Kirston Greenop
Biographic Data
| ID | 5706270 |
|---|---|
| NAME | Kirston Greenop |
| GIVEN NAMES | Kirston |
| FAMILY NAME | Greenop |
| SIGNATURE | GREENOP K |
| AFFILIATIONS | University of the Witwatersrand |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 1 |
Cross-language transfer of spelling strategies in English and Afrikaans Grade 3 children
This study examined strategies for spelling accuracy in Grade 3 children. Thirty bilingual, Afrikaans–English speaking children and 30 monolingual, English-speaking children were assessed on their ability to spell English words and non-words. The bilingual children were also assessed on their Afrikaans word and non-word spelling abilities. In terms of spelling accuracy, the monolingual children had significantly higher scores for the complex opaq…
Simultaneous and Sequential Cognitive Processing in Monolingual and Bilingual Children in South Africa
Academic success is correlated with simultaneous and sequential cognitive processing. The cognitive processing skills of bilingual children have come under scrutiny. Cognitive processing may be mediated by level of orthographic transparency, level of bilingualism, and language of instruction at school. Given the imperative of assessing the impact of bilingualism and multilingualism on learning, the performance of 30 monolingual English and 30 bil…
The effects of phonological awareness of Zulu‐speaking children learning to spell in English
Background. Emergent bilingual Zulu–English speaking children in South Africa have spoken but no written proficiency in Zulu (L1), yet are required to learn to spell English (L2) via English‐only literacy instruction. Little research exists on emergent bilingual's phonological awareness (PA) and spelling development, with no L1 formal literacy instruction. Thus, whether PA in a L1 impacts on literacy acquisition in the L2 remains unclear. Aims. P…
Cognitive Processing and Narrative Discourse Production in Children with ADHD
Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) have cognitive processing difficulties due to their disinhibition and attention deficits, which influence their scholastic performance. Cognitive processing also impacts on the production of oral narratives, an essential skill required for academic success. Therefore the relationship between cognitive processing and oral narratives is investigated. Thirty males, aged 9–11 yea…
The Effect of Education and Gender on Emotion-Based Decision-Making
In the last decade, the Iowa Gambling Task (IGT) has become a widely employed instrument for the investigation of emotion-based decision-making. Previous research has suggested that education may de-emphasise the role of emotion-based learning in decision-making, which suggests the paradox that better-educated participants should show poorer performance on the IGT. Previous research has also demonstrated gender differences on the task. We investi…
Factor Analyses of the Kaufman Assessment Battery for Children Assessed Longitudinally at 5 and 10 Years
The availability of test instruments that can reflect cultural differences and environmental influences and maintain their factor structure is problematic when working in multilingual environments. The Kaufman Assessment Battery for Children (K-ABC) has been considered as an assessment tool of preference for researchers working in cross cultural environments. The K-ABC, but specifically the two processing scales (Sequential and Simultaneous), has…
Students' Perceptions of Efficacy and Preference for Two Lecture Formats
Active and collaborative learning can be facilitated in large lectures through structured and well-planned interventions such as small group work (Felder, 1997). This may be an effective strategy as it encourages students to become more critical and responsible in their learning. However, students may not prefer this method or view it as useful, which could lead to hostility and obstruction of the methodology. This report details an evaluation of…
Extra-Task Stimulation on Mathematics Performance in Children with and without ADHD
The optimal stimulation theory developed by Zentall (1975) holds that children with Attention Deficit Hyperactivity Disorder (ADHD) will demonstrate high levels of activity when faced with a task or situation of low arousal or stimulation. Both Zentall's early work and more recent research have supported the theory. The present study aimed to add to this literature by comparing children with and without ADHD on an academic task under two counterb…
The Effect of Education and Gender on Emotion-Based Decision-Making
In the last decade, the Iowa Gambling Task (IGT) has become a widely employed instrument for the investigation of emotion-based decision-making. Previous research has suggested that education may de-emphasise the role of emotion-based learning in decision-making, which suggests the paradox that better-educated participants should show poorer performance on the IGT. Previous research has also demonstrated gender differences on the task. We investi…
Factor Analyses of the Kaufman Assessment Battery for Children Assessed Longitudinally at 5 and 10 Years
The availability of test instruments that can reflect cultural differences and environmental influences and maintain their factor structure is problematic when working in multilingual environments. The Kaufman Assessment Battery for Children (K-ABC) has been considered as an assessment tool of preference for researchers working in cross cultural environments. The K-ABC, but specifically the two processing scales (Sequential and Simultaneous), has…
Students' Perceptions of Efficacy and Preference for Two Lecture Formats
Active and collaborative learning can be facilitated in large lectures through structured and well-planned interventions such as small group work (Felder, 1997). This may be an effective strategy as it encourages students to become more critical and responsible in their learning. However, students may not prefer this method or view it as useful, which could lead to hostility and obstruction of the methodology. This report details an evaluation of…
Students' Perceptions of Efficacy and Preference for Two Lecture Formats
Active and collaborative learning can be facilitated in large lectures through structured and well-planned interventions such as small group work (Felder, 1997). This may be an effective strategy as it encourages students to become more critical and responsible in their learning. However, students may not prefer this method or view it as useful, which could lead to hostility and obstruction of the methodology. This report details an evaluation of…
Extra-Task Stimulation on Mathematics Performance in Children with and without ADHD
The optimal stimulation theory developed by Zentall (1975) holds that children with Attention Deficit Hyperactivity Disorder (ADHD) will demonstrate high levels of activity when faced with a task or situation of low arousal or stimulation. Both Zentall's early work and more recent research have supported the theory. The present study aimed to add to this literature by comparing children with and without ADHD on an academic task under two counterb…
Factor Analyses of the Kaufman Assessment Battery for Children Assessed Longitudinally at 5 and 10 Years
The availability of test instruments that can reflect cultural differences and environmental influences and maintain their factor structure is problematic when working in multilingual environments. The Kaufman Assessment Battery for Children (K-ABC) has been considered as an assessment tool of preference for researchers working in cross cultural environments. The K-ABC, but specifically the two processing scales (Sequential and Simultaneous), has…
Cognitive Processing and Narrative Discourse Production in Children with ADHD
Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) have cognitive processing difficulties due to their disinhibition and attention deficits, which influence their scholastic performance. Cognitive processing also impacts on the production of oral narratives, an essential skill required for academic success. Therefore the relationship between cognitive processing and oral narratives is investigated. Thirty males, aged 9–11 yea…
The Effect of Education and Gender on Emotion-Based Decision-Making
In the last decade, the Iowa Gambling Task (IGT) has become a widely employed instrument for the investigation of emotion-based decision-making. Previous research has suggested that education may de-emphasise the role of emotion-based learning in decision-making, which suggests the paradox that better-educated participants should show poorer performance on the IGT. Previous research has also demonstrated gender differences on the task. We investi…
Simultaneous and Sequential Cognitive Processing in Monolingual and Bilingual Children in South Africa
Academic success is correlated with simultaneous and sequential cognitive processing. The cognitive processing skills of bilingual children have come under scrutiny. Cognitive processing may be mediated by level of orthographic transparency, level of bilingualism, and language of instruction at school. Given the imperative of assessing the impact of bilingualism and multilingualism on learning, the performance of 30 monolingual English and 30 bil…
The effects of phonological awareness of Zulu‐speaking children learning to spell in English
Background. Emergent bilingual Zulu–English speaking children in South Africa have spoken but no written proficiency in Zulu (L1), yet are required to learn to spell English (L2) via English‐only literacy instruction. Little research exists on emergent bilingual's phonological awareness (PA) and spelling development, with no L1 formal literacy instruction. Thus, whether PA in a L1 impacts on literacy acquisition in the L2 remains unclear. Aims. P…
Cross-language transfer of spelling strategies in English and Afrikaans Grade 3 children
This study examined strategies for spelling accuracy in Grade 3 children. Thirty bilingual, Afrikaans–English speaking children and 30 monolingual, English-speaking children were assessed on their ability to spell English words and non-words. The bilingual children were also assessed on their Afrikaans word and non-word spelling abilities. In terms of spelling accuracy, the monolingual children had significantly higher scores for the complex opaq…
Psychology (8 works) · Developmental psychology (5 works) · Linguistics (4 works) · Cognition (3 works) · Cognitive psychology (3 works) · Pedagogy (3 works) · Reading and Literacy Development (3 works) · Social Psychology (3 works) · Attention Deficit Hyperactivity Disorder (2 works) · Computer Science (2 works)