1,289 research outputs found
Assessing Confidence Intervals for the Tail Index by Edgeworth Expansions for the Hill Estimator
AMS classifications: 62G20, 62G32;asymptotic normality;confidence intervals;Edgeworth expansions;extreme value index;Hill estimator;regular variation;tail index
Unbiased Tail Estimation by an Extension of the Generalized Pareto Distribution
AMS classifications: 62G20; 62G32;bias;exchange rate;heavy tails;peaks-over-threshold;regular variation;tail index
Edgeworth Expansions for the Distribution Function of the Hill Estimator
We establish Edgeworth expansions for the distribution function of the centered and normalized Hill estimator for the positive extreme value index.estimation;variation;statistical distribution
Assessing Confidence Intervals for the Tail Index by Edgeworth Expansions for the Hill Estimator
AMS classifications: 62G20, 62G32;
Unbiased Tail Estimation by an Extension of the Generalized Pareto Distribution
AMS classifications: 62G20; 62G32;
Parenting Goals: Links with Parenting Strategies in Caregivers of Children with Autism Spectrum Disorder
OBJECTIVES: Parenting goals describe the outcomes that parents aim for when interacting with their child. They have received little attention in research with caregivers of children with autism spectrum disorder (ASD). The present study explored different types (dimensions) of parenting goals reported by caregivers of children with ASD, investigated links between these parenting goals and child characteristics, and explored whether parenting goals were linked to reported use of particular parenting strategies. METHODS: Data from 161 caregivers of children with ASD aged 7â18 years revealed two goal dimensions: âNorm Adherence Goalsâ (i.e. the perceived importance of the child cooperating with the parent, respecting their authority, and behaving well in public); and âAutonomy Support and Relationship Goalsâ (i.e. the perceived importance of promoting the childâs resilience, wellbeing, and the quality of the parent-child relationship). RESULTS: Parents who reported that norm adherence goals were particularly important to them were more likely to endorse parenting strategies such as setting rules, using rewards, and giving punishments. These parents also reported using less âAccommodationâ (e.g. making allowances for their child, being flexible, avoiding triggers). Autonomy support and relationship goals were very strongly endorsed by nearly all parents, and we therefore could not find strong links between the importance of these goals and parenting strategies. CONCLUSION: These findings suggest that parenting goals might be importantly linked to parenting strategies and could be considered in personalizing interventions in clinical practice. Given that parentsâ cognitions about their childâs behaviour and their role as parents likely interact with and influence their parenting goals, we argue that future research should investigate parenting goals, cognitions, and behaviours in parallel
Lexical specificity training effects in second language learners
Children who start formal education in a second language may experience slower vocabulary growth in that language and subsequently experience disadvantages in literacy acquisition. The current study asked whether lexical specificity training can stimulate bilingual children's phonological awareness, which is considered to be a precursor to literacy. Therefore, Dutch monolingual and Turkish-Dutch bilingual children were taught new Dutch words with only minimal acoustic-phonetic differences. As a result of this training, the monolingual and the bilingual children improved on phoneme blending, which can be seen as an early aspect of phonological awareness. During training, the bilingual children caught up with the monolingual children on words with phonological overlap between their first language Turkish and their second language Dutch. It is concluded that learning minimal pair words fosters phoneme awareness, in both first and second language preliterate children, and that for second language learners phonological overlap between the two languages positively affects training outcomes, likely due to linguistic transfe
Transfer from implicit to explicit phonological abilities in first and second language learners
Children's abilities to process the phonological structure of words are important predictors of their literacy development. In the current study, we examined the interrelatedness between implicit (i.e., speech decoding) and explicit (i.e., phonological awareness) phonological abilities, and especially the role therein of lexical specificity (i.e., the ability to learn to recognize spoken words based on only minimal acoustic-phonetic differences). We tested 75 Dutch monolingual and 64 TurkishâDutch bilingual kindergartners. SEM analyses showed that speech decoding predicted lexical specificity, which in turn predicted rhyme awareness in the first language learners but phoneme awareness in the second language learners. Moreover, in the latter group there was an impact of the second language: Dutch speech decoding and lexical specificity predicted Turkish phonological awareness, which in turn predicted Dutch phonological awareness. We conclude that language-specific phonological characteristics underlie different patterns of transfer from implicit to explicit phonological abilities in first and second language learners
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