children demonstrated what they wanted to do with the marble, and 3) rule generalization, where children were asked explicitly if there was a rule related to the marble runs. If children understand that group norms exert power beyond individual authority, then they should continue to pay a cost to follow the rule in the norm, but not in the authority condition after the experimenter leaves. Preliminary data shows that children in the authority and norm conditions were significantly more likely to pay a cost to follow a rule than those in the control ((F(2, 35) = 17.77, p < .01)). In addition, girls were somewhat less likely to break the rule than boys in the experimental conditions (X2(1, N = 19) = 1.10, p = .29) and when compared to chance (3/14 cases, Binomial test, p = .057). Overall, our data shows that children's self-regulation can be increased through contextual cues, and this may be mediated by gender.
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Duke University / 2024
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Co-authors:
Hannah Auddino