WorldCat Identities

Cameron, Catherine (Catherine Ann)

Works: 26 works in 48 publications in 2 languages and 488 library holdings
Genres: Cross-cultural studies  Case studies 
Roles: Author, Contributor, Editor, Creator
Classifications: HV6626.23.C2, 362.880820971
Publication Timeline
Most widely held works about Catherine Cameron
Most widely held works by Catherine Cameron
International perspectives on early childhood research : a day in the life by Jamie Gillen( Book )

13 editions published in 2010 in English and held by 285 WorldCat member libraries worldwide

"An international team of researchers videoed a day in the life of two-and-a-half-year-old girls at home in Canada, Italy, Peru, Thailand, Turkey, the UK and the USA. Different paths to wellbeing are illustrated through words and images. The book examines how human culture is shaped through interactions involving young children and their families"--Provided by publisher
Dating violence prevention in New Brunswick( )

3 editions published in 2007 in English and held by 49 WorldCat member libraries worldwide

Prévention de la violence dans les fréquentations au Nouveau-Brunswick( )

2 editions published in 2007 in French and held by 46 WorldCat member libraries worldwide

"A day in the life" : a visual, multimedia approach to research by Catherine Cameron( )

1 edition published in 2018 in English and held by 33 WorldCat member libraries worldwide

The multimodal study of how people around the globe and across the life span thrive is of great interest to social scientists, educators, health practitioners, and social workers. To investigate thriving, our international, multidisciplinary team adopted a quasi-ecological model of healthy development nested within the contexts of prevailing social and physical environments. Assuming that individuals function from the most personal sphere to the largest spheres of geopolitics, we added a chronological learning dimension to the model to scaffold our human developmental life span interests. Furthermore, we employed a feminist framework of relational wellbeing that posits thriving in terms of five important strengths: zest for life or vitality, sense of worth, knowledge, sense of connection, and power or effectiveness. Our assumptions are that these basic models effectively support investigations of the commonalities of psychosocial processes that help people to do well in their local contexts. However, how acts of thriving are carried out diverges across cultures and contexts. To capture and explore the nature of the transactions of a participant as they go about their daily transactions, we continuously filmed in situ "A Day in the Life" from early morning until bedtime. We recorded interviews with participants throughout. In the present case description, we focus on the challenges and rewards for investigators engaged in this visual, multidisciplinary methodology that we have applied with colleagues in Canada, Italy, the United States, Thailand, the United Kingdom, Turkey, China, South Africa, Peru, Finland, Lithuania, and Brazil
Understanding abuse : partnering for change by Mary Lou Stirling( )

3 editions published between 2000 and 2016 in English and held by 19 WorldCat member libraries worldwide

Based on research projects conducted over ten years, Understanding Abuse profiles the work done by researchers of issues related to woman abuse and family violence
Youth stamp camps in New Zealand : 40 years, 1966-2006 by Barbara Streeter( Book )

1 edition published in 2007 in English and held by 6 WorldCat member libraries worldwide

Worlds apart ... coming together( Visual )

2 editions published in 2002 in English and held by 5 WorldCat member libraries worldwide

This program is based on the work of the Muriel McQueen Fergusson Centre. The group responsible is the Creating Peaceful Learning Environments Team. The program was one component of a national investigation of violence into the socialization of the Canadian girl child, developed by the Alliance of Five Research Centres on Violence and funded by Status of Women Canada. The research monitored community-initiated violence-prevention initiatives for adolescents in six rural communities in Atlantic Canada. These materials are designed for communities interested in gender-sensitive programing. Research indicates that gender-segregated as well as gender-integrated activities are important to successful intervention with teenagers, given that girls and boys are socialized differently with regard to violence and acceptance of violence
Presentation and Response Modes in Young Children's Detection of Ambiguity by Kathleen Ford( Book )

2 editions published in 1986 in English and held by 3 WorldCat member libraries worldwide

A study investigated the finding that metacognitive ability and reading level are related, and examined the effects of both presentation and response modes on young children's ability to detect ambiguity in messages. An ambiguity detection test was completed by 74 first grade children (who also completed a reading pretest), 26 second graders, and 20 third graders. Children were randomly assigned to oral or oral-plus-written presentation conditions, and point or verbal response conditions. Nine messages containing three levels of ambiguity were presented, and then the children were asked to choose the geometric shape described by the message. Unambiguous messages had only one correct referent, while partially ambiguous messages referred to two of the four shapes, and ambiguous messages referred to all four shapes. After indicating their responses, the children were asked if they had been told enough so that they could choose just the one shape that the experimenter had been thinking of, and were also asked to specify what further information they required to choose just one. Findings indicated a positive correlation between reading and performance on the ambiguity detection test. Message type, grade level, and response mode had significant effects on ambiguity detection, while mode of presentation did not. Of the first graders who responded correctly to all nine messages, all but four were able to specify what further information was necessary to choose correctly one of the four shapes presented. These findings provide further support for the link between metacognitive awareness and reading development. (A table of data and four references are included.) (Nka)
Introduction of a Novel Dimension in Young Children's Learning Sets by Deborah Anne Williams( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

The effect of stimulus novelty, an attentional variable, on learning set acquisition was investigated. Learning set (ls) acquisition refers to an improvement in performance across a series of problems which have a common basis of solution. The design of this study involved two groups, one in which the positive stimulus on Trial 2 involved the introduction of a novel dimension (Novelty-Positive), and one in which the negative stimulus involved novelty (Novelty-Negative). The novel dimension introduced was color, and was preceded by both rewarded and nonrewarded first trials. Twenty-four 3-year-old children were randomly assigned to one of the two experimental treatments. The results supported the novelty hypothesis in that performance was significantly better in group Novelty-Positive than in group Novelty-Negative. No significant reward differential was found in this experiment as has been found in other studies (E.G., Moss & Harlow, 1947). The result of the present experiment replicates a similar finding reported by Callaghan and Cameron (1978). (Author/SS)
Home Factors in Primary School Written Expression by Catherine Cameron( Book )

1 edition published in 1989 in English and held by 2 WorldCat member libraries worldwide

A longitudinal study examined the development over the primary school years of the writing skills of children from the time they entered first grade until they completed grade three. In order to identify the nature of the literacy-related home experience of these children, interviews were conducted with each child (three classes in all) as he or she entered the program as well as at the conclusion of the project, and parents were asked to complete questionnaires. Each child's general level of intellectual functions, verbal skills, cognitive styles, and so forth was tested at the beginning of the project. At the end of each school year, standardized reading and writing tasks were administered. Although the patterns emerging from this study represent a relationship between familial, particularly maternally-mediated, literacy-related activities and literacy development in school, further explorations of these data are warranted. Significant correlations between child, family, home variables, reading and writing were observed. (Fifteen figures are included, and an appendix presenting a holistic scoring guide is attached.(NH)
Some factors affecting discrimination learning in young children by Catherine Cameron( )

2 editions published in 1967 in English and held by 2 WorldCat member libraries worldwide

Bringing Bart Simpson to School by Catherine Cameron( Book )

1 edition published in 1996 in English and held by 2 WorldCat member libraries worldwide

Teachers are challenged by contradictory demands on curricular time. The social needs children bring to school sometimes collide with basic literacy instruction priorities. This research addressed concerns about television violence via a project that encouraged children to log their television viewing and write in daily journals their perceptions of those viewing experiences. The goal was to integrate social content issues of educational concern with the academic demands of teachers to enhance the writing competency of their pupils. The study participants were 70 students from grade 6 who were asked to respond to 8 questionnaire items on their attitudes toward violence on television. Results indicate that heavy viewers reported more favorable attitudes toward television violence, and boys had higher percentages of positive or neutral evaluations of violent content than girls. Results also show lower than expected viewing rates and that journal entries involved more discussion of comedy and sports than any other topic, including violence. Using children's out-of-school interests as the content for in-school literacy instruction was found to be an effective way to reconcile two potentially conflicting educational priorities. (Sd)
Creating Peaceful Learning Environments by Catherine Cameron( Book )

2 editions published in 1996 in English and held by 2 WorldCat member libraries worldwide

Three action research projects were conducted with the intention of creating peaceful learning environments in Canadian schools from kindergarten to twelfth grade. The first project focused on social skills development, especially conflict management, for elementary school students in a rural New Brunswick school. Staff used Washington state's Seattle Committee for Children's Second Step materials. Although the number of disruptive playground incidents did not diminish significantly, parents and teachers thought that students had developed more prosocial behaviors and had developed skills for handling disputes. The second project evaluated conflict resolution training with elementary and junior high school teachers in an inner city school district. Incidents of violence were less frequent at the intervention school in comparison to the number at the comparison school during the post-test. Teachers identified additional needed work in conflict resolution. The third project engaged high school students in anger management training based on their self reports of disruption of their academic performance from the prevalence of violence in their lives and their suggestion of anger management as a solution. Thirty grade 10 students were randomly assigned to one of two cognitive behavioral treatment groups or to a control group. Eight sessions were conducted twice weekly. Students reported increased awareness of process of anger arousal and increased repertoires of responses. (Kdfb)
Children's Narrative Expression over the Telephone by Min Wang( Book )

1 edition published in 1996 in English and held by 2 WorldCat member libraries worldwide

Language used in situations in which speakers cannot rely on shared social, physical, or historical contexts has been referred to as "decontextualized." Many researchers believe that the use of decontextualized language is at the core of literacy--that reading and writing are consummate acts of decontextualization. Somewhat intermediate between face-to-face oral communication and writing is the challenge of talking on the telephone. Children's telephone talk offers an ecologically valid context to ascertain developmental components of metacommunicative awareness of the need to be clear for one's communicative partners and of how to compensate for their physical absence. The purpose of this study was to examine children's story narratives over the telephone versus face-to-face interaction to explore the effects of telephone use on children's discourse. Sixty 4-, 6-, and 8-year-old children told stories based on a wordless picture book to a communicative partner present in the interview room, and then told the story to that same person on the telephone. The study found that four-year-old children created quite different story narratives over the telephone from those related in face-to-face interaction in terms of length, narrativity, and revision. They used significantly more words, syntactically independent T-units, narrative elements, and revisions in their storytelling on the telephone. They adjusted to the demands of the different communication tasks. The only measure not sensitive to treatment differences was specificity, indicating that story telling is one communication task that may not impose as great a demand for specific information as for narrativity under the telephone condition. From face-to-face communication to reading and writing, there is a continuum from contextualization through decontextualization, to further recontextualization. This study indicates that telephone communication resides somewhere on this continuum in terms of the demands the medium imposes for decontextualization. Contains 11 references. (Sd)
Some Academic Correlates of Ambiguity Detection in Primary School Children by Catherine Cameron( Book )

1 edition published in 1987 in English and held by 2 WorldCat member libraries worldwide

This longitudinal research examines the development of literacy skills in the context of an educational microcomputer implementation conducted to evaluate word processors and logo as tools for cognitive enrichment. Three classes including 87 children in Fredericton, New Brunswick, Canada are being followed from first- through third-grade. One class received 5 hours of writing and mathematics enrichment per week and had access to microcomputers with word processing software; a comparison class received the enrichment without computers; and a nonintervention control class received only baseline tests and traditional lessons. At the beginning of the first year of the study, general intellectual functioning, verbal skills, and cognitive style were assessed. Bonitatibus and Flavell's (1985) ambiguity detection task was used as an indicator of metalinguistic performance. Cloze-rated reading comprehension and standardized writing samples were collected periodically. Analysis of data collected during the children's first year in school revealed relationships between ambiguity detection and psychometric subject variables and school performance indicators. Ambiguity detection was related to general intellectual function, certain verbal skills, and cognitive style. A significant relationship was found between ambiguity detection and reading comprehension. Reading, in turn, was related to psycholinguistic measures of writing. Additional analyses suggest the need for further study of the relationship between writing and ambiguity detection. Examples of the texts produced by the children and an analysis of the cloze passage are provided in Appendix a and b, respectively. (Rh)
Young Children's Scripted-Story Recall by Renee Doiron( Book )

1 edition published in 1986 in English and held by 2 WorldCat member libraries worldwide

A study investigated the effects of presentation mode and type of content on young children's recall of nouns in a scripted narrative. Forty-nine children in the second month of first grade were presented a fictional narrative in which were embedded 18 target nouns classified as high-scripted, medium-scripted, or low-scripted. Subjects then viewed pictures of the nouns, viewed both pictures and printed labels of the nouns, or viewed pictures and read and copied the printed labels. They then answered 18 questions, tapping their memories for 6 cued and 12 noncued nouns, immediately after hearing the story and at 2 later times. The results indicated that children's knowledge is well organized in a scripted form. Not only was recall for both cued and noncued high-scripted nouns significantly greater than recall for medium-scripted and low-scripted nouns in all three sessions, but also recall of the highly scripted noncued nouns did not decline over sessions. The results also demonstrated that experience with a written code does not promote better performance on a memory task. The same procedure was administered to 17 children in their final month of third grade. The results showed no evidence of recall facilitation due to the labeling treatments. (Nine references and two tables of data are included.) (Hth)
Interference in Preschool Children's Learning Sets by Nicole Dicaire( Book )

1 edition published in 1981 in English and held by 2 WorldCat member libraries worldwide

The purpose of this study was to identify the nature of the information which preschool-age children must attend to and maintain within problems in order to solve a series of two-choice simultaneous discrimination problems. Twenty-four preschool children participated in the experiment. The stimuli used in these problems consisted of planometric geometric forms with seven values on each of the visual dimensions of color and form. Children were first overtrained on a two-choice simultaneous discrimination problem and subsequently were tested on a series of new problems. Prior to testing, trials of the previously overlearned problem were interpolated between the training and test trials. Also, to maintain attention to the originally trained cue and to test for its maintenance, three trials of the overlearned problem were presented between new problems. The new problems used in the test trials were of two types: those in which the correct cue value was on the same dimension as the original problem, necessitating an intradimensional shift in attention, and those in which the correct cue was on a different dimension from the original, thus involving an extradimensional shift. Each child received a total of eight, two-trial problems: four intradimensional and four extradimensional and interpolations in between, for a total of 54 trials. Results indicate that preschool children performed better when an extradimensional shift was called for than when an intradimensional shift was required. (Author/RH)
Experiences that Prevent Peaceful Learning by Pamela Dodsworth( Book )

1 edition published in 1996 in English and held by 2 WorldCat member libraries worldwide

Teachers at an urban high school in New Brunswick (Canada) were reluctant to begin an intervention program directed at student anger and violence until they had gained input from the students themselves. A survey was conducted of the students' experience with violence and their opinions about how to address the problem. Participants were 769 (395 males and 374 females) 10th, 11th, and 12th graders, approximately 77% of the school population. Approximately 10% of the respondents reported experiencing either physical or emotional violence on a daily basis, and a further 10% reported weekly encounters. An additional 25% indicated that they had experienced violence at least once in the last 6 months. Similar responses were given when students were asked how often they were perpetrators of violence. Students reported that the sources of their outbursts were feelings of being threatened, anger at being reprimanded, or responses to drugs or alcohol. Perpetrators of violence against these students were primarily intimates, such as siblings, dating partners, or the same-sex friends of males. Most respondents considered the school a safe place and thought school personnel were supportive. The majority of students endorsed anger management training as a strategy the schools could teach to improve the situation. (Sld)
Correlates of Communication Monitoring in the Primary Classroom by Catherine Cameron( Book )

1 edition published in 1989 in English and held by 2 WorldCat member libraries worldwide

The relationship of comprehension monitoring to writing was investigated in a multiple-measure, longitudinal study of writing skill development. Subjects were approximately 100 elementary school students who were followed during the first three grades. At the end of first grade, relationships were found between ambiguity detection, reading, and writing. Psychometric measures correlated reading with various degrees of strength, but were poor predictors of writing. Reading was firmly related to writing. At the end of second grade, analyses identified two writing measures, language reception, reading, and additional writing scores as descriptors of communication evaluation. The major contrast between first and second year findings lay in the order of entry of discriminating variables. The similarity of first and second year findings was striking, with several psychometric measures failing to contribute to the equation. In the third year of the study, a novel index of the children's text analysis skills was developed and administered. This consisted of an adventure options story in which a duplicitous guide provides directions with multiple possible intentions. (Rh)
Ethnic differences in the relative effectiveness of incentives by Catherine Cameron( Book )

2 editions published in 1964 in English and held by 2 WorldCat member libraries worldwide

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International perspectives on early childhood research : a day in the life
English (42)

French (2)