Departments and Programs

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Within this sub-community are materials originating from individual Departments and Programs within the Faculty of Arts.

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Browsing Departments and Programs by Subject "Accuracy"

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    Adults’ perceptions of children who disclose a transgression to peers or adults
    (Faculty of Arts, University of Regina, 2017-04) Harvey, Madison B.
    Children who witness or experience a transgression often do not disclose the event to anyone. There are a variety of reasons why a child may not disclose this event, such as being asked to keep it a secret, fear that they will not be believed, or concerns about their safety. When children do disclose, it may be to an adult or another child. Yet, it has not been established how these peer- to-peer disclosures are perceived by adults. The present study examined adult perceptions of children who disclose (or not) to a peer and children who disclose (or not) to an adult. Participants rated children on measures of credibility, honesty, and accuracy after hearing a recorded conversation of a child discussing an event to either a peer or an adult. Results indicate that children who disclosed a transgression were perceived as less credible, less honest, and less accurate when talking to another child. This has significant implications for the justice system, as it demonstrates that children who disclose a transgression may be seen as less credible witnesses.
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    The understanding of arithmetic concepts across grades
    (Faculty of Arts, University of Regina, 2020-04) Orobosa, Gladys
    The development of a firm grasp of arithmetic principles follows a conceptual understanding of the concepts in question, which helps in simplifying computation and eliminating errors that may occur during calculation. The goal of this study was to expand on the understanding of the arithmetic principles of inversion (a + b - b), associativity (a + b - c), and equivalence (a + b + c = a + _). Participants were grade 2, 3, and 4 children from two elementary schools. Participants were presented with 12 three-term arithmetic problems, containing four from each category of concepts. Participants replied with their answers followed by a verbal report of steps employed for each question. Accuracy and strategy were immediately recorded after each question. Two 3 by 3 mixed-model ANOVAs and a correlational analysis on grade, accuracy, and shortcut-use were performed. The results showed an increase in the use and accuracy of the inversion and equivalence shortcut across grades, with the concept of inversion being the most used and the inversion problems having the highest overall accuracy. The associativity shortcut was the least likely to be used, and the equivalence problems had the lowest accuracy overall.