Children’s Well-Being in Primary School: Pupil and School Effects [Wider Benefits of Learning Research Report No. 25]

This study investigates pupil and school effects on children’s well-being between the ages of 8 and 10. We found that most children experience positive well-being in primary school. However, one in five children suffers from either declining or consistently low well-being during these years. This subset is most likely to be male, low achieving, and from poorer backgrounds. Our research also shows that it is children’s individual experiences, such as interactions with teachers, bullying or friendships, and their beliefs about themselves and their environment, which mainly affect their well-being, rather than the type of school they attend. Although we find that school-level factors have relatively little effect, on average, there are small, but significant, differences between schools which are explained by factors such as school disadvantage and school ethos

Preach what you practice? donating behaviour of parents and their offspring

Using data drawn from the U.S. Panel Study of Income Dynamics, we explore the relationship between the donating behaviour of parents and that of their children aged less than 18. Furthermore, we exploit information relating to whether or not parents encourage their children to donate to charity in order to unveil information related to the intergenerational transmission of philanthropic behaviour. Our findings suggest that whether a child donates to charity is influenced by positive effects from whether the parent donates to charity as well as from whether the parent talks to their child about donating to charity. In addition, whether the parent donates to charity has an indirect influence via its positive effect on the probability that the parent talks to the child about donating to charity. Further, we find that the influence of whether the parent donates to charity on the probability that the child donates to charity is particularly heightened in terms of both magnitude and statistical significance in the context of parental donations to religious causes

Parent-child interaction in Nigerian families: conversation analysis, context and culture

This paper uses a conversation analysis (CA) approach to explore parent child interaction (PCI) within Nigerian families. We illustrate how speech and language therapists (SLTs), by using CA, can tailor recommendations according to the interactional style of each individual family that are consonant with the family’s cultural beliefs. Three parent-child dyads were videoed playing and talking together in their home environments. The analysis uncovered a preference for instructional talk similar to that used in the classroom. Closer examination revealed that this was not inappropriate when considering the context of the activities and their perceived discourse role. Furthermore, this was not necessarily at the expense of responsivity or semantic contingency. The preference for instructional talk appeared to reflect deeply held cultural beliefs about the role of adults and children within the family and it is argued that the cultural paradigm is vitally important to consider when evaluating PCI. Given a potential risk that such young children may be vulnerable in terms of language difficulties, we offer an example of how PCI can be enhanced to encourage language development without disrupting the naturally occurring talk or the underlying purpose of the interaction

Positive behaviour in the early years : perceptions of staff, service providers and parents in managing and promoting positive behaviour in early years and early primary settings

The full report of research into positive behaviour in the early years: perceptions of staff, service providers and parents in managing and promoting positive behaviour in early years and early primary settings

Can models of agents be transferred between different areas?

One of the main reasons for the sustained activity and interest in the field of agent-based systems, apart from the obvious recognition of its value as a natural and intuitive way of understanding the world, is its reach into very many different and distinct fields of investigation. Indeed, the notions of agents and multi-agent systems are relevant to fields ranging from economics to robotics, in contributing to the foundations of the field, being influenced by ongoing research, and in providing many domains of application. While these various disciplines constitute a rich and diverse environment for agent research, the way in which they may have been linked by it is a much less considered issue. The purpose of this panel was to examine just this concern, in the relationships between different areas that have resulted from agent research. Informed by the experience of the participants in the areas of robotics, social simulation, economics, computer science and artificial intelligence, the discussion was lively and sometimes heated

Game Transfer Phenomena in video game playing: a qualitative interview study

Video game playing is a popular activity and its enjoyment among frequent players has been associated with absorption and immersion experiences. This paper examines how immersion in the video game environment can influence the player during the game and afterwards (including fantasies, thoughts, and actions). This is what we describe as Game Transfer Phenomena (GTP). GTP occurs when video game elements are associated with real life elements triggering subsequent thoughts, sensations and/or player actions. To investigate this further, a total of 42 frequent video game players aged between 15 and 21 years old were interviewed. Thematic analysis showed that many players experienced GTP, where players appeared to integrate elements of video game playing into their real lives. These GTP were then classified as either intentional or automatic experiences. Results also showed that players used video games for interacting with others as a form of amusement, modeling or mimicking video game content, and daydreaming about video games. Furthermore, the findings demonstrate how video games sometimes triggered intrusive thoughts, sensations, impulses, reflexes, optical illusions, and dissociations

The ITALK project : A developmental robotics approach to the study of individual, social, and linguistic learning

This is the peer reviewed version of the following article: Frank Broz et al, “The ITALK Project: A Developmental Robotics Approach to the Study of Individual, Social, and Linguistic Learning”, Topics in Cognitive Science, Vol 6(3): 534-544, June 2014, which has been published in final form at doi: http://dx.doi.org/10.1111/tops.12099 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving." Copyright © 2014 Cognitive Science Society, Inc.This article presents results from a multidisciplinary research project on the integration and transfer of language knowledge into robots as an empirical paradigm for the study of language development in both humans and humanoid robots. Within the framework of human linguistic and cognitive development, we focus on how three central types of learning interact and co-develop: individual learning about one's own embodiment and the environment, social learning (learning from others), and learning of linguistic capability. Our primary concern is how these capabilities can scaffold each other's development in a continuous feedback cycle as their interactions yield increasingly sophisticated competencies in the agent's capacity to interact with others and manipulate its world. Experimental results are summarized in relation to milestones in human linguistic and cognitive development and show that the mutual scaffolding of social learning, individual learning, and linguistic capabilities creates the context, conditions, and requisites for learning in each domain. Challenges and insights identified as a result of this research program are discussed with regard to possible and actual contributions to cognitive science and language ontogeny. In conclusion, directions for future work are suggested that continue to develop this approach toward an integrated framework for understanding these mutually scaffolding processes as a basis for language development in humans and robots.Peer reviewe