This study examined the impact of background media on students' performance and time spent on two types of homework assignments: paper-and-pencil and memorization assignments. Eighth-grade students (N = 160) did the assignments with either (a) a soap opera, (b) music videos, (c) radio music, or (d) no medium in the background. Results indicated that doing homework combined with watching a soap opera interfered with students' performance on both types of assignments. However, irrespective of the medium employed, music in the background left homework performance unaffected. There was no indication that background media influenced the amount of time spent to complete homework assignments.
Two experiments were conducted to investigate the effects of two types of background television programs on students' performance on easy and difficult homework assignments. In both experiments, students in Grade 8 (Experiment 1: N = 90; Experiment 2: N = 144) were matched on reading proficiency. Subsequently, the participants were randomly assigned to one of three experimental conditions in which they did homework with (a) a Dutch-language soap opera, (b) English-language music videos, or (c) no television in the background. The execution of homework was hindered only when it was combined with watching a soap opera. The distraction effect of the soap opera was expressed either in a performance decrement (Experiment 1) or in an extension of performance time (Experiment 2).
The effect of same-age and mixed-age grouping in day care on parent-child attachment security. Pool, M.M.; Bijleveld, C.C.J.H.; Tavecchio, L.W.C.
Published in:Social Behavior and Personality
DOI:10. 2224/sbp.2000.28.6.595 Link to publication (2000). The effect of same-age and mixed-age grouping in day care on parent-child attachment security. Social Behavior and Personality, 28, 595-603. DOI: 10.2224/sbp.2000.28.6.595 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons).
Citation for published version (APA):
Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. This pilot study investigates the effect on parent-child attachment relationships of same-age versus mixed-age grouping in daycare centers in the Netherlands. For 45 children in the age range of 2 to 6 years, parent-child attachment relationships were assessed by means of the Attachment Q-Sort. It was found that attachment security did not differ significantly for children who had been in mixed-age or in same-age grouping, or who had experienced a change of daycare center.Attachment plays a key role in children's upbringing and development. Attachment is generally understood to refer to a relatively long-term affective relationship between a child and one or more specific persons (so-called 'attachment figures'), with whom the child interacts regularly (Ainsworth,
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