Steven Yussen - Academia.edu (original) (raw)
Papers by Steven Yussen
https://works.swarthmore.edu/alum-books/4909/thumbnail.jp
Academic Press eBooks, 1985
Read more and get great! That's what the book enPDFd the growth of reflection in children wil... more Read more and get great! That's what the book enPDFd the growth of reflection in children will give for every reader to read this book. This is an on-line book provided in this website. Even this book becomes a choice of someone to read, many in the world also loves it so much. As what we talk, when you read more every page of this the growth of reflection in children, what you will obtain is something great.
Recent Research in Psychology, 1993
The purpose of this volume is to survey some of the best work going on in the field of reading re... more The purpose of this volume is to survey some of the best work going on in the field of reading research and reflect what is known about reading as it unfolds across the life span. The book is divided into four parts: The Contexts for Reading; Reading in Childhood; Reading in Adulthood; Reading Across the Life Span. The focus of this book stretches beyond the narrow period of development and considers broader questions such as cross-cultural factors influencing literacy acquisition, the spelling sound code and word recognition in ...
Teaching and Learning, 2007
Educational Researcher, 2016
It is 1959. In Port Clinton, Ohio, Robert Putnam, the future Kennedy School Professor at Harvard,... more It is 1959. In Port Clinton, Ohio, Robert Putnam, the future Kennedy School Professor at Harvard, is graduating from high school in th i s mediums i z e d , M i d western city on the shores of Lake Erie. He recalls those days as ones filled with opportunity for his classmates, regardless of their economic station in life—boys and girls from economically well off families as well as those from very modest circumstances. They were in school together, dreamed about future career opportunities, and many, across class lines, fulfilled those dreams. They went to college, raised families, had successful careers and economic success, and created bright future opportunities for their children. The civil rights movement and the women’s rights movement of the 1960s and 1970s were yet to take off, with the significant opportunities they would open up in the last quarter of the 20th century. So, any casual observer might argue that times certainly were not so rosy, for, say, African American youth or female youth. Nevertheless, Putnam claims, that even so, 1959 was a much brighter time, in general, for youth on the verge of adulthood to realize the “American Dream” than it is now. The problem, as Putnam sees it, is that the United States, in the 55 years since that moment, has become increasingly divided by class in all facets of how families and their children live and experience the world. This difference, this inequality in America is largely, but not alone, about income and wealth. Many contemporary economists have documented the recent historical trends on growing differences in income and wealth (eg., Piketty, 2014; Stiglitz, 2012, 2015). The central question for Putnam, however, and the focus of his book is: How do those differences and the powerful factors associated with this inequality impact opportunity and social mobility for children? To summarize the main conclusion, it is a starkly negative and bleak impact—a morally unacceptable trend that puts our society in grave danger for the future. Putnam takes pains to document that Port Clinton and its half century journey since he finished high school looks remarkably like the journey taken by most all other metropolitan areas throughout the United States during that same period of time. To make his case, Putnam reports the findings from (1) a qualitative study of 107 young adults and their families, drawn from all regions of the United States, over a two-year period from 2012 to 2014, using in-depth interviews and conversations with the participants; (2) a quantitative survey of his Port Clinton high school classmates, some 53 years later, in 2012, at least all of those who were still alive and could be found. Finally, as he unpacks his claims about the role of social class, in successive chapters of the book, respectively, on how families function, how adults interact with their children as parents, how children experience school, how communities are organized and work, and finally, how the identified problems created by class differences could be reduced by a range of possible public policy interventions; and a (3) third research strategy is employed, in which he synthesizes existing research (experimental, observational, survey) from a variety of related disciplines, to illustrate both the historical claims of change in social class as well as how it impacts children (e.g., neuroscience research on brain development, class differences in parenting styles, classbased differences in school experiences and where children live, etc.). Underlying all these approaches to studying social class differences, Putnam chose to use educational attainment as his measure for social class and a simple division—comparing youth from families with a parent who completed college with youth from families in which no parent completed college. He acknowledges that social class is typically defined and understood to be a composite of educational attainment, income level, and occupational category. However, by comparing and contrasting participants with college-educated parents (the well to do) and those with parents who have not completed college (the less well off ), he has created a strong proxy for the other elements of class difference, and it seems to work, repeatedly, in his analyses across the different types of evidence assembled. That is, the class difference defined this way is repeatedly associated with large differences in children’s lives and outcomes in the expected direction for each of the domains he considers. 679181 EDRXXX10.3102/0013189X16679181Educational ResearcherBooks et al research-article2016
Journal of Experimental Child Psychology, Oct 1, 1979
Four-and six-year-olds were asked questions about hypothetical situations in which a child was to... more Four-and six-year-olds were asked questions about hypothetical situations in which a child was to perform one of three cognitive activities: (1) to remember something, (2) to communicate a message, or (3) to attend to a visual array. Questions focused on the child's ...
PsycCRITIQUES, 1996
... Minds in play: Computer game design as a context for children&amp... more ... Minds in play: Computer game design as a context for children's learning. by Yasmin Bettina Kafai. ...
Developmental Psychology, 1980
American Psychologist, 1978
Contemporary Educational Psychology, 1990
Developmental Psychology, 1983
Recent research has shown that when individuals hear an impoverished, atypical, or disorganized s... more Recent research has shown that when individuals hear an impoverished, atypical, or disorganized story and are asked to recall it, they can and do produce a canonical version of it. To determine if this "strategic" manipulation of story structure undergoes developmental changes, two experiments were conducted using second and sixth grade children and college students. In the first experiment, 40 subjects at each grade level listened to "normal" or "scrambled" versions of stories and either recalled them as heard or recalled them as good (organized) stories. Results showed that scrambled stories generally depressed recall and that there was a clear improvement with age/grade in the ability to recognize a scrambled story, with second grade subjects performing especially poorly. The second experiment examined two alternative explanations for the poor performance of the seconcl grade students: (1) younger children's memory for material they have just heard is "fragile," and any attempt to operate on it or transform it is doomed because the effort detracts from the effort to hold on to the memory itself; and (2) sequencing techniques needed to reorder a scrambled story are not well mastered in young children. Eighteen second grade children were trained to sequence the propositions of a random story into'a canonical form, with the propositions continuously available for inspection, while a control group of 18,subjects received no special training. Results confirmed that second grade students could reorganize their recall only if some training in sequencing were offered them. (FL)
Charge letter to the Ad Hoc Faculty/Staff Committee of the newly reorganized College of Education... more Charge letter to the Ad Hoc Faculty/Staff Committee of the newly reorganized College of Education and Human Development. Committee members: Ad Hoc Faculty/Staff Committee Jean Bauer, Professor, Family Social Science; Darwin Hendel, Associate Professor, Educational Policy & Administration; Dave Hollister, Professor, Social Work; Nan Moore, HR Director, CEHD; Randy Moore, Professor, General College; Victoria Neau, Information Technology Professional, General College; Tom Reynolds, Associate Professor, General College; Karen Seashore, Professor, Educational Policy & Administration Deb Snouffer, Assistant to the Director, School of Social Work
ED243911 - Producing Stories for the WISC-R Picture Arrangement Items.
Developmental Psychology, 1974
Seventy-two preschoolers and 72 second graders observed a model choose his "favorites" in a serie... more Seventy-two preschoolers and 72 second graders observed a model choose his "favorites" in a series of common object trios and were then asked to recall the model's choices. Children at each age witnessed the procedure under a fixed level of distraction, under instructions either to 'look' or 'remember,' and under one of three vicarious consequence treatments (reward, neutral, punishment)._ A series of analyses of the children's overt visual attention to the modeled activity and their recall revealed: (1) highly significant positive correlations between attention and recall, (2) a facilitation of attention and recall with instructions to remember, (3) a facilitation of attention and recall under vicarious reward and vicarious punishment treatments only when instructions were to look, and (4) age increases in relevant overt attention and recall.
Child Develop, 1972
... All rights reserved.] Page 2. CHILD DEVELOPMENT their approach to memory tasks (eg, Belmont &... more ... All rights reserved.] Page 2. CHILD DEVELOPMENT their approach to memory tasks (eg, Belmont & Butterfield 1971; Flavell 1970, 1971; Flavell, Friedrichs, & Hoyt 1970; Hagen 1971; Neimark, Slot-nick, & Ulrich 1971). Given ...
Two experiments were conducted to test the hypotheses that the ability to draw inferences from a ... more Two experiments were conducted to test the hypotheses that the ability to draw inferences from a text about an unstated agent is based on the' quality of information available to the reader, and that the quality of the information is itself based on the unique nature of cues embedded in the text and On,'the relevance of prior knowledge held by the reader. In the first experiment, 20 second and 20 fourth grade students listened to stories that contained a helpful (unique) or unhelpful (nonunique) clue and then drew inferences. In the second experiment, 28 third and 28 fourth grade students listened to stories with clues that varied as in the first experiment. In addition, half of the students first received a relevant prior knowledge and half received an irrelevant prior knowledge treatment. Both experiments confirmed that the unique nature of an embedded clue was directly related to the ease of drawing an inference. In addition, relevant prior knowledge was shown to enhance inference making in an additive, linear-fashion. No grade differences were .found. (Stories used in the-experiments are included.) (FL) 4
Recently there has been an increasing interest in the development of children's impressions of ,s... more Recently there has been an increasing interest in the development of children's impressions of ,stories,ipartially due to the work of theoriStS who have proposed forMal grammars representing structural characteristics of stories. I# order to learn *ore about children'y narrative competence, stories they produced were analyzed in three experiments. The pictorial sequences from the ptcture arrangement subtest of the Wechsler Intelligince Scale far Children-Re0.sed (WISC-R) were used as a structural context to elicit stories from the subjects. These were-also used tO constrain.the pragmatic and imaginative aspects of the story telling task so that particular structural aspects could be etamined, uniformly across different age groups, and to provide-a first stip in assessment of the underlying psychological properties related to succesSful performance. In experiments one and two, 12 students' each from/second and seventh grade and 22 college students were given the' subtesk individually and were asked to produce anoral story. In the third. experiment,. '12 seventh graders and twelie college students were administered the subtest and Were gated to produce a written story. Overall, the findings indiceted that (1),children dwell on'Overt characteristics of.eventi, avoid discussion of character motivation, and ignore logical connectivity, while adults embellished .
The purpose of this paper is to review the relevant evidence concerning the relationship between ... more The purpose of this paper is to review the relevant evidence concerning the relationship between knowledge and its effect on learning, with an end to answering the questions: (1) How important is knowledge to learning? and (2) How does the relative importance of knowledge change with development? The paper is divided into three main sections: evidence for domain-specific learning, evidence for domain-independent learning, and implications for developmental theory. The domain-specific section uses evidence from three areas of research to show that previously acquired knowledge affects the learning of subsequent, related information. In the section on domain-independent learning, it is argued that at least some aspects of learning may he relatively domain independent. This argument is supported by demonstrating that training children to use metacognitive skills allows the transfer of these skills from one domain to another. In the last section, three prominent developmental theories (learning theory, Piagetian theory, and the "capacity" theory of information processing) are examined. A knowledge-based theory is presented to explain develc,pment in terms of the amount of factual and strategic knowledge that an individual has acquired. The theory argues that it is the unequal distribution of this knowledge that accounts for the apparent differences in children's and adult's reasoning processes. An eight-page reference list concludes the document. (JAZ)
https://works.swarthmore.edu/alum-books/4909/thumbnail.jp
Academic Press eBooks, 1985
Read more and get great! That's what the book enPDFd the growth of reflection in children wil... more Read more and get great! That's what the book enPDFd the growth of reflection in children will give for every reader to read this book. This is an on-line book provided in this website. Even this book becomes a choice of someone to read, many in the world also loves it so much. As what we talk, when you read more every page of this the growth of reflection in children, what you will obtain is something great.
Recent Research in Psychology, 1993
The purpose of this volume is to survey some of the best work going on in the field of reading re... more The purpose of this volume is to survey some of the best work going on in the field of reading research and reflect what is known about reading as it unfolds across the life span. The book is divided into four parts: The Contexts for Reading; Reading in Childhood; Reading in Adulthood; Reading Across the Life Span. The focus of this book stretches beyond the narrow period of development and considers broader questions such as cross-cultural factors influencing literacy acquisition, the spelling sound code and word recognition in ...
Teaching and Learning, 2007
Educational Researcher, 2016
It is 1959. In Port Clinton, Ohio, Robert Putnam, the future Kennedy School Professor at Harvard,... more It is 1959. In Port Clinton, Ohio, Robert Putnam, the future Kennedy School Professor at Harvard, is graduating from high school in th i s mediums i z e d , M i d western city on the shores of Lake Erie. He recalls those days as ones filled with opportunity for his classmates, regardless of their economic station in life—boys and girls from economically well off families as well as those from very modest circumstances. They were in school together, dreamed about future career opportunities, and many, across class lines, fulfilled those dreams. They went to college, raised families, had successful careers and economic success, and created bright future opportunities for their children. The civil rights movement and the women’s rights movement of the 1960s and 1970s were yet to take off, with the significant opportunities they would open up in the last quarter of the 20th century. So, any casual observer might argue that times certainly were not so rosy, for, say, African American youth or female youth. Nevertheless, Putnam claims, that even so, 1959 was a much brighter time, in general, for youth on the verge of adulthood to realize the “American Dream” than it is now. The problem, as Putnam sees it, is that the United States, in the 55 years since that moment, has become increasingly divided by class in all facets of how families and their children live and experience the world. This difference, this inequality in America is largely, but not alone, about income and wealth. Many contemporary economists have documented the recent historical trends on growing differences in income and wealth (eg., Piketty, 2014; Stiglitz, 2012, 2015). The central question for Putnam, however, and the focus of his book is: How do those differences and the powerful factors associated with this inequality impact opportunity and social mobility for children? To summarize the main conclusion, it is a starkly negative and bleak impact—a morally unacceptable trend that puts our society in grave danger for the future. Putnam takes pains to document that Port Clinton and its half century journey since he finished high school looks remarkably like the journey taken by most all other metropolitan areas throughout the United States during that same period of time. To make his case, Putnam reports the findings from (1) a qualitative study of 107 young adults and their families, drawn from all regions of the United States, over a two-year period from 2012 to 2014, using in-depth interviews and conversations with the participants; (2) a quantitative survey of his Port Clinton high school classmates, some 53 years later, in 2012, at least all of those who were still alive and could be found. Finally, as he unpacks his claims about the role of social class, in successive chapters of the book, respectively, on how families function, how adults interact with their children as parents, how children experience school, how communities are organized and work, and finally, how the identified problems created by class differences could be reduced by a range of possible public policy interventions; and a (3) third research strategy is employed, in which he synthesizes existing research (experimental, observational, survey) from a variety of related disciplines, to illustrate both the historical claims of change in social class as well as how it impacts children (e.g., neuroscience research on brain development, class differences in parenting styles, classbased differences in school experiences and where children live, etc.). Underlying all these approaches to studying social class differences, Putnam chose to use educational attainment as his measure for social class and a simple division—comparing youth from families with a parent who completed college with youth from families in which no parent completed college. He acknowledges that social class is typically defined and understood to be a composite of educational attainment, income level, and occupational category. However, by comparing and contrasting participants with college-educated parents (the well to do) and those with parents who have not completed college (the less well off ), he has created a strong proxy for the other elements of class difference, and it seems to work, repeatedly, in his analyses across the different types of evidence assembled. That is, the class difference defined this way is repeatedly associated with large differences in children’s lives and outcomes in the expected direction for each of the domains he considers. 679181 EDRXXX10.3102/0013189X16679181Educational ResearcherBooks et al research-article2016
Journal of Experimental Child Psychology, Oct 1, 1979
Four-and six-year-olds were asked questions about hypothetical situations in which a child was to... more Four-and six-year-olds were asked questions about hypothetical situations in which a child was to perform one of three cognitive activities: (1) to remember something, (2) to communicate a message, or (3) to attend to a visual array. Questions focused on the child's ...
PsycCRITIQUES, 1996
... Minds in play: Computer game design as a context for children&amp... more ... Minds in play: Computer game design as a context for children's learning. by Yasmin Bettina Kafai. ...
Developmental Psychology, 1980
American Psychologist, 1978
Contemporary Educational Psychology, 1990
Developmental Psychology, 1983
Recent research has shown that when individuals hear an impoverished, atypical, or disorganized s... more Recent research has shown that when individuals hear an impoverished, atypical, or disorganized story and are asked to recall it, they can and do produce a canonical version of it. To determine if this "strategic" manipulation of story structure undergoes developmental changes, two experiments were conducted using second and sixth grade children and college students. In the first experiment, 40 subjects at each grade level listened to "normal" or "scrambled" versions of stories and either recalled them as heard or recalled them as good (organized) stories. Results showed that scrambled stories generally depressed recall and that there was a clear improvement with age/grade in the ability to recognize a scrambled story, with second grade subjects performing especially poorly. The second experiment examined two alternative explanations for the poor performance of the seconcl grade students: (1) younger children's memory for material they have just heard is "fragile," and any attempt to operate on it or transform it is doomed because the effort detracts from the effort to hold on to the memory itself; and (2) sequencing techniques needed to reorder a scrambled story are not well mastered in young children. Eighteen second grade children were trained to sequence the propositions of a random story into'a canonical form, with the propositions continuously available for inspection, while a control group of 18,subjects received no special training. Results confirmed that second grade students could reorganize their recall only if some training in sequencing were offered them. (FL)
Charge letter to the Ad Hoc Faculty/Staff Committee of the newly reorganized College of Education... more Charge letter to the Ad Hoc Faculty/Staff Committee of the newly reorganized College of Education and Human Development. Committee members: Ad Hoc Faculty/Staff Committee Jean Bauer, Professor, Family Social Science; Darwin Hendel, Associate Professor, Educational Policy & Administration; Dave Hollister, Professor, Social Work; Nan Moore, HR Director, CEHD; Randy Moore, Professor, General College; Victoria Neau, Information Technology Professional, General College; Tom Reynolds, Associate Professor, General College; Karen Seashore, Professor, Educational Policy & Administration Deb Snouffer, Assistant to the Director, School of Social Work
ED243911 - Producing Stories for the WISC-R Picture Arrangement Items.
Developmental Psychology, 1974
Seventy-two preschoolers and 72 second graders observed a model choose his "favorites" in a serie... more Seventy-two preschoolers and 72 second graders observed a model choose his "favorites" in a series of common object trios and were then asked to recall the model's choices. Children at each age witnessed the procedure under a fixed level of distraction, under instructions either to 'look' or 'remember,' and under one of three vicarious consequence treatments (reward, neutral, punishment)._ A series of analyses of the children's overt visual attention to the modeled activity and their recall revealed: (1) highly significant positive correlations between attention and recall, (2) a facilitation of attention and recall with instructions to remember, (3) a facilitation of attention and recall under vicarious reward and vicarious punishment treatments only when instructions were to look, and (4) age increases in relevant overt attention and recall.
Child Develop, 1972
... All rights reserved.] Page 2. CHILD DEVELOPMENT their approach to memory tasks (eg, Belmont &... more ... All rights reserved.] Page 2. CHILD DEVELOPMENT their approach to memory tasks (eg, Belmont & Butterfield 1971; Flavell 1970, 1971; Flavell, Friedrichs, & Hoyt 1970; Hagen 1971; Neimark, Slot-nick, & Ulrich 1971). Given ...
Two experiments were conducted to test the hypotheses that the ability to draw inferences from a ... more Two experiments were conducted to test the hypotheses that the ability to draw inferences from a text about an unstated agent is based on the' quality of information available to the reader, and that the quality of the information is itself based on the unique nature of cues embedded in the text and On,'the relevance of prior knowledge held by the reader. In the first experiment, 20 second and 20 fourth grade students listened to stories that contained a helpful (unique) or unhelpful (nonunique) clue and then drew inferences. In the second experiment, 28 third and 28 fourth grade students listened to stories with clues that varied as in the first experiment. In addition, half of the students first received a relevant prior knowledge and half received an irrelevant prior knowledge treatment. Both experiments confirmed that the unique nature of an embedded clue was directly related to the ease of drawing an inference. In addition, relevant prior knowledge was shown to enhance inference making in an additive, linear-fashion. No grade differences were .found. (Stories used in the-experiments are included.) (FL) 4
Recently there has been an increasing interest in the development of children's impressions of ,s... more Recently there has been an increasing interest in the development of children's impressions of ,stories,ipartially due to the work of theoriStS who have proposed forMal grammars representing structural characteristics of stories. I# order to learn *ore about children'y narrative competence, stories they produced were analyzed in three experiments. The pictorial sequences from the ptcture arrangement subtest of the Wechsler Intelligince Scale far Children-Re0.sed (WISC-R) were used as a structural context to elicit stories from the subjects. These were-also used tO constrain.the pragmatic and imaginative aspects of the story telling task so that particular structural aspects could be etamined, uniformly across different age groups, and to provide-a first stip in assessment of the underlying psychological properties related to succesSful performance. In experiments one and two, 12 students' each from/second and seventh grade and 22 college students were given the' subtesk individually and were asked to produce anoral story. In the third. experiment,. '12 seventh graders and twelie college students were administered the subtest and Were gated to produce a written story. Overall, the findings indiceted that (1),children dwell on'Overt characteristics of.eventi, avoid discussion of character motivation, and ignore logical connectivity, while adults embellished .
The purpose of this paper is to review the relevant evidence concerning the relationship between ... more The purpose of this paper is to review the relevant evidence concerning the relationship between knowledge and its effect on learning, with an end to answering the questions: (1) How important is knowledge to learning? and (2) How does the relative importance of knowledge change with development? The paper is divided into three main sections: evidence for domain-specific learning, evidence for domain-independent learning, and implications for developmental theory. The domain-specific section uses evidence from three areas of research to show that previously acquired knowledge affects the learning of subsequent, related information. In the section on domain-independent learning, it is argued that at least some aspects of learning may he relatively domain independent. This argument is supported by demonstrating that training children to use metacognitive skills allows the transfer of these skills from one domain to another. In the last section, three prominent developmental theories (learning theory, Piagetian theory, and the "capacity" theory of information processing) are examined. A knowledge-based theory is presented to explain develc,pment in terms of the amount of factual and strategic knowledge that an individual has acquired. The theory argues that it is the unequal distribution of this knowledge that accounts for the apparent differences in children's and adult's reasoning processes. An eight-page reference list concludes the document. (JAZ)