Deanna L Tepper
Biographic Data
| ID | 112989 |
|---|---|
| NAME | Deanna L Tepper |
| GIVEN NAMES | Deanna L |
| FAMILY NAME | Tepper |
| SIGNATURE | TEPPER D L |
| AFFILIATIONS | La Trobe University |
| ORCID | 0000-0002-7491-1160 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Exploring Associations Between Child–Dog and Child–Cat Relationships and Working Memory and Inhibition
With more pets being kept in family homes, it is important to explore potential benefits of pet-keeping, particularly for children, whose cognitive skills and behavior are still developing. Parents and guardians (n = 293) of children aged between 4 and 12 years (M = 7.33, SD = 2.49) completed parent-report questionnaires as part of a secondary analysis of cross-sectional data originally collected for the development of the Child–Dog Engagement Sc…
Dogs in Schools: Can Spending Time with Dogs Improve Executive Functioning in a Naturalistic Sample of Young Children
Recently, studies have begun to examine the educational and cognitive benefits of interacting with animals, specifically dogs. This study contributes to this research, with a focus on executive functioning abilities in six- to eight-year-old children. A naturalistic sample of 63 participants were allocated to one of three conditions, with varying levels of human–dog interactions, and participated in a four-week program hosted by a participating p…
Dogs in Schools: The Impact of Specific Human-Dog Interactions on Reading Ability in Children Aged 6 to 8 Years
Dog-assisted educational programs, including reading programs, are becoming an area of research focus, based on claims of various advantages for children. However, while available findings typically indicate benefits for the children involved, the low quality of evidence makes it difficult to draw valid inferences. In the current study three dog-assisted programs with clearly defined parameters were developed and evaluated. Sixty-three children, …
Dogs in Schools: Can Spending Time with Dogs Improve Executive Functioning in a Naturalistic Sample of Young Children
Recently, studies have begun to examine the educational and cognitive benefits of interacting with animals, specifically dogs. This study contributes to this research, with a focus on executive functioning abilities in six- to eight-year-old children. A naturalistic sample of 63 participants were allocated to one of three conditions, with varying levels of human–dog interactions, and participated in a four-week program hosted by a participating p…
Dogs in Schools: The Impact of Specific Human-Dog Interactions on Reading Ability in Children Aged 6 to 8 Years
Dog-assisted educational programs, including reading programs, are becoming an area of research focus, based on claims of various advantages for children. However, while available findings typically indicate benefits for the children involved, the low quality of evidence makes it difficult to draw valid inferences. In the current study three dog-assisted programs with clearly defined parameters were developed and evaluated. Sixty-three children, …
Dogs in Schools: The Impact of Specific Human-Dog Interactions on Reading Ability in Children Aged 6 to 8 Years
Dog-assisted educational programs, including reading programs, are becoming an area of research focus, based on claims of various advantages for children. However, while available findings typically indicate benefits for the children involved, the low quality of evidence makes it difficult to draw valid inferences. In the current study three dog-assisted programs with clearly defined parameters were developed and evaluated. Sixty-three children, …
Dogs in Schools: Can Spending Time with Dogs Improve Executive Functioning in a Naturalistic Sample of Young Children
Recently, studies have begun to examine the educational and cognitive benefits of interacting with animals, specifically dogs. This study contributes to this research, with a focus on executive functioning abilities in six- to eight-year-old children. A naturalistic sample of 63 participants were allocated to one of three conditions, with varying levels of human–dog interactions, and participated in a four-week program hosted by a participating p…
Exploring Associations Between Child–Dog and Child–Cat Relationships and Working Memory and Inhibition
With more pets being kept in family homes, it is important to explore potential benefits of pet-keeping, particularly for children, whose cognitive skills and behavior are still developing. Parents and guardians (n = 293) of children aged between 4 and 12 years (M = 7.33, SD = 2.49) completed parent-report questionnaires as part of a secondary analysis of cross-sectional data originally collected for the development of the Child–Dog Engagement Sc…
Human-Animal Interaction Studies (3 works) · Animal welfare (2 works) · Animal-assisted therapy (2 works) · Child and Animal Learning Development (2 works) · Cognition (2 works) · Developmental psychology (2 works) · Intervention (counseling (2 works) · Pet therapy (2 works) · Psychiatry (2 works) · Psychology (2 works)