Dissertationen: „Cognition in children“

1

Lindquist, Barbro. „Hydrocephalus in children : cognition and behaviour /“. Göteborg : Department of Pediatrics, Institute of Clinical Sciences, Sahlgrenska Academy at Göteborg University, 2007. http://hdl.handle.net/2077/2557.

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2

Heaton, Pamela Florence. „Musical cognition in children with autism“. Thesis, Goldsmiths College (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396246.

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3

Heaton, Pamela Florence. „Musical cognition in children with autism“. Online version, 1998. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.396246.

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4

Cupples, Sarah Anne. „Social cognition in children with visual impairment“. Thesis, Goldsmiths College (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248371.

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5

Marcello, Angelica. „Contemplating the evolution of attachment and cognition in a collaborative learning environment“. Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3213074.

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Thesis (Ph. D.)--University of California, San Diego, 2006.
Title from first page of PDF file (viewed June 26, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 192-213).

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Tillman, Carin. „Working Memory and Higher-Order Cognition in Children“. Doctoral thesis, Uppsala University, Department of Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9271.

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Higher-order cognitive functions, such as executive function (EF) and intelligence, are crucial to the everyday functioning of human beings. Gaining knowledge about these functions is important for our general understanding of human nature as well as for our ability to help those who may not develop these processes optimally. The present thesis focused particularly on the EF component working memory (WM), described as the ability to maintain informa-tion in consciousness during short time periods with the purpose of using that information in complex cognition. The major aims of the thesis were to increase our understanding of higher-order cognition in children as well as of deficiencies in intelligence found in children with Attention Deficit Hyperactivity Disorder (ADHD). We approached these aims by studying the interrelations among EF-related components in terms of their independent contributions to intellectual functioning. We also studied whether the lower intelligence in children with ADHD was mediated by fundamental EF-related components or whether these deficiencies went beyond the weaknesses in these specific cognitive functions.

Interpreting the present data, we suggest that intellectual functioning in children is best viewed as representing a system of primarily independent parts that may be accompanied by an overarching common mechanism. The multiple components involve, but are surely not limited to, WM functions, inhibitory functions, sustained attention, and processing speed. One of these functions, WM, was found to be further partitioned into domain-specific executive WM processes and domain-specific short-term storage processes, all of which constitute important aspects of higher-order cognitive functioning. We have further learned that deficits in fluid intelligence in children with ADHD may entail more than weaknesses in specific central cognitive functions. This additional deficit is cautiously interpreted as involving supe-rior executive attention functions setting the stage for the development and integration of the EF system as well as the “intelligence system”.

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Williamson, Meagan. „Deconstructing visual-spatial cognition in typically developing children“. Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32275.

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Visual-spatial cognition was examined in typically developing children. Fifty-six children between 3- to 10-years-old completed a comprehensive battery of cognitive tasks that tapped 8 components of visual-spatial functioning. Results demonstrate that task complexity and age interact across the majority of visual-spatial sub-domains, with visual-spatial competencies increasing linearly with age. Examination of acquisition rates showed that after 8 years of age children are capable of performing each measure significantly better than chance. Gender-age-related findings suggest males demonstrate superior visual-spatial mental rotation skills only until 9-10 years of age, than females begin to surpass males. Visual-spatial cognition and mathematical performance was also investigated in typical children. Children's visual-spatial mental rotation and manipulation and visual-spatial directionality abilities were positively correlated with mathematical performance.
Visual-cognition spatiale a été examinée dans le développement général des enfants. Cinquante-six enfants âgés de 3 - à 10 ans, mené à bien une batterie de tâches cognitives qui écoute 8 composantes de l'espace visuel fonctionnement. Les résultats démontrent la complexité de cette tâche et de l'âge d'interagir à travers la majorité de l'espace visuel sous-domaines, avec des compétences visuo-spatiales croissant linéairement avec l'âge. L'examen des taux d'acquisition a montré que, après 8 ans d'âge, les enfants sont capables d'effectuer des chaque mesure nettement mieux que la chance. Entre les sexes liées à l'âge résultats suggèrent hommes démontrer supérieure visuelle-spatiale mental rotation compétences que jusqu'à 9-10 ans, que les femmes commencent à dépasser les hommes. Visual-cognition spatiale et de mathématiques de performance a également été étudiée dans le type d'enfants. Children's visuelle-spatiale de rotation et de la manipulation mentale et visuelle-spatiale directionalité capacités ont été positivement corrélé avec la performance mathématique.

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Wass, Malin. „Children with Cochlear Implants : Cognition and Reading Ability“. Doctoral thesis, Linköpings universitet, Institutet för handikappvetenskap (IHV), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-51735.

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The present thesis investigated cognitive ability in children with severe to profound hearing impairment who have received cochlear implants (CIs). The auditory stimulation from a cochlear implant early in life influences most cognitive functions as a consequence of the plasticity of the brain in the young child. It is important to understand the cognitive consequences of auditory stimulation from CIs in order to provide adequate support to these children. This thesis examined three specific aspects of cognitive ability (working memory, phonological skill and lexical access), and reading ability in children with CIs, as compared to children with normal hearing in the same age. The relations between cognitive abilities and reading skills were also investigated, as well as the associations between demographic variables (e.g., age at implantation and communication mode), cognitive abilities and reading skills. The children with CI generally had lower performance levels than the normal hearing children in tasks of phonological and general working memory, phonological skills and lexical access. They had specific problems in tasks with high demands on phonological working memory, whereas their performance levels in tasks of visuospatial working memory were on par with the hearing children. A majority of the children with CI demonstrated reading skills within the normal range for hearing children, both for decoding and reading comprehension. The relations between demographic factors and cognitive skills varied somewhat between the studies. The patterns of result are discussed with reference to contemporary theories of working memory, phonological skills, and lexical access.
Avhandlingens övergripande syfte var att studera kognitiva förmågor hos barn med grav hörselskada eller dövhet som fått cochleaimplantat (CI). Auditiv stimulering från CI i tidig ålder påverkar de flesta kognitiva funktioner som en följd av hjärnans plasticitet hos små barn. Det är viktigt att förstå de kognitiva konsekvenserna av auditiv stimulering från CI för att kunna ge dessa barn bästa möjliga stöd. Avhandlingen undersökte tre specifika aspekter av kognitiv förmåga (arbetsminne, fonologiska förmågor och lexikal aktivering), samt läsförmåga hos barn med CI, i jämförelse med barn med normal hörsel i samma åldrar. Relationerna mellan kognitiva förmågor och läsförmåga studerades också, liksom sambanden mellan demografiska faktorer (t ex implantationsålder och kommunikationssätt) och kognitiva förmågor samt läsfärdigheter. Barnen med CI hade generellt lägre prestationsnivå än barnen med normal hörsel i uppgifter som mäter fonologiskt och generellt arbetsminne, fonologiska förmågor och lexikal aktivering. De hade specifika problem i uppgifter som i hög grad belastar fonologiskt arbetsminne, medan deras visuospatiala arbetsminneskapacitet var jämförbar med den hos barnen med normal hörsel. Majoriteten av barnen med CI hade läsfärdigheter i nivå med normalhörande barn, för både avkodning och läsförståelse. Sambanden mellan demografiska faktorer och kognitiva förmågor och läsförmåga varierade mellan studierna. Resultatmönstren diskuteras utifrån teorier om arbetsminne, fonologiska färdigheter och lexikal aktivering.

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Jones, Anna. „Emotion processing and social cognition in deaf children“. Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/323072/.

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Understanding others’ emotions and false beliefs, known as Theory of Mind (ToM), and to recognise and produce facial expressions of emotion has been linked to social competence. Deaf children born to hearing parents have commonly shown a deficit, or at best a delay in ToM. The emotion processing skills of deaf children are less clear. The main aims of this thesis were to clarify the ability of emotion recognition in deaf children, and to provide the first investigation in emotion production. While deaf children were poorer than hearing controls at recognising expressions of emotion in cartoon faces, a similar pattern was found in both groups’ recognition of real human faces of the six basic emotions (happiness, sadness, anger, fear, disgust and surprise). For deaf children, emotion recognition was better in dynamic rather than static, and intense rather than subtle, displays of emotion. With the exception of disgust, no differences in individual emotions were found, suggesting that the use of ecologically valid dynamic real faces facilitates deaf children’s emotion recognition. Deaf children’s ability to produce the six basic emotions was compared to hearing children by videoing voluntary encodings of facial expression elicited via verbal labels and emotion signed stories, and the imitation of dynamic displays of real facial expressions of emotion. With the exception of a poorer performance in imitation and the verbally elicited production of disgust, deaf children were consistently rated by human judges overall as producing more recognisable and intense expressions, suggesting that clarity and expressiveness may be important to deaf individuals’ emotion display rules. In line with previous studies, results showed a delay in passing the first and second order belief tasks in comparison to age matched controls, but not in comparison to a group of ‘age appropriate’ hearing control children. These findings encouragingly suggest that while deaf children of hearing parents show a delay in ToM and understanding disgust, emotion processing skills follow a broadly similar pattern of development to hearing control children. Language experience is implicated in difficulties faced in social and emotion cognition, with reduced opportunities to discuss more complex emotional and mental states.

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Jones, Anna. „Emotion processing and social cognition in deaf children“. Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/323072/1/PhD%20Thesis%20Anna%20Jones.pdf.

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Understanding others’ emotions and false beliefs, known as Theory of Mind (ToM), and to recognise and produce facial expressions of emotion has been linked to social competence. Deaf children born to hearing parents have commonly shown a deficit, or at best a delay in ToM. The emotion processing skills of deaf children are less clear. The main aims of this thesis were to clarify the ability of emotion recognition in deaf children, and to provide the first investigation in emotion production. While deaf children were poorer than hearing controls at recognising expressions of emotion in cartoon faces, a similar pattern was found in both groups’ recognition of real human faces of the six basic emotions (happiness, sadness, anger, fear, disgust and surprise). For deaf children, emotion recognition was better in dynamic rather than static, and intense rather than subtle, displays of emotion. With the exception of disgust, no differences in individual emotions were found, suggesting that the use of ecologically valid dynamic real faces facilitates deaf children’s emotion recognition. Deaf children’s ability to produce the six basic emotions was compared to hearing children by videoing voluntary encodings of facial expression elicited via verbal labels and emotion signed stories, and the imitation of dynamic displays of real facial expressions of emotion. With the exception of a poorer performance in imitation and the verbally elicited production of disgust, deaf children were consistently rated by human judges overall as producing more recognisable and intense expressions, suggesting that clarity and expressiveness may be important to deaf individuals’ emotion display rules. In line with previous studies, results showed a delay in passing the first and second order belief tasks in comparison to age matched controls, but not in comparison to a group of ‘age appropriate’ hearing control children. These findings encouragingly suggest that while deaf children of hearing parents show a delay in ToM and understanding disgust, emotion processing skills follow a broadly similar pattern of development to hearing control children. Language experience is implicated in difficulties faced in social and emotion cognition, with reduced opportunities to discuss more complex emotional and mental states.

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Parker, Deborah A. (Deborah Ann). „Children's Cognitive and Moral Reasoning: Expressive Versus Receptive Cognitive Skills“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331176/.

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Past research has shown that there are differences between children's ability to express verbally moral judgment or social cognitive principles (cognitive-expression) and their ability to understand and utilize these principles when making evaluations about others (cognitive-reception). This study investigated these differences.

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12

Waxman, Natalie. „Counting and sequential processing in children with Down Syndrome and typically developing children“. Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100218.

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The development of numerical skills in children with Down syndrome is an area of research that has been neglected in the literature despite overwhelming evidence of its importance, both pedagogically, and for everyday functioning. The present study examines two important sub-skills of numeracy. Twelve boys with Down syndrome were compared to 24 typically developing boys (matched on verbal mental age and on chronological age) on two novel, computerized tasks designed to measure sequential processing and counting. Boys with Down syndrome performed comparably to both groups of typically matched controls on the sequential task. However, differences emerged when boys with Down syndrome were required to point and attribute meaning to each step on the counting task. These findings offer novel insights into the development of number skills and provide important data that can aid in the creation of syndrome-specific education strategies to maximize the potential of children with Down syndrome.

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Khan, Manizeh. „Thinking in Words: Implicit Verbal Activation in Children and Adults“. Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10786.

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The relationship between language and thought has long been a topic of interest and controversy in cognitive science. In this dissertation, I address one aspect of this issue: when is language present during internal thought? Simple introspection tells us that we sometimes use inner speech, but is this the exception or the rule? Using eye-tracking measures, we investigated whether infants, children and adults implicitly activate verbal labels while silently looking at pictures of objects. In the first study, 4-year-olds, 7-year-olds and adults completed a working memory task. While the two older age groups spontaneously chose a verbal encoding strategy for the pictoral stimuli, the 4-year-olds did not, suggesting a late emergence for implicit language use. The second study, however, challenges this conclusion as we find evidence for spontaneous implicit verbal activation in 24-month-old infants during free-viewing of pictures of familiar objects. The final study provides a more detailed look at the nature of the implicit verbal representations that are activated in adults during visual image processing. Unlike the 24-month-old infants, and unlike adults engaged in a working memory task, adults in this visual image processing task did not robustly activate phonological representations but did show some evidence of lexical activation, perhaps at a more abstract level of representation. Taken together, these results suggest that: 1) even very young children spontaneously engage inner speech, 2) adults and children use implicit verbal labeling in different ways, and 3) different tasks can evoke different levels of implicit verbal activation.
Psychology

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盧立仁 und Lap-yan Lo. „Application of children's reasoning skills: how children know a cat has life“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3122765X.

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15

Tsang, Yee-ha Lucia. „Neurocognitive sequelae of children born prematurely“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41712596.

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16

Mucha, Lynn Scott. „Temperament, cognition, social skills, and play in young children“. Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941585.

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The purpose of this study was to investigate the nature of the relations among temperament, cognition, social skills, and social and cognitive levels of play in 3-, 4-, and 5-year-old preschool children. Subjects were 126 preschool boys (n=67) and girls (n=59) selected from two community child care programs in north-central Indiana. The mean age of the preschoolers was 56 months. Information about temperament and social skills was obtained from preschoolteachers using the Temperament Assessment Battery for Children (Martin, 1988) and Social Skills Rating System (Gresham & Elliott, 1990). Preschoolers' cognition was measured by the Bracken Basic Concept Scale (Bracken, 1984) and play styles were obtained through systematic observation of free play using the Smilansky/Parten play matrix. Factor analysis of the TABC subtests, BBCS scores, SSRS scores, and play category observations revealed four unique factors. Among the four factors, a mastery motivation factor emerged as well as did an impulsivity factor. Salient loadings of these two factors were primarily a combination of TABC subtests, SSRS scores, and BBCS scores. Play styles formed their own factors with both cognitive play levels and social play levels defining separate and unique factors. Results and implications of these findings are discussed as they relate to previous research and future directions for study.
Department of Educational Psychology

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17

Fancourt, Amy. „Exploring musical cognition in children with specific language impairment“. Thesis, Goldsmiths College (University of London), 2013. http://research.gold.ac.uk/10151/.

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This aim of this thesis was to investigate musical cognition in children with Specific Language Impairment (SLI) and typical development. The studies carried out utilised a combination of standardised assessments and experimental measures to investigate low-level perceptual to higher-order musical competencies. The theoretical framework motivating the studies comes from three broad theoretical accounts that differentially accentuate the auditory processing, cognitive and linguistic deficits in children with SLI, as well as from neuroimaging and behavioural studies showing that aspects of music and language processing rely on the same cognitive and neural mechanisms. Whilst a number of studies have investigated music perception in SLI, this thesis reports the first systematic and theoretically motivated study of this topic. The results from the studies revealed deficits in auditory short-term memory and procedural processing in SLI, supporting a domain general model of deficits in SLI. On the experiments that tested musical competencies, the children with SLI showed relatively preserved processing of melodic contour, implicit processing of musical harmony and appreciation of the emotional connotations of music. Whilst music perception was strongly associated with auditory short-term memory in typical controls, this was not the case for the children with SLI, and an alternative musical information processing strategy was proposed. The findings from this thesis indicate that although children with SLI demonstrate a range of impairments in language and cognitive functions, there are aspects of musical cognition that are relatively spared, and this has important implications for the development of therapeutic interventions.

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18

Stanton, Danae Emma Beckford. „Enhancing spatial cognition in disabled children using virtual environments“. Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/31327.

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In nine experiments, computer generated three-dimensional environments were used to investigate the spatial learning processes of physically disabled children. Chapter 1 reviews the literature on spatial mapping. Chapter 2 introduces the background to virtual environments, and reviews the relevant experimental work in this field. Chapter 3 developed a novel paradigm for investigating configural learning in humans, based on a shortcut study previously used with hamsters. In experiments 1-3 optimal cue arrangement was investigated. Results indicated that four large cues, rather than small or continuous cues, were required in order to complete the shortcut task successfully. Experiment 4 demonstrated the paradigm to be a successful replication of the original task and a good measure of spatial ability. Experiment 5 compared the shortcut behaviour of physically disabled children with varying degrees of mobility. Children who had had limited mobility from birth were poorer at the task than those whose mobility had deteriorated with age, supporting the hypothesis that early independent exploration is important in the development of cognitive spatial mapping ability. In Chapter 4 (experiment 6) physically disabled children explored a simulation of a school and then completed tests of spatial ability within the equivalent real school. A successful transfer of spatial skills was demonstrated and thus the potential of this technology for training. In Chapter 5, experiments 7-9 examined the effect of repeated exposure to virtual environments. Experiment 7 confirmed that the skills disabled children acquired using virtual environments improved with exposure to successive environments. To eliminate the possibility that learning was influenced by non-specific factors, experiment 8 compared 3-D exploration and 2-D (control) exploration, finding spatial learning in the former to be superior. Experiment 9 confirmed the extent of improvement in spatial skills following intensive 3-D exploration. Chapter 6 draws conclusions from the experiments and suggests ideas for further research.

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Salley, Christina G. „SOCIAL COGNITION AMONG CHILDREN WITH CANCER AND COMPARISON PEERS“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235006035.

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20

Porter, Kristen M. „An Exploratory Study of the Need for Cognition in Children and Adolescents“. University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1290134272.

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21

Barnes, Kelly Anne. „Implicit learning in typical development and children with developmental disorders“. Connect to Electronic Thesis (ProQuest), 2008. http://0-gateway.proquest.com.library.lausys.georgetown.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3320707.

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22

Davies, Coral V. „Young children as song-makers : a study of some musical processes in the invented songs of children aged 5 to 7“. Thesis, University of York, 1992. http://etheses.whiterose.ac.uk/2505/.

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23

曾綺霞 und Yee-ha Lucia Tsang. „Neurocognitive sequelae of children born prematurely“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41712596.

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24

Gélat, Mona. „Peer interaction, cognition and argumentative writing (Key Stage 2 children)“. n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=116.

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Ge´lat, Mona. „Peer interaction, cognition and argumentative writing (Key Stage 2 children)“. Thesis, Open University, 2001. http://oro.open.ac.uk/19941/.

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Argumentative writing, which has become a National Curriculum requirement, is recognised to be a cognitively taxing undertaking at Key Stage 2 This dissertation describes an experiment using a multiple research approach to investigate 10-year-olds in peer groups of three, interacting in preparation for a written argument. This situation was hypothesised to foster logical reasoning which could affect writing quality. The study contrasts the peer support strategy with the pervasive teacher direct instruction of composition writing, It also investigates the effects of each of the two conditions on the written task. Both experimentals and controls, each 33 in number, were selected to be quasi-equal in written, verbal and general abilities. Direct observations and talk transcripts show that the experimental participants used sustained deductive utterances and modelled the written argumentative structure verbally during their interactions. The teacher-led strategy, however, was constraining and hindered extended speech and logical reasoning. The peer learning and assistance process is explained in terms of both Vygotskian and Piagetian social constructivist perspectives. The subsequent written scripts were close-read, compared and evaluated both qualitatively and quantitatively in terms of (a) stating and instantiating viewpoints, (b) sequencing and coherence and (c) processing content material. The reasoning at micro-level within the clauses was quantified. Findings indicate that the experimentals significantly excelled the controls’ performance in both adjustment to argument form and the internal reasoning. It suggested that implementing the strategy at Key Stage 2 can be facilitating, particularly in large sized classes.

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Huda, Syed Nazmul. „Iodine nutrition, cognition and school achievement of Bangladeshi school children“. Thesis, University College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286539.

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27

Wong, Pik-ha. „Cognitive obstacles in learning the laws of indices“. [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834216.

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Smith, Faye Rebecca Helen. „The early cognitive profile and the interactions between health and cognition in children with Down syndrome“. Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7577/.

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This thesis aimed to examine the development of cognitive, linguistic and adaptive skills in children with Down syndrome, with a particular emphasis on the interactions between health and these outcomes. Chapters 3, 4 and 5 describe a longitudinal study in which the cognitive, adaptive and linguistic skills of four- to five-year-old children with Down syndrome were traced over 15 months. Parental interviews about health enabled examination of the links between health and cognitive outcomes. Chapter 6 reports a vocabulary training study, which aimed to look at the relationship between sleep and vocabulary consolidation; a more specific health-cognition link. Chapters 3 and 4 showed that the cognitive, linguistic and adaptive profile associated with older children and adults with Down syndrome had fully emerged by the age of four, although there was a large degree of variability in the expression of the profile at the individual level. The relationships between different cognitive domains in the children with Down syndrome were largely similar to those in the typically developing group, suggesting that development is delayed rather than disordered. The only exception was the relationship between grammar and vocabulary which was atypical in the children with Down syndrome. Chapter 4 showed that parent-report measures of language can be reliably used as predictors of later objectively measured linguistic skill. In a more detailed investigation of vocabulary skills, Chapter 6 found that children with Down syndrome were able to consolidate new vocabulary over time, achieving similar levels of performance to language matched typically developing controls. To address questions about the links between health and cognition, Chapter 5 found that childhood hearing difficulties and congenital heart defects were associated with poorer language outcomes between the ages of four- and six-years-old in children with Down syndrome. However, there were no reliable relationships between cognition and either sleep or hospitalisation measures. Furthermore, Chapter 6 failed to find a relationship between sleep and vocabulary consolidation. Implications, both for practitioners and for theoretical models of developmental disability, are discussed.

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Yip, Din-yan. „A study on the development of formal reasoning in adolescents“. Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38627061.

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30

Lam, Yan Grace. „Exploring the cluster of cognitive deficits in autism /“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20716837.

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31

Roditi, Bethany Naseck. „Automaticity, cognitive flexibility, and mathematics : a longitudinal study of children with and without learning disabilities /“. Thesis, Connect to Dissertations & Theses @ Tufts University, 1988.

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Thesis (Ph.D.)--Tufts University, 1988.
Submitted to the Dept. of Child Study. Includes bibliographical references. Access restricted to members of the Tufts University community. Also available via the World Wide Web;

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Grepp, Sandra Seals. „Field dependence and its relationship to simultaneous and sequential processing“. Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/469581.

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The primary purpose of this study was to determine if relationships exist among the constructs of field dependence, simultaneous processing and sequential processing. The interrelationships among these constructs and ability and achievement were also explored. Regression and discriminant analyses, as well as t-tests were used in the statistical treatment of the data.The 56 student subjects, equally divided by sex, were randomly selected from sixth-grade classrooms in a suburban school corporation in central Indiana. The GEFT and the Kaufman Assessment Battery for Children (K-ABC) were administered. Results from the Comprehensive Test of Basic Skills (CTBS) and the Test of Cognitive Skills (TCS) were obtained from schoolpersonnel. Overall, there were higher correlations among individual and among group tests than were foundbetween the two types of tests. The GEFT, whether treated as a continuous or categorical variable, was found to correlate significantly with group-administered tests of ability and achievement. The TCS and the CTBS were also found to be significantly related. Intercorrelations among selected Global Scales of the K-ABC were significant. There were no significant zero-order correlations between the K-ABC processing scales and the TCS. There were significant correlations between the K-ABC Achievement measure and group-administered tests of both ability and achievement. While the Achievement Scale of the K-ABC had a significant positive relationship with the GEFT, results of a t-test revealed no significant difference between the performance of field dependent and field independent subjects on the Achievement Scale. A significant positive relationship was found between the GEFT and the Simultaneous Processing Scale as well as the Mental Processing Composite. However, in a regression analysis the principal component of the linear composite was the Simultaneous Scale.

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Takriti, Rachel. „The development of religious identity in Christian, Hindu and Muslim children“. Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/878/.

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Johnson, Barry Edward Elwyn. „The cognitive assessment of young, physically disabled children : a Piagetian approach“. Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299264.

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35

Martin, Michelle M. „The development of cognitive inhibition in bilingual children“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ56190.pdf.

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36

Penick, Starrla Jacobson Arminta. „Comparison of evangelical Christian children's God-concepts and logical thinking ability“. [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3629.

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Gredlein, Jeffrey M. „The development of planning ability in children the role of meta-planning, transfer, and individual differences /“. Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1489Gredlein/umi-uncg-1489.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Robert E. Guttentag; submitted to the Dept. of Psychology. Includes bibliographical references (p. 50-52).

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Frazier, Alexis Dian. „Effect of story presentation condition on syntactic and semantic recall for 7 and 9-year old good and poor readers /“. Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10599538.

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39

Russo, Natalie. „Executive function and autism : an exploration of the "HotCold" distinction“. Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79807.

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Individuals with autism experience specific deficits in the area of executive function. A differentiated view of executive function was recently described by Metcalfe and Mishel, in which a distinction was made between hot, affective components and cold more purely cognitive, non-affective components. The "Hot/Cold" distinction of executive function was examined in a group of children with autism in relation to a group of typically developing children matched on verbal, pattern and Leiter mental ages. Two hot (Gamble and Delay of Gratification) and two cold tasks (DCCS and SOP) were administered. Children with autism successfully completed fewer trials of the SOP, irrespective of the matching variable, and experienced more difficulty switching rules on the DCCS in relation to typically developing children when matched on non-verbal and performance mental ages. No differences were found on the hot executive function tasks, except for the group matched on VMA. These findings underscore the importance of using multiple matching groups in the study of persons with autism, and provide evidence for cold rather than hot executive function deficits as a primary in autism.

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Ouyang, Sining, und 欧阳斯宁. „Effect of music on children's cognitive development“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193786.

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Background Music as a part of our daily life, it can make people feel pleasure, peaceful, or exciting. Children as the future generation in our society are expected to have optimal development and growth. During childhood, cognitive development plays an important role in construction of thought processing ability and it is associated with physical development and nervous system development. As we know music is considered to be the efflorescence of human thought, this project aims to evaluate the effect of music listening and training on children’s cognitive development, as well as investigate effect of different types of music such as calm music, aggressive music, familiar music and unfamiliar music on cognitive development. The systematic review will identify and appraise the evidence of studies that related to our research question. Methods All relevant studies published from 1990 to 2013 were searched and identified when conducting an electronic literature search. There were 338 papers found through the database including Pubmed, SAGE and Google Scholar with a combination of specific keywords. After considering the inclusion and exclusion criteria, ten studies were found related to research questions and adopted for this systematic review. Results The ten studies were from four countries and included a total number of 8,836 subjects aged 4 to 12 years old. Randomized controlled trials, quasi-experimental studies, longitudinal studies, cross-sectional study were used in this systematic review. The studies included short-term and long-term effect of music listening and training on children. Most of the studies assigned participants to one group that had exposure to music and another group that had no exposure to music. For music listening groups, their performance of cognitive test was better than the group without music listing. Calm and pleasant music was more positive than aggressive music. Familiar music also had more impact on children’s cognitive ability. For music training groups, the effect of music gave impact on children’s cognitive development positively. Children received music training had increased cognitive ability. Conclusions Overall, the effect of different music listening and music training had been evaluated. The impact of music will be more effective if music is enjoyed by the listener. However, due to the publications of articles were only in English, not all of the studies design of articles were randomized control trials and some studies had small sample size such as thirty to seventy in this systematic review, further research is needed.
published_or_final_version
Public Health
Master
Master of Public Health

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Mitchell, Gail Gwendolyn Jackson. „A comparison of the higher level thinking skills of black/white students and the influence of selected demographic variables on their placement in programs for the gifted“. Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/530379.

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The purpose of the study was to investigate factors influencing the selection of minority and majority school-aged children for gifted and talented programs. Factors explored included abstract thinking ability, achievement test scores, and parental social status (i.e., education, income, occupation) as academic and nonacademic variables that potentially influence the selection and/or placement process. Provided is performance data on 22 black and 23 white gifted children and 21 black and 24 white high achieving children (N=90) relative to their similar as well as unique traits on measures of abstract thinking ability, IQ, and achievement tests.FindingsH1. There are significant differences in abstract thinking ability among placement groups that vary with race.H2. It was found that students from higher social status backgrounds tended to be placed in programs for the gifted more often than were students from lower social status backgrounds.H3. Teachers tended to select (from a hypothetical group) children from higher income families rather than children from lower income families for placement in the gifted program. This finding was also true for children whose profiles indicated parent occupation (e.g., teacher, judge).Conclusions1. The selection of gifted students is influenced by race and social status of the parents.2. Parent education, occupation, and income are social class variables that influence children both in and out of school.3. Abstract thinking ability is not an academic variable that influences the selection of children for gifted program placement in the school corporation selected for this study.4. Numerous other variables (e.g., hi/lo socioeconomic background, values and beliefs, directed/mediated learning experiences, language and historical background) influence a child's capacity to learn and should be always considered.5. Testing instruments are not available in the school system used in this study to accurately assess the skills of minority children.
Department of Special Education

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Villaume, Susan Kidd. „Creating context within text : an investigation of primary-grade children's character introductions in stories /“. The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513410054.

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Benson, Carol Trinko Jones Graham A. „Assessing students' thinking in modeling probability contexts“. Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986725.

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Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Graham A. Jones (chair), Kenneth N. Berk, Patricia Klass, Cynthia W. Langrall, Edward S. Mooney. Includes bibliographical references (leaves 115-124) and abstract. Also available in print.

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Ngai, Irene. „Developmental Trends in Social Cognition for Children with and without Disabilities“. Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_theses/36.

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Egger, Evelyn. „Development of biliteracy in bilingual children : effects on language and cognition“. Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78760/.

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The present thesis provides a comprehensive assessment of Greek-English bilingual children’s language and literacy skills in both languages as well as their cognitive abilities. Moreover, patterns of predictors of word reading and reading comprehension are compared between monolinguals and bilinguals, and across the two languages. Different indices of biliteracy were calculated to assess their predictive validity with regard to oral language and executive function skills. Results showed clear bilingual profile effects which were more pronounced in the minority language Greek. Vocabulary was found to be the greatest challenge for bilinguals, and the results showed that vocabulary affected performance on most other oral language and literacy measures. Notably, the bilingual children performed on a par with the monolinguals in measures of basic literacy skills in the majority language English, and only showed a small gap in reading comprehension. The analyses further showed that the pattern of predictors of reading performance was highly similar across groups and languages. However, differences emerged in the relative contributions of the underlying skills in that verbal WM was a better predictor of word reading in the bilinguals, while RAN was a better predictor in the two monolingual groups. Thus, the findings point to the possibility that the bilingual children are able to compensate for their lower vocabulary skills by relying more on their verbal working memory to perform at monolingual levels on basic literacy measures in the majority language. In addition, there was evidence that biliteracy is associated with better performance on tasks tapping working memory and updating, while there was no indication of positive effects of biliteracy on oral language skills in either language. Taken together, the results underscore the pivotal role of vocabulary for performance on oral language and literacy measures, and point to the benefits of developing literacy in the minority language.

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Broadbent, Hannah Jayne. „Large-scale visuospatial cognition in Williams syndrome and typically developing children“. Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021754/.

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Williams syndrome (WS) is a neurodevelopmental disorder of known genetic origin. A characteristically uneven cognitive profile in WS, with a marked contrast between poor small-scale visuospatial ability relative to stronger verbal ability, is well documented. Recent findings demonstrate visuospatial deficits pervade to large-scale navigation abilities in this group. Experimental studies presented in this thesis investigate the nature of large-scale visuospatial impairment in WS at the level of behaviour, as well as the genetic contributions to the WS visuospatial profile. As an important basis on which to understand the nature of atypical development in WS, the thesis also examines the development of large-scale spatial cognition in typicallydeveloping (TD) children. Developmental changes in the use of different spatial frames of reference to mentally represent spatial information both on small-scale tasks and during navigation in large-scale virtual environments were observed in TD children between 6 and 8 years of age, with an adult-like pattern of performance acquired between 8 and 10 years. The findings in TD children provide novel insight into the nature of processes underlying the use of different aspects of spatial knowledge for navigation. In WS, impairments in both egocentric and allocentric spatial reference frames result in severe detriment to spatial processing at both small- and large scales. However, the data suggest that not all aspects of large-scale spatial knowledge are equally impaired in WS, highlighting the multifaceted nature of visuospatial cognition, and extending our understanding of the profile of relative strengths and weaknesses within the visuospatial cognitive domain in this disorder. An examination of the genetic contribution to the WS visuospatial phenotype from two individuals with partial WS genetic deletions further highlights the diverse nature of visuospatial cognition. These findings provide insight both into the dynamic development of visuospatial cognition in typical development, and the atypical visuospatial phenotype in WS.

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Ashworth, Anna Fiona. „Sleep and cognition in children with Down Syndrome and William's Syndrome“. Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020765/.

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This thesis provides a novel contribution to cognitive and developmental psychology by investigating the relationship between sleep, behaviour and cognition in 41 healthy typically developing (TD) children, 22 children with Down syndrome (OS) and 22 with Williams syndrome (WS). In addition, developmental changes in sleep and cognition, and the importance of sleep for consolidation of new memories were assessed in these groups. Finally, the influence of children's sleep and behaviour on their mothers' sleep and wellbeing were examined. The research used a battery of standardised and novel cognitive tasks, objective measures of sleep, and questionnaires. Sleep problems were syndrome-specific, with poor sleep quality and oxyhaemoglobin desaturation occurring more frequently in OS, suggestive of breathing difficulties during sleep, and long sleep latencies in the WS group. TD children performed well on cognitive tasks of short term memory, working memory and sustained attention compared to children with OS and WS, and their performance generally improved with increasing age, which tended not to be the case for the clinical groups. In the TD group, improved sleep quality and higher, less variable oxyhaemoglobin saturation related to better performance on cognitive tasks and fewer behavioural problems. Few associations between sleep, cognition and behaviour were found in the OS and WS groups. TD children and children with WS showed evidence of sleep-dependent memory consolidation for explicitly learnt material on two tasks. Mothers of children with OS had the poorest sleep and most daytime sleepiness, though not related to children's sleep or daytime behaviour. The findings indicate that sleep problems should be assessed and managed in clinical groups. Educational strategies should be implemented to reinforce sleep-related learning gains. Future research could examine whether sleep-dependent learning occurs in relation to specific aspects of sleep architecture in children with OS and WS, as it does in adults and TD children.

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Vyas, Harshad Vishvanath. „Socialisation, acculturation and cognition in Gujarati children at school in England“. Thesis, University of Surrey, 1987. http://epubs.surrey.ac.uk/848532/.

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This research seeks to explore cultural explanations of educational achievement of Gujarati children of junior school age. Chapter one establishes the multicultural education context of the research. In the second chapter, researches relating to the Gujarati communities in Britain are reviewed. The third chapter is concerned with development of a deductive theory on the basis of a set of propositions. These propositions encapsulate findings from research as well as theoretical insights into the educational achievement of Asian children. The chapter ends with a series of hypotheses about socialisation and cultural experiences of the pupils in the family and their achievement in school as well as about 'stress' between home and school. The fourth chapter entitled The Research Procedures provides an account of instrumentation undertaken in the light of the discussions in the previous chapters. The instrumentation is in the form of grids consisting of a matrix of ten constructs and twelve elements and relate to Achievement, Culture and Curriculum. The chapter also includes a description of the independent variables constructed from the grids. Explanations are also provided for the bases for the selection of statistical techniques used. The results of various statistical analyses form the subject matter of the following three chapters entitled Discussion of Results (Chapter Five), Achievement, Culture, and Curriculum (Chapter Six), and 'Deviant Cases' (Chapter Seven) respectively. Regression analyses are used to test the deductive theory. The findings indicate that the deductive theory is not supported by the evidence. Indscal analyses are used to derive salient dimensions in groups with regard to achievement, culture and the curriculum, which are described in Chapter Six. The grids for six 'deviant cases' are analysed individually using principal components analysis in order to gain further understanding of the results. This analysis highlights certain characteristics of high achieving and low achieving pupils. These are presented in Chapter Seven. The final chapter, entitled Retrospect and Prospect (Chapter Eight), provides a discussion of triangulation in theory and method to increase the utility of deductive theories and as an aid in further development of 'middle range' theories. The chapter ends with suggestions for further research.

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Lindinger, Nadine Michelle. „Social cognition in South African children with Fetal Alcohol Spectrum Disorders“. Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20333.

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Research on the social-cognitive profile of individuals with prenatal alcohol exposure (PAE) has confirmed poorer social skills in these children compared to healthy controls, independent of overall cognitive functioning. However, although children with fetal alcohol spectrum disorders (FASD) are known to have deficits in social-cognitive function, very little is known about the mechanisms underlying these impairments. I investigated social cognition in children with FASD by assessing Theory of Mind and emotion recognition ability as potential determinants of impaired social cognition, behaviourally and using neuroimaging. Study I showed that children aged 9-11 years (N =63) with fetal alcohol syndrome (FAS) and partial FAS performed more poorly on the Reading the Mind in the Eyes test, after controlling for IQ and executive function, suggesting difficulty in inferring people's mental states. Study II investigated the ability of 9-12 year old children (N = 88) to read people's facial emotions because this more basic level of social cue processing was considered a possible precursor to the impairments seen in Study I. An affective appraisal and working memory (WM) task (1- back and 2-back) was administered. Groups performed well on the 1-back, indicating ability to meet WM demands of the affective appraisal task. No behavioural group differences were shown on the affective appraisal task, which confirmed the suitability of this task to identify possible differences in neuronal activation, which I investigated in Study III. Analyses of these fMRI data on 64 children aged 9 -14 years showed that participants performed well on the relatively simple affective appraisal task. However, greater cortical activation was shown in exposed children when processing positive but less when processing negative facial expressions. These data demonstrate that heavy PAE alters activation within a cortical affective processing network. Because we know that children with FASD have alcohol-related social-cognitive impairments (Study I), differences in cortical activation may suggest that when children with FASD need to appraise affect in more challenging contexts, as in dynamic social interactions, they are likely to have greater difficulties. These data are consistent with two ideas: a) that alcohol-exposed children have difficulty appraising negative emotions and b) that difficulty contributes to the clinically described trouble these children have in "reading" facial social cues. If this is true, then an intervention program that improves the ability of these children to appraise negative emotions will likely (a) improve their ability to correctly interpret the context of their social interactions; (b) contribute to developing mental representations of an appropriate reaction to a given situation and (c) positively affect the various evaluation processes during social information processing, which in turn are imperative to social -cognitive functioning.

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Cullen-Conway, Margaret Anne. „Exploring Cognition, Language, and Emergent Literacy in Young Children with Asthma“. Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587571251522506.

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Dissertationen zum Thema „Cognition in children“

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