Naomi J Aldrich
Biographic Data
| ID | 6483310 |
|---|---|
| NAME | Naomi J Aldrich |
| GIVEN NAMES | Naomi J |
| FAMILY NAME | Aldrich |
| SIGNATURE | ALDRICH N J |
| AFFILIATIONS | Grand Valley State University |
| ORCID | 0000-0002-5997-6011 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Evaluating associations between parental mind-mindedness and children’s developmental capacities through meta-analysis
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Linguistic and socio-cognitive predictors of school-age children’s narrative evaluations about jealousy
This study investigated children’s narrative evaluations about jealousy in relation to performance on a higher-order perspective-taking task and assessments of receptive vocabulary and nonverbal intelligence. Eighty children (5;0–11;11) narrated a wordless picture book about a jealous frog, answered probe questions about the plot, and generated a personal narrative about a situation where they had felt like the frog. Each task was coded for evalu…
Does discovery-based instruction enhance learning?
The purpose of this study was to observe if there were effects on the vocabulary acquisition process of some students, through the implementation of project-based tasks approach by the use of the learning strategy called Guided Discovery. In accordance with the previous purpose, 28 ninth graders of a public school in Bogotá (Colombia) were the participants of this study. Due to its characteristics the current study may be enclosed in the field of…
Sadness, Anger, and Frustration: Gendered Patterns in Early Adolescents’ and Their Parents’ Emotion Talk
Sadness, Anger, and Frustration: Gendered Patterns in Early Adolescents’ and Their Parents’ Emotion Talk
Does discovery-based instruction enhance learning?
The purpose of this study was to observe if there were effects on the vocabulary acquisition process of some students, through the implementation of project-based tasks approach by the use of the learning strategy called Guided Discovery. In accordance with the previous purpose, 28 ninth graders of a public school in Bogotá (Colombia) were the participants of this study. Due to its characteristics the current study may be enclosed in the field of…
Linguistic and socio-cognitive predictors of school-age children’s narrative evaluations about jealousy
This study investigated children’s narrative evaluations about jealousy in relation to performance on a higher-order perspective-taking task and assessments of receptive vocabulary and nonverbal intelligence. Eighty children (5;0–11;11) narrated a wordless picture book about a jealous frog, answered probe questions about the plot, and generated a personal narrative about a situation where they had felt like the frog. Each task was coded for evalu…
Evaluating associations between parental mind-mindedness and children’s developmental capacities through meta-analysis
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Psychology (5 works) · Developmental psychology (4 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Child and Animal Learning Development (2 works) · Cognition (2 works) · Cognitive psychology (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Social Psychology (2 works) · Vocabulary (2 works)