One fertile site for exploring the intersection between language development and social cognition is children's ability to resolve social conflict. This study examined children's conversational participation during dispute episodes that occurred during a group decision-making task with peers. Triads of children in grades 1 and 2 were told to reach a group consenus about their ratings of possible gifts for their class. When disputes occurred, children with reading problems were less likely than normal readers to make the 'winning move,' i.e., their opinions were less likely to be accepted by their partners. The implications of these findings for children's conversational development and social acceptance are discussed.One fertile site for exploring the intersection between social cognition and language development is children's ability to resolve social conflict. In particular, naturally occurring episodes of disagreement or dispute with peers illustrate children's developing ability to perform on-line analyses of their listeners' relative social status, perspectives, and communicative intents, and to adapt their own communicative strategies accordingly. Eisenberg & Garvey (1981) provide some compelling evidence of the socially-organized nature of young children's dispute or 'adversative' episodes; strategies for refusing or conceding to requests reflected a rather sophisticated recognition of the rights and intentions of others.The study of children's persuasiveness during dispute episodes with peers seems motivated on several grounds. First, these speech events occur frequently in children's interactions and the verbal routines and strategies used in children's disputes seem to be acquired at an early age (Brenneis & Lein
Medication errors occurring in hospitals are a growing national concern. These medication errors and their related costs (or wastes) are seen as major factors leading to increased patient safety risks and increased waste in the hospital setting. This article presents a study in which sixteen entry-level nurses utilized a Toyota Production System (TPS) analysis procedure to solve medication delivery problems at one community hospital. The objective of this research was to study and evaluate the TPS analysis procedure for problem solving with entry-level nurses. Personal journals, focus group discussions, and a survey study were used to collect data about entry-level nurses' perceptions of using the TPS problem solving approach to study medication delivery. A regression analysis was used to identify characteristics that enhance problem solving efforts. In addition, propositions for effective problem solving by entry-level nurses to aid in the reduction of medication errors in healthcare delivery settings are offered.
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