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    Do Naps Still Matter: 4-Year-Olds and Word Learning

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    Author
    Pesqueira, Lucero Ivette
    Issue Date
    2015
    Advisor
    Gomez, Rebecca
    
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    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    The purpose of this study is to determine if there exists a relation between a child's napping status and performance in a word-learning task. In determining such a relation we can better understand the mechanisms that assist children with learning information allowing us to accordingly contribute to their success. To assess word learning we employed an object-context task where 34 children aged 48-53 months were trained on two labeled objects presented on colored fabric. During testing, these objects were simultaneously presented (on the same or a different fabric) and asked to identify the correct object. After applying a two-way ANOVA of sleep (no nap, nap) and context (same, different) on word learning performance, a significant main effect of nap on word learning performance was found, F(1, 30)= 6.53, p=.02. This finding is crucial as children this age are transitioning to fewer or no naps, which can impact their ability to learn new words.
    Type
    text
    Electronic Thesis
    Degree Name
    B.S.
    Degree Level
    bachelors
    Degree Program
    Honors College
    Psychology
    Degree Grantor
    University of Arizona
    Collections
    Honors Theses

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