Donald S Hayes

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The goal of this study was to determine whether, at different age levels, males cite different bases as reasons for disliking peers. Male preschoolers, primary graders, preadolescents, and young adults were asked to name and give reasons for disliking an actual same-sex peer. Participants from preschool through preadolescence frequently cited aggression and(More)
In 6 experiments, we examined preschoolers' ability to interpret or remember the affective reactions of television characters. In 2 studies, children viewed a "Sesame Street" or "Cosby Show" segment, and then retold the story. In both, mention of the protagonists' affective states was low, with less than 1% of the reactions recalled. In 3 experiments (using(More)
  • D S Hayes
  • 2001
This study examined the ability of preschool children to make phonological discriminations after hearing rhyming or nonrhyming versions of the same story. Participants first listened to either a rhyming or nonrhyming version of a story, Rainy Day Kate (Blegvad, 1987), then attempted a phonological deletion and a rhyme/alliteration detection task. In(More)
A constructive model of recall and communication (D. Edwards & D. Middleton, 1986) and certain whole-word approaches to learning (C. Pontecorvo & C. Zucchermaglio, 1989) were evaluated in conjunction with an investigation of the benefits of joint storytelling on children's cognitive processes. Preschoolers (N = 36, aged 30-62 months) were prompted to(More)
The influence of rhyme on preschoolers' story recall was examined in 2 experiments. In Experiment 1, preschoolers listened to either a rhyming or a prose version of a story, and then their recall was tested. Overall retention of content was higher in the prose condition than in the rhyme condition. A story-grammar analysis revealed that this difference(More)
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