Nomenclatural changes are provided for names in the family Membracidae. The following replacement names are
proposed: Gargara (Gargara) discoidea nom.nov. for Gargara (Gargara) discoidalis Ananthasubramanian, 1980;
Tricentrus substitutus nom.nov. for Tricentrus yunnanensis (Yuan & Li, 2002); Indicopleustes esakii nom.nov. for
Indicopleustes typicus Esaki, 1932; Neoproterpia nom.nov. for Proterpia Stål, 1867; Membracis expansa Walker, 1851
status revised is reinstated as valid on taxonomic grounds. The correct original spelling is fixed for Leptocentrus
florifacialis Yuan in Yuan & Chou, 2002, and seven incorrect original spellings are documented for five additional
species in which a correct spelling was later adopted by one or more of the original authors. The name Micrutalis
minutus Buckton, 1902 is emended to Micrutalis minuta Buckton, 1902 and Brachytalis punctulatus Ramos is emended
to Brachytalis punctulata Ramos in both cases to agree with the feminine gender of Micrutalis Fowler, 1895 and
Brachytalis Metcalf & Bruner, 1925.
more »
« less
What methods of scoring young children's spelling best predict later spelling performance?
Children's spellings are often scored as correct or incorrect, but other measures may be better predictors of later spelling performance.
We examined seven measures of spelling in Reception Year and Year 1 (5–6 years old) as predictors of performance on a standardised spelling test in Year 2 (age 7).
Correctness was the best predictor of later spelling by the middle of Year 1, and it significantly outperformed a binary measure of phonological plausibility at the end of Reception Year. Nonbinary measures based on Levenshtein distance were significant predictors of later spelling in the middle of Reception Year and in children who produced no correct spellings. Some widely used scales performed less well with children who did not yet produce any correct spellings.
Nonbinary measures of spelling performance can predict later spelling performance but for a more restricted period than anticipated based on many theories.
- NSF-PAR ID:
- 10069392
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- Journal of Research in Reading
- Volume:
- 42
- Issue:
- 1
- ISSN:
- 0141-0423
- Page Range / eLocation ID:
- p. 80-96
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
more » « less
Background In recent years, epidemiological and clinical studies have revealed that depressive disorders can present in early childhood. To clarify the validity and prognostic significance of early childhood‐onset depression, we investigated diagnostic and functional outcomes in later childhood and adolescence.
Methods A community sample (
N = 516) was assessed for psychopathology at ages 3 and 6 using the Preschool Age Psychiatric Assessment. When participants were 9, 12, and 15 years old, children and parents completed the Kiddie Schedule for Affective Disorders and Schizophrenia and measures of symptoms and functioning.Results In models adjusting for covariates, depressed 3/6‐year‐old children were more likely to experience subsequent episodes of depressive disorders and exhibited significantly higher rates of later anxiety disorder, attention deficit hyperactivity disorder, and suicidality compared to children without depressive disorders at age 3/6. Early childhood depression was also associated with higher levels of mother, but not child, reported depressive symptoms at age 15 compared to children without depressive disorders at age 3/6. Finally, depression at age 3/6 predicted lower levels of global and interpersonal functioning and higher rates of treatment at age 15 compared to children without depressive disorders at age 3/6.
Conclusions Results support the clinical significance of depression in 3/6‐year‐old children, although further studies with larger samples are needed.
-
Spellchecking functionality embedded in existing search tools can assist children by offering a list of spelling alternatives when a spelling error is detected. Unfortunately, children tend to generally select the first alternative when presented with a list of options, as opposed to the one that matches their intent. In this paper, we describe a study we conducted with 191 children ages 6-12 in order to offer empirical evidence of: (1) their selection habits when identifying spelling suggestions that match the word they meant to type, and (2) the degree of influence multimodal cues, i.e., synthesized speech and images, have in prompting children to select the correct spelling suggestion. The results from our study reveal that multimodal cues, primarily synthesized speech, have a positive impact on the children's ability to identify their intended word from a list of spelling suggestions.more » « less
-
more » « less
Abstract Introduction Building on prior evidence that prosocial behavior is related to the regulation of personal distress in difficult situations, and given that physiological regulation is a central contributor to effective emotion regulation, this investigation evaluated whether and how children's autonomic nervous system (ANS) reactivity during emotion challenges influenced later expressions of prosocial behavior.
Methods The current study utilized a diverse sample of school‐aged children (
N = 169; 47.9% female; 47.3% Latinx) to evaluate relations between children's parasympathetic (i.e., respiratory sinus arrhythmia; RSA) and sympathetic (i.e., pre‐ejection period; PEP) reactivity in response to each of three film‐elicited emotion challenges (i.e., sadness, happiness, and fear) at age 7 and both observed and parent‐reported prosocial behavior one year later.Results Children's parasympathetic reactivity to a film eliciting sadness evidenced a nonlinear relation with later prosocial sharing such that children who evidenced either RSA withdrawal or augmentation in response to the sad emotion challenge engaged in higher levels of prosocial behavior than children who evidenced relatively low or absent reactivity. Parasympathetic reactivity to films eliciting happiness or fear was not significantly related to later prosocial behavior. Likewise, children's sympathetic reactivity in response to the emotion challenges did not significantly predict later prosocial behavior.
Conclusions These findings provide preliminary support for a nonlinear association between children's parasympathetic emotion reactivity and later prosocial behavior, and suggest that children's ANS regulation in sad emotion contexts may be particularly important for understanding prosocial development.
-
more » « less
Abstract Objectives We assessed associations between child stunting, recovery, and faltering with schooling and human capital skills in a native Amazonian society of horticulturalists‐foragers (Tsimane').
Methods We used cross‐sectional data (2008) from 1262 children aged 6 to 16 years in 53 villages to assess contemporaneous associations between three height categories: stunted (height‐for‐age Z score, HAZ<–2), moderately stunted (–2 ≤ HAZ≤–1), and nonstunted (HAZ>–1), and three categories of human capital: completed grades of schooling, test‐based academic skills (math, reading, writing), and local plant knowledge. We used annual longitudinal data (2002–2010) from all children (
n = 853) in 13 villages to estimate the association between changes in height categories between the first and last years of measure and schooling and academic skills.Results Stunting was associated with 0.4 fewer completed grades of schooling (∼24% less) and with 13–15% lower probability of showing any writing or math skills. Moderate stunting was associated with ∼20% lower scores in local plant knowledge and 9% lower probability of showing writing skills, but was not associated with schooling or math and writing skills. Compared with nonstunted children, children who became stunted had 18–21% and 15–21% lower probabilities of showing math and writing skills, and stunted children had 0.4 fewer completed grades of schooling. Stunted children who recovered showed human capital outcomes that were indistinguishable from nonstunted children.
Conclusions The results confirm adverse associations between child stunting and human capital skills. Predictors of growth recovery and faltering can affect human capital outcomes, even in a remote, economically self‐sufficient society.
