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Hence, our second objective is to test whether timing conditions the influence of grade retention beyond grade school.
So they study and apply what they are learning together, as they are used to doing in grade school.
The level of education was dichotomised into ' no more than grade school' (corresponding to about 6-8 years of education) or 'beyond grade school'.
For them the prospect of entering the adult world is more proximate and tangible than for a grade school child.
High school students and adults include far more present tense statements in their narratives than grade school and junior high school children.
Thus, even by the end of the grade school years, children had not quite achieved adult level performance on the grammaticality judgment task.
The current study shows that grade school aged children can be successfully modeled by adults under memory stress.
Education is classified into three categories, no more than grade school, no more than high school, and beyond high school.
As grade school students, the children are immersed in ' school culture ' and were administered the definitions task at school.
By the grade school years children's knowledge of emotion situations may inform their social behaviors more strongly than their knowledge of emotion expressions.
Together, these findings suggest that the entrance into grade school may be an important time for emotioncentered prevention efforts.
The stepping model is familiar, as it mirrors the reduction rules taught in grade school arithmetic and secondary school algebra.
Let a* be the age of transition from nursery to grade school.
Despite the importance of the overall context of maternal depressive symptomatology in the preschool and early grade school years, this approach ignores the variability of maternal depressive symptomatology over time.
Adolescents who abstained from substance use were significantly less likely to have reciprocated positive peer interactions in grade school compared to those who only used alcohol in adolescence.
