Alycia M Hund
Biographic Data
| ID | 5761208 |
|---|---|
| NAME | Alycia M Hund |
| GIVEN NAMES | Alycia M |
| FAMILY NAME | Hund |
| SIGNATURE | HUND A M |
| AFFILIATIONS | University of Iowa |
| ORCID | 0000-0002-9865-8104 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Role of Teacher Efficacy and School Climate in Parent‐Teacher Relationship Quality and Congruence for Autistic Students
Parent‐teacher relationships are critical for Autistic student success. The purpose of the current project was to better understand parent‐teacher relationships for Autistic students. This project was unique in its use of dyadic data from parents and teachers and its mixed methods design to explore parent‐teacher relationship quality and congruence for Autistic students. In Wave 1, 37 parents and 37 teachers of Autistic students completed surveys…
Varieties of socialization goals: A qualitative study of Palestinian mothers from different socio-economic backgrounds
This study examined diversity in the socialization goals of Palestinian mothers from different educational and socioeconomic backgrounds from the perspective of (Kagitçibasi, C. (1996). The autonomous-relational self. European Psychologist, 1(3), 180–186. Kagitçibasi, C. (2005). Autonomy and relatedness in cultural context: Implications for self and family. Journal of Cross-Cultural Psychology, 36(4), 403–422 Kagitçibasi, C. (2012). Sociocultural…
The impact of scaffolding and overhearing on young children's use of the spatial terms between and middle
The primary goal was to specify the impact of scaffolding and overhearing on young children's use of the spatial terms between and middle . Four- and five-year-old children described the location of a mouse hidden between two furniture items in a dollhouse with assistance from a parent. Children's use of between and middle increased significantly across trials, and in concert, parents' directive scaffolding involving middle decreased across trial…
Understanding developmental changes in the stability and flexibility of spatial categories based on object relatedness
Two experiments examined the flexibility and stability with which children and adults organize locations into categories on the basis of object relatedness. Seven-, 9-, and 11-year-olds and adults learned the locations of 20 objects belonging to 4 categories. Displacement patterns revealed that children and adults used object cues to organize the locations into groups. The organization remained the same following a 7-day delay for all 4 ages, dem…
What counts as by? Young children's use of relative distance to judge nearbyness
The authors investigated how 3- and 4-year-old children and adults use relative distance to judge nearbyness. Participants judged whether several blocks were by a landmark. The absolute and relative distance of the blocks from the landmark varied. In Experiment 1, judgments of nearbyness decreased as the distance from the landmark increased, particularly for 4-year-olds and adults. In Experiment 2, 4-year-olds and adults were more likely to judge…
Does Information About What Things Are Influence Children's Memory for Where Things Are
Two experiments examined how information about what objects are influences memory for where objects are located. Seven-, 9-, and 11-year-old children and adults learned the locations of 20 objects marked by dots on the floor of a box. The objects belonged to 4 categories. In one condition, objects belonging to the same category were located in the same quadrant of the box. In another condition, objects and locations were randomly paired. After le…
What counts as by? Young children's use of relative distance to judge nearbyness
The authors investigated how 3- and 4-year-old children and adults use relative distance to judge nearbyness. Participants judged whether several blocks were by a landmark. The absolute and relative distance of the blocks from the landmark varied. In Experiment 1, judgments of nearbyness decreased as the distance from the landmark increased, particularly for 4-year-olds and adults. In Experiment 2, 4-year-olds and adults were more likely to judge…
Understanding developmental changes in the stability and flexibility of spatial categories based on object relatedness
Two experiments examined the flexibility and stability with which children and adults organize locations into categories on the basis of object relatedness. Seven-, 9-, and 11-year-olds and adults learned the locations of 20 objects belonging to 4 categories. Displacement patterns revealed that children and adults used object cues to organize the locations into groups. The organization remained the same following a 7-day delay for all 4 ages, dem…
Does Information About What Things Are Influence Children's Memory for Where Things Are
Two experiments examined how information about what objects are influences memory for where objects are located. Seven-, 9-, and 11-year-old children and adults learned the locations of 20 objects marked by dots on the floor of a box. The objects belonged to 4 categories. In one condition, objects belonging to the same category were located in the same quadrant of the box. In another condition, objects and locations were randomly paired. After le…
Does Information About What Things Are Influence Children's Memory for Where Things Are
Two experiments examined how information about what objects are influences memory for where objects are located. Seven-, 9-, and 11-year-old children and adults learned the locations of 20 objects marked by dots on the floor of a box. The objects belonged to 4 categories. In one condition, objects belonging to the same category were located in the same quadrant of the box. In another condition, objects and locations were randomly paired. After le…
What counts as by? Young children's use of relative distance to judge nearbyness
The authors investigated how 3- and 4-year-old children and adults use relative distance to judge nearbyness. Participants judged whether several blocks were by a landmark. The absolute and relative distance of the blocks from the landmark varied. In Experiment 1, judgments of nearbyness decreased as the distance from the landmark increased, particularly for 4-year-olds and adults. In Experiment 2, 4-year-olds and adults were more likely to judge…
Understanding developmental changes in the stability and flexibility of spatial categories based on object relatedness
Two experiments examined the flexibility and stability with which children and adults organize locations into categories on the basis of object relatedness. Seven-, 9-, and 11-year-olds and adults learned the locations of 20 objects belonging to 4 categories. Displacement patterns revealed that children and adults used object cues to organize the locations into groups. The organization remained the same following a 7-day delay for all 4 ages, dem…
The impact of scaffolding and overhearing on young children's use of the spatial terms between and middle
The primary goal was to specify the impact of scaffolding and overhearing on young children's use of the spatial terms between and middle . Four- and five-year-old children described the location of a mouse hidden between two furniture items in a dollhouse with assistance from a parent. Children's use of between and middle increased significantly across trials, and in concert, parents' directive scaffolding involving middle decreased across trial…
Varieties of socialization goals: A qualitative study of Palestinian mothers from different socio-economic backgrounds
This study examined diversity in the socialization goals of Palestinian mothers from different educational and socioeconomic backgrounds from the perspective of (Kagitçibasi, C. (1996). The autonomous-relational self. European Psychologist, 1(3), 180–186. Kagitçibasi, C. (2005). Autonomy and relatedness in cultural context: Implications for self and family. Journal of Cross-Cultural Psychology, 36(4), 403–422 Kagitçibasi, C. (2012). Sociocultural…
The Role of Teacher Efficacy and School Climate in Parent‐Teacher Relationship Quality and Congruence for Autistic Students
Parent‐teacher relationships are critical for Autistic student success. The purpose of the current project was to better understand parent‐teacher relationships for Autistic students. This project was unique in its use of dyadic data from parents and teachers and its mixed methods design to explore parent‐teacher relationship quality and congruence for Autistic students. In Wave 1, 37 parents and 37 teachers of Autistic students completed surveys…
Child and Animal Learning Development (4 works) · Developmental psychology (4 works) · Psychology (4 works) · Computer Science (3 works) · Spatial Cognition and Navigation (3 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works) · Cognition (2 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Cognitive psychology (2 works)