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2005 - International Communication Association Pages: 32 pages || Words: 8426 words || 
1. Li, Xigen. "Stages of a Crisis and Media Frames and Functions: U.S. TV Networks Coverage of the 9/11 Tragedy during the 24 Hours" Paper presented at the annual meeting of the International Communication Association, Sheraton New York, New York City, NY, Online <APPLICATION/PDF>. 2019-08-19 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study examined how five U.S. television networks framed 9/11 incident in their news coverage during the 24 hours and how stage of crisis affected coverage frames and media functions in a crisis as the unfolding events brought media attention to new issues. The study found that stages of a crisis was an important factor in determining coverage frames and media functions. Media served primarily as a source of information about the crisis in the early stages rather than guidance and consolation in the crisis. The magnitude of the crisis and the uncertainty during the early stages of a crisis limited media in using government officials as sources and the influence of government officials was found to be not as strong as they were expected in a crisis situation involving national interest. Human interest as a story frame was not found to be dominant during this early stage of coverage, and rose as a major frame during the later stages of the coverage.

2006 - XVth Biennial International Conference on Infant Studies Words: 392 words || 
2. Nazzi, Thierry., Stréri, Arlette., Goyet, Louise. and Sandrine, Mongin. "Effects of naming on intermodal transfer in 24-month-olds." Paper presented at the annual meeting of the XVth Biennial International Conference on Infant Studies, Westin Miyako, Kyoto, Japan, Jun 19, 2006 <Not Available>. 2019-08-19 <>
Publication Type: Individual Poster
Abstract: Aims: The present study explores the effect of naming on intermodal transfer in 24-month-olds. Tactile-to-visual intermodal transfer has been found as early as birth (Streri & Gentaz, 2003, 2004). However, intermodal transfer develops during at least the first two years of life (Rose, 1994). For example, infants need less time of tactile exploration to later exhibit a recognition effect in the visual mode at 12 than at 6 months of age. In spite of these changes, transfer by the end of the second year of life remains fragile and depends on the complexity of shapes. Our first aim was to explore whether transfer can be obtained with complex objects, and varies according to the discriminability of the objects within the presented pairs. Our second aim was motivated by recent findings showing that naming starts having an impact on object representation and categorization during the second year of life (Nazzi & Gopnik, 2000; Waxman & Booth, 2003). Therefore, although language or, more specifically, naming, is not needed for intermodal transfer, it might still has an effect on this process.
Methods: Thirty-two 24-month-olds were presented with a series of 4 trials. In each trial, infants explored for 30 seconds an object kept out of their sight, before being visually presented for 30 seconds with two objects: the manipulated object and a new object. For half of the infants, the experimenter named the objects while they were explored by the infants.
Results: The data on the longest look to the visually presented objects showed a significant main effect of object familiarity, F(1, 30) = 6.46, p = .016, indicating a preference for the new object. There was no main effect of naming, although there was a triple interaction between naming, object familiarity and discriminability (whether the two objects of the pair were very distinct or not) , F(3, 90) = 2.76, p = .046. For the more discriminable pairs, naming reversed the object preference from a novelty to a familiarity preference. For the less discriminable pairs, naming reinforced the novelty preference.
Conclusions: This study establishes that (a) 24-month-olds can perform tactile-to-visual transfer even when presented with complex objects, and (b) naming influences this transfer, its effect depending on the discriminability of the paired objects (and the force of the original transfer). These results will be discussed in relation to the developing system of object and object category representation.

2006 - XVth Biennial International Conference on Infant Studies Words: 408 words || 
3. Simcock, Gabrielle. and Dooley, Megan. "Generalization from Picture Books by 18- and 24-Month-Old Children" Paper presented at the annual meeting of the XVth Biennial International Conference on Infant Studies, Westin Miyako, Kyoto, Japan, Jun 19, 2006 <Not Available>. 2019-08-19 <>
Publication Type: Individual Poster
Abstract: Background and Aims: Research using imitation procedures show that younger children can imitate a live model only when the conditions at encoding and testing match, whereas older children can imitate even with changes to the conditions at testing. Whether this developmental pattern is also true of information conveyed using media, such as picture books, has yet to be explored. An immediate imitation procedure was thus used to investigate whether 18- and 24-month-olds (N=120) can generalize information learned from a picture book reading interaction to novel stimuli and contexts.

Methods: The experimenter read each participant a short picture book that depicted a child constructing a rattle in a three-step action sequence. The participant was then given the opportunity to re-enact the sequence. The children were either tested: 1) in the same room with the same stimuli (no change); 2) in a different room with the same stimuli (context change); 3) in the same room with different stimuli (stimuli change). The performance of these children was compared to age-matched controls that never saw the picture book but were allowed to construct the rattle.

Key Results: The mean number of target actions (0-3) the children produced was subjected to one-way ANOVAs across condition at each age with post-hoc SNK tests. The performance of the 24-month-old children in experimental groups (no change, stimuli change, and context change) did not differ and they produced more target acts than did the children in the control condition, F(3, 44) = 5.34, p < .005). The performance of the 18-month-old children in the no change condition produced more target actions than the children in the control condition, F(3, 48) = 3.34, p < .05. The performance of the children in the stimuli and context change conditions, however, was intermediate between the control and no change conditions.

Conclusions: Consistent with imitation studies showing generalization from a live model, there are also age-related changes in children’s ability to generalize from the contents of a picture book to novel situations. The 18-month-old children imitated only when the test conditions were similar to those at encoding (no change); however performance was disrupted with changes to the test context or stimuli. In contrast, 24-month-old children successfully imitated even with changes to the test context or stimuli. These data suggest that not only can young children learn from a symbolic medium but they can also generalize to different test conditions.

2008 - American Sociological Association Annual Meeting Pages: 2 pages || Words: 447 words || 
4. Tucker, Traci. "24. A Cross-Cultural Comparison of Gender and Role-Identities in China and the United States" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Sheraton Boston and the Boston Marriott Copley Place, Boston, MA, Jul 31, 2008 Online <PDF>. 2019-08-19 <>
Publication Type: Poster
Abstract: see attached

2009 - American Sociological Association Annual Meeting Words: 337 words || 
5. Harris, Kathleen Mullan. "24. Carolina Population Center, University of North Carolina-Chapel Hill" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Hilton San Francisco, San Francisco, CA, <Not Available>. 2019-08-19 <>
Publication Type: Poster
Abstract: The National Longitudinal Study of Adolescent Health (Add Health)
Carolina Population Center, University of North Carolina at Chapel Hill
The National Longitudinal Study of Adolescent Health (Add Health) is a longitudinal study of a nationally representative sample of 20,000 adolescents in grades 7-12 in the United States during the 1994-95 school year. The Add Health cohort has been followed into young adulthood with four in-home interviews, the most recent in 2008, when the sample was age 24-32. Add Health combines longitudinal survey data on respondents’ social, economic, psychological and physical well-being with contextual data on the family, neighborhood, community, school, friendships, peer groups, and romantic relationships, providing unique opportunities to study how social environments and behaviors in adolescence are linked to health and achievement outcomes in young adulthood. At Wave IV, expanded collection of biological data, including anthropometric, cardiovascular, metabolic, immune function and genetic measures, will allow researchers to examine the social, behavioral, and biological linkages in health trajectories as the Add Health cohort ages through adulthood.
We will present information on the Add Health study design, sample sizes and data access, as well as preliminary data from Wave IV (2008). Through multiple data collection components, including in-school and in-home interviews, Add Health has collected survey data from adolescents, their fellow students, school administrators, parents, siblings, friends, and romantic partners. In addition, existing data bases with information about respondents’ neighborhoods and communities have been merged with Add Health data, including variables on income and poverty, unemployment, availability and utilization of health services, crime, church membership, and social programs and policies. These data are available in two forms—a public-use data set and a restricted-use contractual data set. Wave IV data are currently scheduled for final release in Fall 2009.
Add Health has been funded since 1994 by a program project grant from the Eunice Kennedy Shriver National Institute of Child Health and Human Development, with co-funding from 21 other federal agencies. For more information, see the Add Health web site:

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