This thesis reports three studies examining how electronic storybooks contribute to young children’s literacy development. Study 1 shows that ‘reading’ e-books facilitates 4- to 6-year-olds’... Show moreThis thesis reports three studies examining how electronic storybooks contribute to young children’s literacy development. Study 1 shows that ‘reading’ e-books facilitates 4- to 6-year-olds’ vocabulary development and story comprehension. Video books including motion pictures and sounds/music were more effective than versions with merely static illustrations, in particular for learning new vocabulary. Interactive video books including extra-textual word meaning explanations were the best alternative to stimulate word learning. In Study 2, two methods of extra-textual vocabulary instruction were compared. Results showed that instructional formats that require children to invest more effort are more effective than formats that require less effort: multiple-choice questions were more beneficial than providing definitions. In addition to these effects in normative groups, Study 3 showed that independent e-book ‘reading’ is effective in children with severe language impairments (SLI) as well. However, background music and sounds embedded in video books interfered with word learning: e-books were only effective when the audio included the narration only. In sum, this thesis shows that media-specific design features such as video and interactivity may make ‘independent e-book reading’ a valuable tool to promote early language and literacy development. Show less
In the current thesis we investigate both maternal sensitivity and physiological reactivity to infant crying as potential early indicators of later harsh discipline. In sum, we found that highly... Show moreIn the current thesis we investigate both maternal sensitivity and physiological reactivity to infant crying as potential early indicators of later harsh discipline. In sum, we found that highly sensitive mothers in dyadic interactions with their 3-month old infants showed greater HR reactivity and RSA withdrawal in response to cry sounds when compared to less sensitive mothers. The construct of maternal sensitivity proved to be stable over time, with the same construct underlying observations of maternal sensitivity across various settings. Furthermore, mothers who displayed less sensitive behavior in response to their infants at 3 months were also less sensitive during interaction at 6 months, which in turn predicted more harsh discipline use during the second year after birth. Last, our results showed that mothers who were observed to be harsh with their infants at 12 months showed a stronger sympathetic activation in response to repeated infant crying at 3 months. This seems to suggest that harsh parents are behaviorally as well as physiologically overreactive to negative infant signals. Show less
This dissertation focused on how the social context in which peer assessment takes place is related to the learning effects of peer assessment. We wanted to identify interpersonal beliefs in peer... Show moreThis dissertation focused on how the social context in which peer assessment takes place is related to the learning effects of peer assessment. We wanted to identify interpersonal beliefs in peer assessment settings that influence the peer assessment process on the one hand, but could also been seen as predictors of the effect of peer assessment interventions. Four studies are presented that question parts of the interpersonal context of peer assessment: one systematic literature study and three empirical studies. In the literature study, a structural model of analysis was presented indicating different interpersonal beliefs, as well as structural features of peer assessment. The results of the empirical studies deliver content for the empirical discussion of peer assessment: peer assessment as such seems to stimulate the beliefs in certain interpersonal variables. Show less
Students' and teachers' perceptions of the level to which Assesment for Learning (AfL) is practiced in classrooms are largely incongruent. Teachers perceived more practice of AfL than students.... Show moreStudents' and teachers' perceptions of the level to which Assesment for Learning (AfL) is practiced in classrooms are largely incongruent. Teachers perceived more practice of AfL than students. Congruency in perceptions of AfL predicted higher student intrinsic motivation. In accordance with Self-Determination Theory (Ryan, 2000), the differences in intrinsic motivation were explained by students' lower feelings of competence and autonomy and relatedness towards their teacher. Congruency in AfL perceptions were explained by student Dutch language proficiency and teachers’ efficacious beliefs about their teaching skills. Teachers' positive impact on motivational interpersonal factors was partly offset by their own possible over-efficaciousness, which might have limited the degree to which they reflected on their own teaching. This relationship seems to hold for students regardless of their ethnic background. Teacher-efficacy associated with intrinsic motivation in a dualistic fashion: high teacher efficacy negatively related to congruence, but positively to fulfillment of the needs for competence and relatedness. Even though teachers may be conducive to the maintenance and emergence of feelings of competence in their classrooms, and are perceived as having good relationship with their students, there is also a negative relation between efficacy and the perception of congruencies. Show less
In this thesis we describe, combine and compare results of a series of meta-analyses on the prevalence of child sexual, physical, and emotional abuse and of physical and emotional neglect,... Show moreIn this thesis we describe, combine and compare results of a series of meta-analyses on the prevalence of child sexual, physical, and emotional abuse and of physical and emotional neglect, including 244 publications and 577 prevalence rates for the various types of maltreatment. Child maltreatment research seems to be dominated by research on sexual abuse, by studies in developed parts of the world, and by research using self-report measures. The overall estimated prevalence rates for self-report studies were 127/1,000 for sexual abuse (76/1,000 among boys and 180/1,000 among girls), 226/1,000 for physical abuse, 363/1,000 for emotional abuse, 163/1,000 for physical neglect, and 184/1,000 for emotional neglect. The overall estimated prevalence rates for studies using informants were 4/1,000 for sexual abuse and 3/1,000 for physical and for emotional abuse. Design and sample characteristics partly explained variation of self-reported prevalence rates. We conclude that child maltreatment is a widespread, global phenomenon affecting the lives of millions of children all over the world, which is in sharp contrast with the United Nation’s Convention on the Rights of the Child. Show less
The aim of the present PhD thesis was: (a) to test the statistical properties and the generalizability of two rating systems that combine both the categorical and dimensional approach, measuring... Show moreThe aim of the present PhD thesis was: (a) to test the statistical properties and the generalizability of two rating systems that combine both the categorical and dimensional approach, measuring some of the major childhood psychiatric disorders and a two dimensional non-disruptive construct of the psychopathic syndrome respectively, and (b) to apply this approach in the daily clinical and educational practice. For that reason two studies were carried out: a cross-sectional study, where 2.132 parents/caregivers of pre-pubertal children aged 4-12 years old were recruited randomly from the general population of the Netherlands and Greece and a longitudinal study, in which the parents and teachers of 89 children attending a special education school in the Netherlands were followed up for two years. The findings of the present thesis are relevant for the discussion regarding the development of the DSM-V system, as well as they add to the evidence base of the treatment of developmental disorders and specifically for autism. A rating scale combining both approaches can promote early assessment of children at high risk in the general population as well as it can give a better understanding regarding the development of several disorders among clinical populations, so that optimal treatment strategies are planned. Show less
