+publisher:"Vanderbilt University" +contributor:("Megan Saylor")

Vanderbilt University

1. Murphy, Alexandra Kathleen Timmins. Static and Dynamic Predictors of Posttraumatic Stress Symptoms in Adolescents after Cancer Diagnosis.

Degree: MS, Psychology, 2014, Vanderbilt University

URL: http://hdl.handle.net/1803/12249

► Adolescents are at an increased risk for posttraumatic stress symptoms (PTSS) after cancer diagnosis and a subset continue to exhibit symptoms years later. Previous studies… (more)

Subjects/Keywords: Cancer; posttraumatic stress; parent-child communication

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APA (6^th Edition):

Murphy, A. K. T. (2014). Static and Dynamic Predictors of Posttraumatic Stress Symptoms in Adolescents after Cancer Diagnosis. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12249

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Murphy, Alexandra Kathleen Timmins. “Static and Dynamic Predictors of Posttraumatic Stress Symptoms in Adolescents after Cancer Diagnosis.” 2014. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12249.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Murphy, Alexandra Kathleen Timmins. “Static and Dynamic Predictors of Posttraumatic Stress Symptoms in Adolescents after Cancer Diagnosis.” 2014. Web. 02 Mar 2021.

Vancouver:

Murphy AKT. Static and Dynamic Predictors of Posttraumatic Stress Symptoms in Adolescents after Cancer Diagnosis. [Internet] [Thesis]. Vanderbilt University; 2014. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12249.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murphy AKT. Static and Dynamic Predictors of Posttraumatic Stress Symptoms in Adolescents after Cancer Diagnosis. [Thesis]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12249

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

2. Hymel, Alicia Marie. The Detection of Unexpected Events and Implications for Event Perception.

Degree: MS, Psychology, 2013, Vanderbilt University

URL: http://hdl.handle.net/1803/13120

► Prediction is often discussed as an explanatory mechanism in event perception and understanding. However, previous research may have overemphasized the importance of constant conceptual prediction… (more)

Subjects/Keywords: event perception; prediction; event segmentation

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APA (6^th Edition):

Hymel, A. M. (2013). The Detection of Unexpected Events and Implications for Event Perception. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13120

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hymel, Alicia Marie. “The Detection of Unexpected Events and Implications for Event Perception.” 2013. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13120.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hymel, Alicia Marie. “The Detection of Unexpected Events and Implications for Event Perception.” 2013. Web. 02 Mar 2021.

Vancouver:

Hymel AM. The Detection of Unexpected Events and Implications for Event Perception. [Internet] [Thesis]. Vanderbilt University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13120.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hymel AM. The Detection of Unexpected Events and Implications for Event Perception. [Thesis]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/13120

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

3. Jimenez, Sofia Renee. Preschoolers’ word learning and story comprehension during shared book reading.

Degree: MS, Psychology, 2015, Vanderbilt University

URL: http://hdl.handle.net/1803/13038

► Providing vocabulary instruction during book reading is an effective way to support word learning for preschool-aged children. We test the placement of such instruction to… (more)

Subjects/Keywords: individual differences; joint-book reading; word learning

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APA (6^th Edition):

Jimenez, S. R. (2015). Preschoolers’ word learning and story comprehension during shared book reading. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13038

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jimenez, Sofia Renee. “Preschoolers’ word learning and story comprehension during shared book reading.” 2015. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13038.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jimenez, Sofia Renee. “Preschoolers’ word learning and story comprehension during shared book reading.” 2015. Web. 02 Mar 2021.

Vancouver:

Jimenez SR. Preschoolers’ word learning and story comprehension during shared book reading. [Internet] [Thesis]. Vanderbilt University; 2015. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13038.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jimenez SR. Preschoolers’ word learning and story comprehension during shared book reading. [Thesis]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/13038

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

4. Bemis, Heather Michelle. Sociodemographic Disadvantage, Stress, and Parenting in Mothers of Children with Cancer.

Degree: MS, Psychology, 2013, Vanderbilt University

URL: http://hdl.handle.net/1803/12951

► Though associations between sociodemographic disadvantage, stress, and parenting in the general population are well established, the impact of these factors on stress and parenting in… (more)

Subjects/Keywords: stress; parenting; parent-child communication; sociodemographic factors; sociodemographic disadvantage; pediatric cancer

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bemis, H. M. (2013). Sociodemographic Disadvantage, Stress, and Parenting in Mothers of Children with Cancer. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bemis, Heather Michelle. “Sociodemographic Disadvantage, Stress, and Parenting in Mothers of Children with Cancer.” 2013. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bemis, Heather Michelle. “Sociodemographic Disadvantage, Stress, and Parenting in Mothers of Children with Cancer.” 2013. Web. 02 Mar 2021.

Vancouver:

Bemis HM. Sociodemographic Disadvantage, Stress, and Parenting in Mothers of Children with Cancer. [Internet] [Thesis]. Vanderbilt University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bemis HM. Sociodemographic Disadvantage, Stress, and Parenting in Mothers of Children with Cancer. [Thesis]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/12951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

5. Shavlik, Margaret Elizabeth. Children Prefer Storybooks with Causal Information.

Degree: MS, Psychology, 2019, Vanderbilt University

URL: http://hdl.handle.net/1803/10777

► One way to foster early literacy is by engaging and inspiring children’s early interest in reading. Enriching the causal content of children’s books may be… (more)

Subjects/Keywords: causal information; causal stance; early-literacy; shared reading

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APA (6^th Edition):

Shavlik, M. E. (2019). Children Prefer Storybooks with Causal Information. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10777

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Shavlik, Margaret Elizabeth. “Children Prefer Storybooks with Causal Information.” 2019. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/10777.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Shavlik, Margaret Elizabeth. “Children Prefer Storybooks with Causal Information.” 2019. Web. 02 Mar 2021.

Vancouver:

Shavlik ME. Children Prefer Storybooks with Causal Information. [Internet] [Thesis]. Vanderbilt University; 2019. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/10777.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shavlik ME. Children Prefer Storybooks with Causal Information. [Thesis]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/10777

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

6. Tippenhauer, Nicholas R. Children's Fact but not Word Learning is Affected by Context Variability.

Degree: MS, Psychology, 2018, Vanderbilt University

URL: http://hdl.handle.net/1803/15372

► There are conflicting accounts of how context variability affects children's word learning. In some instances, children show learning independent of context variability (e.g., Akhtar, 2005).… (more)

Subjects/Keywords: fact learning; word learning; context effects; memory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tippenhauer, N. R. (2018). Children's Fact but not Word Learning is Affected by Context Variability. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15372

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tippenhauer, Nicholas R. “Children's Fact but not Word Learning is Affected by Context Variability.” 2018. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/15372.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tippenhauer, Nicholas R. “Children's Fact but not Word Learning is Affected by Context Variability.” 2018. Web. 02 Mar 2021.

Vancouver:

Tippenhauer NR. Children's Fact but not Word Learning is Affected by Context Variability. [Internet] [Thesis]. Vanderbilt University; 2018. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/15372.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tippenhauer NR. Children's Fact but not Word Learning is Affected by Context Variability. [Thesis]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/15372

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

7. Desjardins, Leandra. Social competence and social problems in children recently diagnosed with cancer.

Degree: MS, Psychology, 2013, Vanderbilt University

URL: http://hdl.handle.net/1803/13187

► Previous research has found that pediatric cancer survivors are more socially isolated, experience greater difficulties in social competence, and are less likely to marry than… (more)

Subjects/Keywords: Social Problems; Social Competence; Cancer

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APA (6^th Edition):

Desjardins, L. (2013). Social competence and social problems in children recently diagnosed with cancer. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13187

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Desjardins, Leandra. “Social competence and social problems in children recently diagnosed with cancer.” 2013. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13187.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Desjardins, Leandra. “Social competence and social problems in children recently diagnosed with cancer.” 2013. Web. 02 Mar 2021.

Vancouver:

Desjardins L. Social competence and social problems in children recently diagnosed with cancer. [Internet] [Thesis]. Vanderbilt University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13187.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Desjardins L. Social competence and social problems in children recently diagnosed with cancer. [Thesis]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/13187

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

8. Yarboi, Janet M. The Association of Social-Environmental Factors with Cognitive Function in Children with Sickle Cell Disease.

Degree: MS, Psychology, 2014, Vanderbilt University

URL: http://hdl.handle.net/1803/12153

► Sickle cell disease is a chronic, life-threatening condition that affects more than one in every 400 African-American newborns. In addition to being at greater risk… (more)

Subjects/Keywords: social-environmental stress; cognitive function; parenting; sickle cell disease

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APA (6^th Edition):

Yarboi, J. M. (2014). The Association of Social-Environmental Factors with Cognitive Function in Children with Sickle Cell Disease. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yarboi, Janet M. “The Association of Social-Environmental Factors with Cognitive Function in Children with Sickle Cell Disease.” 2014. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yarboi, Janet M. “The Association of Social-Environmental Factors with Cognitive Function in Children with Sickle Cell Disease.” 2014. Web. 02 Mar 2021.

Vancouver:

Yarboi JM. The Association of Social-Environmental Factors with Cognitive Function in Children with Sickle Cell Disease. [Internet] [Thesis]. Vanderbilt University; 2014. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yarboi JM. The Association of Social-Environmental Factors with Cognitive Function in Children with Sickle Cell Disease. [Thesis]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

9. Craycraft, Nicole Neekoo. Compensating for an Inattentive Audience.

Degree: MS, Psychology, 2017, Vanderbilt University

URL: http://hdl.handle.net/1803/11259

► Do speakers adjust their expectations of a conversational partner when said partner is inattentive, and if so, how are their utterances to the inattentive partner… (more)

Subjects/Keywords: Common ground; audience design; dialogue

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APA (6^th Edition):

Craycraft, N. N. (2017). Compensating for an Inattentive Audience. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11259

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Craycraft, Nicole Neekoo. “Compensating for an Inattentive Audience.” 2017. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/11259.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Craycraft, Nicole Neekoo. “Compensating for an Inattentive Audience.” 2017. Web. 02 Mar 2021.

Vancouver:

Craycraft NN. Compensating for an Inattentive Audience. [Internet] [Thesis]. Vanderbilt University; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/11259.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Craycraft NN. Compensating for an Inattentive Audience. [Thesis]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/11259

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

10. Bemis, Heather Michelle. Mothers Coping with Childhood Cancer in the Context of Sociodemographic Disadvantage: Interactive and Longitudinal Effects on Depressive Symptoms.

Degree: PhD, Psychology, 2017, Vanderbilt University

URL: http://hdl.handle.net/1803/10540

► The present study integrated and expanded upon two previously separate lines of research on stress and coping processes endemic to mothers faced with two significant… (more)

▼ The present study integrated and expanded upon two previously separate lines of research on stress and coping processes endemic to mothers faced with two significant sources of stress: mothers coping with a child’s cancer diagnosis and treatment within the context of sociodemographic disadvantage. Through the use of multiple interaction models, the goal of this study was to elucidate contextual and personal risk factors for psychological distress among mothers of children with cancer in order to effectively identify and assist families in need. Mothers of children with cancer (N = 209) completed measures of demographics, cancer-related stress, and secondary control coping both near the time of their child’s diagnosis (M = 2.04 months; time 1) and 12 months later (time 2). A cumulative sociodemographic disadvantage index was created to assess the cumulative impact of sociodemographic factors including single parenthood, income, and education. The interactive effects of these three variables on depressive symptoms were examined in both cross-sectional and longitudinal analyses. At time 1, a three-way interaction emerged such that the greatest risk for depressive symptoms was associated with a combination of high sociodemographic disadvantage, high cancer-related stress, and low use of secondary control coping strategies. At time 2 there was no significant three-way interaction, however the moderating effect of coping persisted such that secondary control coping separately interacted with sociodemographic disadvantage and cancer-related stress to predict distress two-way interactions. In prospective analyses from time 1 to time 2, only significant main effects for mothers’ time 1 symptoms and secondary control coping were significant predictors of symptoms one year later. This study highlights the importance of rigorously incorporating consideration of sociodemographic disadvantage into research among mothers facing a child’s cancer diagnosis and treatment. Further, results suggest that use of secondary control coping strategies serves as an effective buffer against the risk for psychological distress conferred by sociodemographic disadvantage and heightened cancer-related stress both near the time of diagnosis and 12 months later. Implications for screening, intervention, and policy are discussed. Advisors/Committee Members: Megan Saylor (committee member), David Cole (committee member), Sarah Jaser (committee member), Bruce Compas (Committee Chair).

Subjects/Keywords: pediatric cancer; socioeconomic status; sociodemographic disadvantage; stress; mothers; coping

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bemis, H. M. (2017). Mothers Coping with Childhood Cancer in the Context of Sociodemographic Disadvantage: Interactive and Longitudinal Effects on Depressive Symptoms. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10540

Chicago Manual of Style (16^th Edition):

Bemis, Heather Michelle. “Mothers Coping with Childhood Cancer in the Context of Sociodemographic Disadvantage: Interactive and Longitudinal Effects on Depressive Symptoms.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/10540.

MLA Handbook (7^th Edition):

Bemis, Heather Michelle. “Mothers Coping with Childhood Cancer in the Context of Sociodemographic Disadvantage: Interactive and Longitudinal Effects on Depressive Symptoms.” 2017. Web. 02 Mar 2021.

Vancouver:

Bemis HM. Mothers Coping with Childhood Cancer in the Context of Sociodemographic Disadvantage: Interactive and Longitudinal Effects on Depressive Symptoms. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/10540.

Council of Science Editors:

Bemis HM. Mothers Coping with Childhood Cancer in the Context of Sociodemographic Disadvantage: Interactive and Longitudinal Effects on Depressive Symptoms. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/10540

Vanderbilt University

11. Russo, Colleen Elizabeth. Young Children’s Representational Understanding: The Effect of Experience with Live Video.

Degree: PhD, Psychology, 2017, Vanderbilt University

URL: http://hdl.handle.net/1803/11451

► The current research examines the effect of experience with smartphone photography and live video on children’s ability to use representational media as a source of… (more)

Subjects/Keywords: Skype; digital photos; live video; symbolic development; toddlers; children; FaceTime; technology; representations

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Russo, C. E. (2017). Young Children’s Representational Understanding: The Effect of Experience with Live Video. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11451

Chicago Manual of Style (16^th Edition):

Russo, Colleen Elizabeth. “Young Children’s Representational Understanding: The Effect of Experience with Live Video.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/11451.

MLA Handbook (7^th Edition):

Russo, Colleen Elizabeth. “Young Children’s Representational Understanding: The Effect of Experience with Live Video.” 2017. Web. 02 Mar 2021.

Vancouver:

Russo CE. Young Children’s Representational Understanding: The Effect of Experience with Live Video. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/11451.

Council of Science Editors:

Russo CE. Young Children’s Representational Understanding: The Effect of Experience with Live Video. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/11451

Vanderbilt University

12. Malesa, Elizabeth Eve. Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder.

Degree: MS, Psychology, 2015, Vanderbilt University

URL: http://hdl.handle.net/1803/11102

► This paper examines the relation between intentional communication (i.e., declaratives, imperatives) observed at 12-19 months and expressive language abilities observed one year subsequently, comparing younger… (more)

Subjects/Keywords: intentional communication; declaratives; siblings; autism; language

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APA (6^th Edition):

Malesa, E. E. (2015). Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11102

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Malesa, Elizabeth Eve. “Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder.” 2015. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/11102.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Malesa, Elizabeth Eve. “Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder.” 2015. Web. 02 Mar 2021.

Vancouver:

Malesa EE. Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder. [Internet] [Thesis]. Vanderbilt University; 2015. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/11102.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Malesa EE. Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder. [Thesis]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/11102

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

13. Killingsworth, Stefanos Sherif. Object-Relevant Kinematics Influence Imitative Compatibility.

Degree: PhD, Psychology, 2012, Vanderbilt University

URL: http://hdl.handle.net/1803/13723

► One critical finding from the literature on embodied cognition is that people produce actions more efficiently when observing similar as compared to when observing different… (more)

▼ One critical finding from the literature on embodied cognition is that people produce actions more efficiently when observing similar as compared to when observing different actions. This imitative compatibility effect has been typically studied with simple actions that have minimal ecological validity. The present dissertation presents five experiments that investigate how these compatibility effects are altered when participants produce actions with a familiar object (key pad), but view objectless actions made by an onscreen model hand. The mismatch in object directedness between observed and produced actions was adopted (1) to investigate whether compatibility effects are even possible when there is such a mismatch and, if possible, (2) to investigate how objects influence compatibility effects. The experiments here demonstrate that it is possible to obtain a compatibility effect under the mismatch conditions and reveal a compatibility specificity effect, in which flexions motions (curling of the fingers typical of a key press action) generate compatibility effects, but extension motions (straightening of the finger away from the palm) do not. Five experiments narrow the various components of participant motions for which compatibility effects may be specific and isolate particular kinematic patterns (i.e. extensions versus flexions) as a plausible cause for the observed specificity. These results broaden our understanding of compatibility effects and about links between action perception and production more generally. Furthermore, these results demonstrate that studies of human action can benefit from expanding their investigations beyond the connections between movement processing involved in action perception and production into how the relevant representations of action are situated within the action-environment interface. Finally, these findings may have important connections to other findings in the embodied cognition literature suggesting that perceiving a familiar object facilitates producing motions that are typical for using the object. Advisors/Committee Members: Stephen Benning (committee member), John Rieser (committee member), Megan Saylor (committee member), Daniel Levin (Committee Chair).

Subjects/Keywords: keyboard; tool use; object perception; mirror neuron system; action perception; compatibility effect; automatic imitation; imitative compatibility

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APA (6^th Edition):

Killingsworth, S. S. (2012). Object-Relevant Kinematics Influence Imitative Compatibility. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13723

Chicago Manual of Style (16^th Edition):

Killingsworth, Stefanos Sherif. “Object-Relevant Kinematics Influence Imitative Compatibility.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13723.

MLA Handbook (7^th Edition):

Killingsworth, Stefanos Sherif. “Object-Relevant Kinematics Influence Imitative Compatibility.” 2012. Web. 02 Mar 2021.

Vancouver:

Killingsworth SS. Object-Relevant Kinematics Influence Imitative Compatibility. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13723.

Council of Science Editors:

Killingsworth SS. Object-Relevant Kinematics Influence Imitative Compatibility. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/13723

Vanderbilt University

14. Benson, Taylor Leigh. Bodily Self-Disturbances across the Schizophrenia-Spectrum.

Degree: PhD, Psychology, 2017, Vanderbilt University

URL: http://hdl.handle.net/1803/14144

► Anomalous or weakened sense of self was central to early theories of schizophrenia. Recent empirical studies have also documented disturbances in body ownership and increased… (more)

Subjects/Keywords: schizophrenia; psychosis; self; body

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APA (6^th Edition):

Benson, T. L. (2017). Bodily Self-Disturbances across the Schizophrenia-Spectrum. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14144

Chicago Manual of Style (16^th Edition):

Benson, Taylor Leigh. “Bodily Self-Disturbances across the Schizophrenia-Spectrum.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/14144.

MLA Handbook (7^th Edition):

Benson, Taylor Leigh. “Bodily Self-Disturbances across the Schizophrenia-Spectrum.” 2017. Web. 02 Mar 2021.

Vancouver:

Benson TL. Bodily Self-Disturbances across the Schizophrenia-Spectrum. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/14144.

Council of Science Editors:

Benson TL. Bodily Self-Disturbances across the Schizophrenia-Spectrum. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/14144

Vanderbilt University

15. Nichols, Samara Alexandra. Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment.

Degree: MS, Hearing and Speech Sciences, 2014, Vanderbilt University

URL: http://hdl.handle.net/1803/12269

► Children with Specific Language Impairment (SLI) can present with deficits in receptive, expressive, or both modalities of vocabulary. Although typically developing children demonstrate vocabulary generalization… (more)

Subjects/Keywords: Receptive vocabulary; Generalization; Specific Language Impairment; Expressive vocabulary; Single subject

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APA (6^th Edition):

Nichols, S. A. (2014). Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12269

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nichols, Samara Alexandra. “Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment.” 2014. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12269.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nichols, Samara Alexandra. “Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment.” 2014. Web. 02 Mar 2021.

Vancouver:

Nichols SA. Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment. [Internet] [Thesis]. Vanderbilt University; 2014. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12269.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nichols SA. Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment. [Thesis]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12269

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

16. Vazquez, Maria Dolores. Children and adults evaluate what others know by considering how they complete goals in language and action.

Degree: PhD, Psychology, 2012, Vanderbilt University

URL: http://hdl.handle.net/1803/14917

► Children consider others’ prior behavior to evaluate whether they are likely to provide accurate information in the future. Prior research has demonstrated that the ability… (more)

Subjects/Keywords: pragmatic development; developmental psychology; language development

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APA (6^th Edition):

Vazquez, M. D. (2012). Children and adults evaluate what others know by considering how they complete goals in language and action. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14917

Chicago Manual of Style (16^th Edition):

Vazquez, Maria Dolores. “Children and adults evaluate what others know by considering how they complete goals in language and action.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/14917.

MLA Handbook (7^th Edition):

Vazquez, Maria Dolores. “Children and adults evaluate what others know by considering how they complete goals in language and action.” 2012. Web. 02 Mar 2021.

Vancouver:

Vazquez MD. Children and adults evaluate what others know by considering how they complete goals in language and action. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/14917.

Council of Science Editors:

Vazquez MD. Children and adults evaluate what others know by considering how they complete goals in language and action. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/14917

Vanderbilt University

17. Herberg, Jonathan. Representing Social Agents, Actions, and Knowledge States at Separate Levels of Explicitness.

Degree: PhD, Psychology, 2011, Vanderbilt University

URL: http://hdl.handle.net/1803/12113

► This dissertation first sketches a framework integrating various processes that have been proposed to account for the human capacity for action perception and analysis. The… (more)

Subjects/Keywords: Action Analysis; Theory-of-Mind; Simulation; Social Cognition

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APA (6^th Edition):

Herberg, J. (2011). Representing Social Agents, Actions, and Knowledge States at Separate Levels of Explicitness. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12113

Chicago Manual of Style (16^th Edition):

Herberg, Jonathan. “Representing Social Agents, Actions, and Knowledge States at Separate Levels of Explicitness.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12113.

MLA Handbook (7^th Edition):

Herberg, Jonathan. “Representing Social Agents, Actions, and Knowledge States at Separate Levels of Explicitness.” 2011. Web. 02 Mar 2021.

Vancouver:

Herberg J. Representing Social Agents, Actions, and Knowledge States at Separate Levels of Explicitness. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12113.

Council of Science Editors:

Herberg J. Representing Social Agents, Actions, and Knowledge States at Separate Levels of Explicitness. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/12113

Vanderbilt University

18. Wiesen, Sarah Elizabeth. Effects of Sticky Mittens Training on Infants' Exploration Behaviors in Various Postures.

Degree: PhD, Psychology, 2017, Vanderbilt University

URL: http://hdl.handle.net/1803/15532

► Through reaching out, grasping, and playing with objects, infants can learn how to interact efficiently and effectively with their surroundings as well as learn about… (more)

Subjects/Keywords: sticky mittens; posture; infants; reaching; object exploration

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APA (6^th Edition):

Wiesen, S. E. (2017). Effects of Sticky Mittens Training on Infants' Exploration Behaviors in Various Postures. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15532

Chicago Manual of Style (16^th Edition):

Wiesen, Sarah Elizabeth. “Effects of Sticky Mittens Training on Infants' Exploration Behaviors in Various Postures.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/15532.

MLA Handbook (7^th Edition):

Wiesen, Sarah Elizabeth. “Effects of Sticky Mittens Training on Infants' Exploration Behaviors in Various Postures.” 2017. Web. 02 Mar 2021.

Vancouver:

Wiesen SE. Effects of Sticky Mittens Training on Infants' Exploration Behaviors in Various Postures. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/15532.

Council of Science Editors:

Wiesen SE. Effects of Sticky Mittens Training on Infants' Exploration Behaviors in Various Postures. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/15532

Vanderbilt University

19. Jimenez, Sofia Renee. Preschoolers' curiosity about novel words.

Degree: PhD, Psychology, 2018, Vanderbilt University

URL: http://hdl.handle.net/1803/13961

► Children who become curious about words’ meanings may be making active, self-directed attempts at learning those words, but little is known about whether they have… (more)

Subjects/Keywords: lexical awareness; word acquisition; active learning

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APA (6^th Edition):

Jimenez, S. R. (2018). Preschoolers' curiosity about novel words. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13961

Chicago Manual of Style (16^th Edition):

Jimenez, Sofia Renee. “Preschoolers' curiosity about novel words.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13961.

MLA Handbook (7^th Edition):

Jimenez, Sofia Renee. “Preschoolers' curiosity about novel words.” 2018. Web. 02 Mar 2021.

Vancouver:

Jimenez SR. Preschoolers' curiosity about novel words. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13961.

Council of Science Editors:

Jimenez SR. Preschoolers' curiosity about novel words. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/13961

Vanderbilt University

20. Arndt, Karen Marie Barako. The Production of Complement Taking Verbs Across Complement Clause Types By Typically Developing Preschool Children.

Degree: PhD, Hearing and Speech Sciences, 2019, Vanderbilt University

URL: http://hdl.handle.net/1803/12350

► Data from elicited language tasks can add to the literature on the development of the complex syntax structures of embedded complement clauses in typically developing… (more)

Subjects/Keywords: WH- complement clauses; complex syntax; embedded complement clauses; infinitival complement clauses; sentential complement clauses; full propositional complement clauses

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APA (6^th Edition):

Arndt, K. M. B. (2019). The Production of Complement Taking Verbs Across Complement Clause Types By Typically Developing Preschool Children. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12350

Chicago Manual of Style (16^th Edition):

Arndt, Karen Marie Barako. “The Production of Complement Taking Verbs Across Complement Clause Types By Typically Developing Preschool Children.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12350.

MLA Handbook (7^th Edition):

Arndt, Karen Marie Barako. “The Production of Complement Taking Verbs Across Complement Clause Types By Typically Developing Preschool Children.” 2019. Web. 02 Mar 2021.

Vancouver:

Arndt KMB. The Production of Complement Taking Verbs Across Complement Clause Types By Typically Developing Preschool Children. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12350.

Council of Science Editors:

Arndt KMB. The Production of Complement Taking Verbs Across Complement Clause Types By Typically Developing Preschool Children. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/12350

Vanderbilt University

21. Moneta-Koehler, Liane Alise. Beyond cardinality: how children learn to reason about exact numbers.

Degree: PhD, Psychology, 2015, Vanderbilt University

URL: http://hdl.handle.net/1803/10954

► Cardinality, the ability to state the quantity of a set, is an important skill in the development of precise numerical reasoning abilities. This set of… (more)

Subjects/Keywords: language; mathematics; numerical reasoning; cardinality; development

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APA (6^th Edition):

Moneta-Koehler, L. A. (2015). Beyond cardinality: how children learn to reason about exact numbers. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10954

Chicago Manual of Style (16^th Edition):

Moneta-Koehler, Liane Alise. “Beyond cardinality: how children learn to reason about exact numbers.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/10954.

MLA Handbook (7^th Edition):

Moneta-Koehler, Liane Alise. “Beyond cardinality: how children learn to reason about exact numbers.” 2015. Web. 02 Mar 2021.

Vancouver:

Moneta-Koehler LA. Beyond cardinality: how children learn to reason about exact numbers. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/10954.

Council of Science Editors:

Moneta-Koehler LA. Beyond cardinality: how children learn to reason about exact numbers. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/10954

Vanderbilt University

22. Lund, Emily Ann. Early Maternal Word-Learning Cues to Children with and without Cochlear Implants.

Degree: PhD, Hearing and Speech Sciences, 2013, Vanderbilt University

URL: http://hdl.handle.net/1803/14497

► Despite improvements in amplification technology, the vocabulary growth of children with cochlear implants lag behind that of typically developing children. Maternal input may influence opportunities… (more)

Subjects/Keywords: Cochlear Implants; Word Learning

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APA (6^th Edition):

Lund, E. A. (2013). Early Maternal Word-Learning Cues to Children with and without Cochlear Implants. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14497

Chicago Manual of Style (16^th Edition):

Lund, Emily Ann. “Early Maternal Word-Learning Cues to Children with and without Cochlear Implants.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/14497.

MLA Handbook (7^th Edition):

Lund, Emily Ann. “Early Maternal Word-Learning Cues to Children with and without Cochlear Implants.” 2013. Web. 02 Mar 2021.

Vancouver:

Lund EA. Early Maternal Word-Learning Cues to Children with and without Cochlear Implants. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/14497.

Council of Science Editors:

Lund EA. Early Maternal Word-Learning Cues to Children with and without Cochlear Implants. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/14497

Vanderbilt University

23. Hirtle, Jane Anne Trapp. I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction.

Degree: PhD, Psychology, 2016, Vanderbilt University

URL: http://hdl.handle.net/1803/12818

► Previous research on the development of infant tool use learning in the second year of life has provided contrary evidence as to how infants select… (more)

Subjects/Keywords: tool use; problem-solving; infancy

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APA (6^th Edition):

Hirtle, J. A. T. (2016). I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12818

Chicago Manual of Style (16^th Edition):

Hirtle, Jane Anne Trapp. “I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12818.

MLA Handbook (7^th Edition):

Hirtle, Jane Anne Trapp. “I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction.” 2016. Web. 02 Mar 2021.

Vancouver:

Hirtle JAT. I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12818.

Council of Science Editors:

Hirtle JAT. I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/12818

Vanderbilt University

24. Rodriguez, Erin M. Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function.

Degree: PhD, Psychology, 2011, Vanderbilt University

URL: http://hdl.handle.net/1803/12511

► Previous research with children with cancer has suggested links between adjustment and parent-child communication, coping, and executive function, but little research has addressed how communication,… (more)

▼ Previous research with children with cancer has suggested links between adjustment and parent-child communication, coping, and executive function, but little research has addressed how communication, coping, and executive function may be interrelated within the context of adjustment. The current studies examined the relationships between these constructs in children with cancer and their parents, for whom communication, coping, and executive function may be especially relevant, given the stressful nature of pediatric cancer and the effects of medical treatment on children’s executive functioning. Study 1 examined communication at macro- and micro-levels of analysis, in order to understand how mothers’ linguistic complexity and contingent responses to their children were related to mothers’ and children’s global patterns of emotions and behaviors during a mother-child interaction about cancer. The findings indicate that certain maternal contingent responses (e.g., reflections, expansions) are characteristic of positive behaviors and emotions (e.g., positive mood, listener responsiveness), while other maternal contingent responses (e.g., reframes, imperatives) are characteristic of negative behaviors and emotions (e.g., hostility, neglect/distancing) in both mothers and children. In study 2, children’s executive function was examined in relation to children’s primary and secondary control coping, parents’ linguistic complexity, and children’s anxiety/depression, internalizing problems, and externalizing problems. The results suggest that better executive function is related to higher levels of secondary control coping and fewer adjustment problems in children, with coping accounting for the relationship between executive function and adjustment. Further, the results indicate that higher parental linguistic complexity is related to poorer executive functioning in children, and that parents who “undershoot” their children’s level of executive functioning by using less complex language have children who use more secondary control coping and have fewer adjustment problems. The findings of both studies suggest implications for parenting and communication interventions for pediatric cancer populations, such as teaching parents to use reflections and simple language when talking with their children about cancer. Advisors/Committee Members: Frances Niarhos (committee member), C. Melanie Schuele (committee member), Megan Saylor (committee member), Bruce E. Compas (Committee Chair).

Subjects/Keywords: Childhood Cancer; parent-child interaction

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APA (6^th Edition):

Rodriguez, E. M. (2011). Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12511

Chicago Manual of Style (16^th Edition):

Rodriguez, Erin M. “Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12511.

MLA Handbook (7^th Edition):

Rodriguez, Erin M. “Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function.” 2011. Web. 02 Mar 2021.

Vancouver:

Rodriguez EM. Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12511.

Council of Science Editors:

Rodriguez EM. Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/12511

Vanderbilt University

25. Beck, Sara Lynn. Joint Music Making and Prosocial Behavior in Preschoolers: Lyrics, Vocal-Motor Imitation, & the Beat.

Degree: PhD, Psychology, 2018, Vanderbilt University

URL: http://hdl.handle.net/1803/11082

► Research has shown that active musical engagement promotes prosocial behavior in preschool-age children under some conditions but not others. The current study consists of two… (more)

▼ Research has shown that active musical engagement promotes prosocial behavior in preschool-age children under some conditions but not others. The current study consists of two experiments designed to examine preschool-age children’s helping and sharing behavior toward a previously unfamiliar adult subsequent to joint musical or non-musical play. Experiment 1 established a paradigm for comparing sharing and helping after a brief experimental interaction, while also investigating the impact of verbal content on behavior across conditions. Experiment 2 investigated children’s sharing and helping subsequent to a joint singing interaction that was either temporally regular or temporally irregular. Behavioral coding was used in both experiments to explore how the type of interaction impacted children’s joint movement, interpersonal movement synchrony, and engagement throughout the interaction. Results of Experiment 1 showed that musical play was associated with more spontaneous helping and overall sharing than non-musical play. Analysis of synchrony and joint movement within the experimental interaction showed that musical play resulted in significantly more joint movement and interpersonal synchrony than non-musical play, but that even in musical conditions, joint movement was only perceptibly synchronized for a fraction of the length of the interaction. There was no evidence of an effect of verbal content on children’s behavior, despite uniformly high retention for the content of the song or poem across conditions. Experiment 2 showed that children’s sharing, helping, and engagement did not differ following temporally regular or irregular joint singing. A comparison of Experiments 1 and 2 indicated that only joint musical play – inclusive of both joint singing and percussive gross motor movement to a regular beat – influenced children’s subsequent prosocial behaviors and their engagement in the interaction relative to non-musical play. These findings provide further evidence that active music making can facilitate prosocial behavior in preschoolers, regardless of lyrical content, and suggest that joint movement may play a more significant role than precise movement synchrony in preschoolers’ musical engagement. Advisors/Committee Members: Tedra Walden (committee member), Mark Wallace (committee member), Megan Saylor (committee member), Reyna Gordon (committee member), John Rieser (Committee Chair).

Subjects/Keywords: movement; rhythm; entrainment; singing; helping; sharing; musical engagement; joint music making; music; children

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APA (6^th Edition):

Beck, S. L. (2018). Joint Music Making and Prosocial Behavior in Preschoolers: Lyrics, Vocal-Motor Imitation, & the Beat. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11082

Chicago Manual of Style (16^th Edition):

Beck, Sara Lynn. “Joint Music Making and Prosocial Behavior in Preschoolers: Lyrics, Vocal-Motor Imitation, & the Beat.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/11082.

MLA Handbook (7^th Edition):

Beck, Sara Lynn. “Joint Music Making and Prosocial Behavior in Preschoolers: Lyrics, Vocal-Motor Imitation, & the Beat.” 2018. Web. 02 Mar 2021.

Vancouver:

Beck SL. Joint Music Making and Prosocial Behavior in Preschoolers: Lyrics, Vocal-Motor Imitation, & the Beat. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/11082.

Council of Science Editors:

Beck SL. Joint Music Making and Prosocial Behavior in Preschoolers: Lyrics, Vocal-Motor Imitation, & the Beat. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/11082

Vanderbilt University

26. Weiler, Brian Kenneth. Tense Marking in the General Kindergarten Population: Is there Evidence of Bimodal Distribution?.

Degree: PhD, Hearing and Speech Sciences, 2016, Vanderbilt University

URL: http://hdl.handle.net/1803/11649

► Tense marking at the point of school entry, that is, kindergarten, has been hypothesized to follow a bimodal distribution. Under this hypothesis, it is predicted… (more)

Subjects/Keywords: tense marking; SLI; language impairment; bimodal distribution; kindergarten; finiteness

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APA (6^th Edition):

Weiler, B. K. (2016). Tense Marking in the General Kindergarten Population: Is there Evidence of Bimodal Distribution?. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11649

Chicago Manual of Style (16^th Edition):

Weiler, Brian Kenneth. “Tense Marking in the General Kindergarten Population: Is there Evidence of Bimodal Distribution?.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/11649.

MLA Handbook (7^th Edition):

Weiler, Brian Kenneth. “Tense Marking in the General Kindergarten Population: Is there Evidence of Bimodal Distribution?.” 2016. Web. 02 Mar 2021.

Vancouver:

Weiler BK. Tense Marking in the General Kindergarten Population: Is there Evidence of Bimodal Distribution?. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/11649.

Council of Science Editors:

Weiler BK. Tense Marking in the General Kindergarten Population: Is there Evidence of Bimodal Distribution?. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/11649

Vanderbilt University

27. Adery, Laura Louise. Better Together: Effects and Treatments of Loneliness and Social Isolation Across the Schizophrenia Spectrum.

Degree: PhD, Psychology, 2019, Vanderbilt University

URL: http://hdl.handle.net/1803/12266

► Individuals with schizophrenia (ISZ) are among the most socially isolated and stigmatized individuals in our society. Mounting evidence suggests powerful detrimental effects of loneliness as… (more)

▼ Individuals with schizophrenia (ISZ) are among the most socially isolated and stigmatized individuals in our society. Mounting evidence suggests powerful detrimental effects of loneliness as a result of dissonance between desired and present social interaction across virtually all populations. While it has previously been hypothesized that due to negative symptoms such as social anhedonia, ISZ do not experience loneliness, research confirms that ISZ are extremely affected by loneliness and rank it as a top difficulty. It has also been suggested that as in other forms of sensory deprivation, hallucinations and delusions may emerge or become exacerbated in psychosis-prone individuals when prolonged social isolation triggers over-activation of the social brain network, thus fabricating spurious social meaning. The effects of isolation and loneliness on the perception of social stimuli were systematically tested with computerized human detection tasks across three demographic groups including ISZ. Results indicate that social exclusion significantly augments participant’s BM perception, and that symptom levels are associated with poorer extraction of social information. We next sought to test plausible remediation of loneliness through an exposure based social interaction group using the unique social bonding principles of singing, and a social skill-building computerized intervention. The results demonstrate that group singing is beneficial for reducing loneliness and increasing self-perceived well-being, while social skills training is beneficial for increasing emotion recognition and confidence in social abilities. Together, these two novel and low-burden interventions may serve as a powerful multi-arm intervention strategy for eradicating isolation and loneliness in vulnerable populations. Advisors/Committee Members: Dr. Bruce Compas, Ph.D. (committee member), Dr. Megan Saylor, Ph.D. (committee member), Dr. Andrew Tomarken, Ph.D. (committee member), Dr. Sohee Park, Ph.D. (Committee Chair).

Subjects/Keywords: psychosis; loneliness; social isolation; schizophrenia; music intervention; social training

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APA (6^th Edition):

Adery, L. L. (2019). Better Together: Effects and Treatments of Loneliness and Social Isolation Across the Schizophrenia Spectrum. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12266

Chicago Manual of Style (16^th Edition):

Adery, Laura Louise. “Better Together: Effects and Treatments of Loneliness and Social Isolation Across the Schizophrenia Spectrum.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/12266.

MLA Handbook (7^th Edition):

Adery, Laura Louise. “Better Together: Effects and Treatments of Loneliness and Social Isolation Across the Schizophrenia Spectrum.” 2019. Web. 02 Mar 2021.

Vancouver:

Adery LL. Better Together: Effects and Treatments of Loneliness and Social Isolation Across the Schizophrenia Spectrum. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/12266.

Council of Science Editors:

Adery LL. Better Together: Effects and Treatments of Loneliness and Social Isolation Across the Schizophrenia Spectrum. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/12266

Vanderbilt University

28. Yarboi, Janet M. The Role of Parent Stress and Parenting Behaviors in Cognitive Function in Children with Sickle Cell Disease.

Degree: PhD, Psychology, 2018, Vanderbilt University

URL: http://hdl.handle.net/1803/13989

► Sickle cell disease (SCD) is a chronic, life-threatening condition that affects more than one every 400 African American newborns. In addition to being at greater… (more)

Subjects/Keywords: responsive parenting; social-environmental stress; parent-child interactions; chronic illness; pediatric psychology

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yarboi, J. M. (2018). The Role of Parent Stress and Parenting Behaviors in Cognitive Function in Children with Sickle Cell Disease. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13989

Chicago Manual of Style (16^th Edition):

Yarboi, Janet M. “The Role of Parent Stress and Parenting Behaviors in Cognitive Function in Children with Sickle Cell Disease.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13989.

MLA Handbook (7^th Edition):

Yarboi, Janet M. “The Role of Parent Stress and Parenting Behaviors in Cognitive Function in Children with Sickle Cell Disease.” 2018. Web. 02 Mar 2021.

Vancouver:

Yarboi JM. The Role of Parent Stress and Parenting Behaviors in Cognitive Function in Children with Sickle Cell Disease. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13989.

Council of Science Editors:

Yarboi JM. The Role of Parent Stress and Parenting Behaviors in Cognitive Function in Children with Sickle Cell Disease. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/13989

Vanderbilt University

29. Strouse, Gabrielle A. Toddlers' imitation of new skills from video.

Degree: MS, Psychology, 2007, Vanderbilt University

URL: http://hdl.handle.net/1803/13637

► Imitation of people on educational television is one way for very young children to learn new skills. Toddlers in previous studies exhibited a “video deficit”… (more)

Subjects/Keywords: social cognition; Television in education; representation; Imitation in children; Toddlers – Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Strouse, G. A. (2007). Toddlers' imitation of new skills from video. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13637

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Strouse, Gabrielle A. “Toddlers' imitation of new skills from video.” 2007. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/13637.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Strouse, Gabrielle A. “Toddlers' imitation of new skills from video.” 2007. Web. 02 Mar 2021.

Vancouver:

Strouse GA. Toddlers' imitation of new skills from video. [Internet] [Thesis]. Vanderbilt University; 2007. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/13637.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Strouse GA. Toddlers' imitation of new skills from video. [Thesis]. Vanderbilt University; 2007. Available from: http://hdl.handle.net/1803/13637

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

30. Osina, Maria Alexandrovna. What and where in 12-month-old infants’ absent reference comprehension.

Degree: MS, Psychology, 2010, Vanderbilt University

URL: http://hdl.handle.net/1803/11706

► The inconsistency of babies’ ability to reveal displaced speech comprehension in previous research can be accounted for by the relative difficulty of the task and… (more)

Subjects/Keywords: language development; cognitive development; mental representation; visuospatial memory; memory specificity; context; object in place; objects and locations

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Osina, M. A. (2010). What and where in 12-month-old infants’ absent reference comprehension. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11706

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Osina, Maria Alexandrovna. “What and where in 12-month-old infants’ absent reference comprehension.” 2010. Thesis, Vanderbilt University. Accessed March 02, 2021. http://hdl.handle.net/1803/11706.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Osina, Maria Alexandrovna. “What and where in 12-month-old infants’ absent reference comprehension.” 2010. Web. 02 Mar 2021.

Vancouver:

Osina MA. What and where in 12-month-old infants’ absent reference comprehension. [Internet] [Thesis]. Vanderbilt University; 2010. [cited 2021 Mar 02]. Available from: http://hdl.handle.net/1803/11706.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Osina MA. What and where in 12-month-old infants’ absent reference comprehension. [Thesis]. Vanderbilt University; 2010. Available from: http://hdl.handle.net/1803/11706

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations