Megan Kaul
Biographic Data
| ID | 7832053 |
|---|---|
| NAME | Megan Kaul |
| GIVEN NAMES | Megan |
| FAMILY NAME | Kaul |
| SIGNATURE | KAUL M |
| AFFILIATIONS | University of Wisconsin–Madison |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Nameability supports rule-based category learning in children and adults
The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., “red”) or difficult (e.g., “mauve”) to …
Examining conjoint behavioral consultation to support students in middle school with social, emotional, and behavior concerns
The purpose of this study was to conduct a small-scale pilot study of Conjoint Behavioral Consultation (CBC), modified for middle school students with social, emotional, and behavioral concerns. Participants were 30 middle school students with social, emotional, and behavioral concerns, along with their parents and teachers. Participants were randomized to a CBC or school-as-usual control condition. Outcome measures included (a) teacher-report of…
No prominent works on this page.
Examining conjoint behavioral consultation to support students in middle school with social, emotional, and behavior concerns
The purpose of this study was to conduct a small-scale pilot study of Conjoint Behavioral Consultation (CBC), modified for middle school students with social, emotional, and behavioral concerns. Participants were 30 middle school students with social, emotional, and behavioral concerns, along with their parents and teachers. Participants were randomized to a CBC or school-as-usual control condition. Outcome measures included (a) teacher-report of…
Nameability supports rule-based category learning in children and adults
The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., “red”) or difficult (e.g., “mauve”) to …
Developmental psychology (2 works) · Psychology (2 works) · Categorization, perception, and language (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Child and Animal Learning Development (1 work) · Clinical Psychology (1 work) · Clinical Psychology (1 work) · Cognitive psychology (1 work) · Competence (human resources (1 work) · Concept learning (1 work)