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“Storyline” or “Associations Pyramid”? A Relationship Between the Difficulty of Educational Methods and Their Effectiveness in Developing Language Creativity Among Pre-School Children

preschoolers' participation. Journal of Narrative and Life History , 2 , 253–275. doi:10.1075/jnlh.2.3.05pee Bokus, B. (1996). Narrative space structuring at the preschool age. Findings on monologic and dialogic discourse. In C. E. Johnson, & J. H. V. Gilbert (Eds.), Children’s language, vol. 9 (pp. 197–207). Mahvah, NJ: Erlbaum. Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2007). Final reading outcomes of the national randomized field trial of Success for All . Madison, WI: University of Wisconsin

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Effects of Four Voice Qualities and Formant Dispersion on Perception of a Female Voice

, Subcultures, and Tribes (123-147), New York, NY: Routledge. doi: O'Connor, J. J., Fraccaro, P. J., Pisanski, K., Tigue, C. C., O'Donnell, T. J., & Feinberg, D. R. (2014). Social dialect and men's voice pitch influence women's mate preferences. Evolution and Human Behavior, 35(5), 368-375. doi: Pisanski, K., Cartei, V., McGettigan, C., Raine, J., & Reby, D. (2016). Voice modulation: A window into the origins of human vocal control? Trends in cognitive

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Metaphor Comprehension and Interpretation in Cleft Palate Children Aged 6–9

correlates of recollection and familiarity. Journal of Cognitive Neuroscience, 23(5), 1247-1262. doi: 10.1162/jocn.2010.21464 Davidson, D. (1978). What metaphors mean. Critical Inquiry, 5, 31-47. Defetyer, M. A., Russo, R., & McPartlin, P. L. (2009). The picture superiority effect in recognition memory: A developmental study using the response signal procedure. Cognitive Development, 24, 265-273. doi: 10.1016/j. cogdev.2009.05.002 Dobrzyńska, T. (2012). Od słowa do sensu. Studia o metaforze [From word to meaning. Studies

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Playing Reading, Using Hands: Which Activities are Linked to Number-Space Processing in Preschool Children?

References Bender, A., & Beller, S. (2012). Nature and culture of finger counting: Diversity and representational effects of an embodied cognitive tool. Cognition, 124, 156-182. doi: 10.1016/j.cognition.2012.05.005 Berch, D. B., Foley, E. J., Hill, R. J., & Ryan, P. M. (1999). Extracting parity and magnitude from Arabic numerals: Developmental changes in number processing and mental representation. Journal of Experimental Child Psychology, 74, 286-308. doi: 10.1006/jecp.1999.2518 Bradshaw, J. L., Spataro, J. A

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Metaphorical descriptions of wrongdoers

through the study of typical and psychiatric populations. Consciousness and Cognition, 14, 698-718. doi: 10.1016/j.concog.2005.06.004 Chance, Z., Norton, M. I., Gino, F., & Ariely, D. (2011). Temporal view of the costs and benefits of self-deception. Proceedings of the National Academy of Sciences, 108, 15655-15659. doi: 10.1073/pnas.1010658108,(3) Chiappe, D. L., Kennedy, J. M., & Chiappe, P. (2003). Aptness is more important than comprehensibility in preference for metaphors and similies. Poetics, 31, 51-68. doi: 10.1016/S0304-422X(03

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Risk and Protective Factors in the Life of Youth in Relation to Resilience

). Resilience in children’s adaptation to negative life events and stressed environments. Pediatric Annals, 20 (9), 459-466. doi: 10.3928/0090-4481-19910901-05 Komárik, E. (2009) Reziliencia, výchova, vzdelávanie a podpora rozvoja osobnosti. In E. Komárik (Ed.), Reziliencia a nové prístupy vo výchove a vzdelávaní (pp. 5-14). Bratislava: Univerzita Komenského, Pedagogická fakulta. Komárik, E. (2010). Reziliencia v kontexte života. In E. Komárik et al. (Eds.), Kontexty reziliencie (pp. 8-20). Nitra: Univerzita Konštantína Filozofa v Nitre. Krásna, S

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Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

-010-9226-2 Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates. Berninger, V.W. (Ed.) (2012). Past, present, and future contributions of cognitive writing research to cognitive psychology. New York, NY: Psychology Press. Berninger, V. W., Whitaker, D., Feng, Y., Swanson, H. L., & Abbott, R. D. (1996). Assessment of planning, translating, and revising in junior high writers. Journal of School Psychology, 34, 23-52. doi: Blake, B

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Understanding Contextual and Social Meaning in Typically Developing Finnish-Speaking Four- To Eight-Year-Old Children

World, (pp. 17-26). London: Methuen. Edwards, D., & Mercer, N. (1986). Context and continuity: Classroom discourse and the development of shared knowledge. In Durkin, K. (Ed.), Language Development in School Years, (pp. 172-203). London: Croom Helm. Filippova, E. & Astington, J. (2010). Children’s understanding of social-cognitive and social-communicative aspects of discourse irony. Child Development, 81, 913-928. Doi:10.1111/j.1467-8624.2010.01442.x German, D. J. (2000). Test of Word Finding (2nd ed.). San Antonio

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Language Proficiency and Cultural Identity as Two Facets of the Acculturation Process

: 10.1111/j.1467-6494.2008.00505.x Cichocka, A., Bilewicz, M., Jost, J. T., Marrouch, N., & Witkowska, M. (2016). On the grammar of politics-or why conservatives prefer nouns. Political Psychology, 37(6), 799-815. doi: 10.1111/pops.12327 Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press. Cousins, S. D. (1989). Culture and Self-perception in Japan and the United States. Journal of Personality & Social Psychology, 56(1), 124-131. Daszczuk, S. (2012). Działalność edukacyjno

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Intersubjectivity and the domains of social interaction: proposal of a cross-sectional approach

news, and affect: Practical and temporal “emotion work” in everyday life. In A. Peräkylä & M.-L. Sorjonen (Eds.), Emotion in interaction (pp. 92-112). Oxford: Oxford University Press. Melinder, A., Forbes D, Tronick E, Fikke, L., & Gredebäck G. (2010). The development of the still-face effect: Mothers do matter. Infant Behavior and Development, 33, 472-481. doi: 10.1016/j.infbeh.2010.05.003 Meltzoff, A. N., & Brooks, R. (2001). “Like me” as a building block for understanding other minds: Bodily acts, attention, and intention. In B

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