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1
Watson-Jones, Rachel. "The ritualistic child : imitation, affiliation, and the ritual stance in human development." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:2b00ce6b-f281-4644-83fb-ef484701b5f6.
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Researchers have long argued that ritual plays a crucial role in marking social identities and binding individuals together in a system of shared actions and beliefs. The psychological processes underlying how and why ritual promotes group bonding and influences in- and out-group biases have not yet been fully elucidated. The research presented in this thesis was designed to examine the social and cognitive developmental underpinnings of conventional/ ritualistic behavior. Because learning cultural conventions is essential for participation in group behavior and for signaling group membership and commitment, I propose that conventional/ ritualistic learning is motivated by a drive to affiliate. Experiment 1 investigated the affiliative nature of ritualistic learning by examining the effects of third-party ostracism on imitation of an instrumental versus ritual action sequence and prosocial behavior. Individuals who do not participate in shared group conventions often face the threat of ostracism from the group. Given that attempting re-inclusion is an established response to ostracism, I predicted that the threat of ostracism increases affiliative motivations and thus will increase imitative fidelity, especially in the context of conventional learning. Experiment 2 examined the effects of first-person ostracism in the context of in- and out-groups on children’s imitation of a ritualistic action sequence and pro-social behavior. I predicted that the experience of ostracism by an in-group versus an out-group has important implications for the construal of social exclusion and affiliative behavior. I hypothesized that children would be motivated to re-affiliate by imitating the model and acting pro-socially towards the group, especially when ostracized by in-group members. Based on the findings of this research and insight from anthropology, and social and developmental psychology, I will present a picture of how children acquire the conventions of their group and how these conventions influence social group cognition.
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Tan, Lynne S. C. "Numerical understanding in infancy." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388999.
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Ingle, Sarah J. "An exploration of parental sensitivity and child cognitive and behavioral development." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5794/.
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The current study attempted to show the relationship of paternal sensitivity and maternal sensitivity and their possible influences on child cognitive and behavioral development. This study used data collected as part of the National Institute for Child Health and Human Development (NICHD) Study of Early Child Care, which is a longitudinal, multi-site study. Correlation and regression analyses were computed to examine relationships between the variables at child age 6 and 36 months. Results indicated paternal sensitivity was a significant positive predictor of child cognitive abilities and a negative predictor of both fathers' reports of children's externalizing and internalizing behaviors. Maternal sensitivity was a significant negative predictor of mothers' reports of children's externalizing behaviors. Interpretations of these results and directions for future research are discussed.
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Hewson, M. E. "The development of metaphoric comprehension in children aged between eight and fourteen years." Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378343.
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McKay-Brown, Lisa. "The development of music concepts in the primary school aged child : a Victorian profile /." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/2445.
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Music educators are continually striving to find a comprehensive curriculum to adequately cover developments made in music. It could be argued that, at present, Victorian music curriculum places more emphasis on the aesthetics of music education rather than the learning of music concepts. This researcher firmly believes that the concepts of music are the building blocks through which children become better musicians. Researchers, music educators and curriculum designers must understand the way in which concept knowledge develops in children, so that they can use this knowledge in order to create meaningful learning experiences. The aim of this study, therefore, is to find out whether the acquisition of concepts, particularly rhythm, pitch, harmony and melody can be directly related to development in children, specifically primary aged children in State Government schools in Victoria.
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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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Tyler, Sheila. "Investigation of partial occlusion : towards a #pictorial concepts' explanation of children's drawings." Thesis, Open University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296613.
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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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Prado, Elizabeth Leah. "Improving maternal cognition and child development in developing countries : effects of maternal multiple micronutrient supplementation." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539652.
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Weiss, Maria. "Female Superiority in Social Cognition: Can Pretend Play Help the Boys Catch Up?" Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/967.
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The effect of pretend play on 150 (~ 75 girls; 75 boys; M=3 yro) preschool children’s social cognition will be assessed through a semester long intervention study. Research has reported a trend of female superiority in empathy and ToM and a likelihood of young girls to engage in pretend play more frequently and to a higher degree than young boys. Previous research has also found a relationship between play and social cognition, as through the act of imagination, one is able to thoroughly take on the perspectives of someone other than the self. This study attempts to show a shift in these mental capabilities after an extensive engagement in pretend play (more than seen in a typical preschool classroom). Boys are expected to reach equal levels of ToM and empathy of their female peers after the intervention. This study attempts to hopefully find an intervention to instill higher levels of empathy in developing children and to support the need for more creative free play in the classroom.
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Jobe, Shelley. "The positive impact of visual art education on cognition and affective development." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Jobe%20SMITthesis2009.pdf.
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El-Sayed, Eman Mohamed. "Brain maturation, cognitive tasks, and quantitative electroencephalography : a study in children with attention deficit hyperactive disorder /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-407-0/.
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Stitts, Dane Harry. "The organization of the dialogical mind : a naturalistic study of two children's language acquisition and mental development /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487264603216959.
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Gagné, Andréanne. "Narrative discourse in French-speaking school-age children with and without specific language impairment : development, factors contributing to competency, and pragmatics." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115868.
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This thesis is comprised of three manuscripts, each concerned with the narrative abilities of school-aged French-speaking children as assessed with the Edmonton Narrative Norms Instrument (ENNI). The three studies involved the same three groups of participants: one group of 12 children with SLI between the ages of eight year three months and nine year nine months, 12 typically-developing children of the same age and 12 typically-developing children matched on language abilities. Each child completed narrative tasks, language abilities tasks and cognitive tasks during one experimental session at their home.The first manuscript compares the ENNI narrative production (story grammar and referential expression) of school-aged French-speaking children to those of English-speaking children of the same age. It also provides data on the use of the ENNI with the school-aged French-speaking population with specific language impairment (SLI) by comparing their performance to the performance of their typically-developing (TD) peers. The second manuscript aims to identify which linguistic and cognitive skills contribute to narrative production of children with and without SLI at two levels: the micro- and the macro- levels. Finally, the third manuscript investigates the impact of variations in syntactic demand on the narratives produced by French-speaking children with SLI in comparison to the narratives produced by their age- and language- matched peers. The discussion summarizes the characteristics of French-speaking children's narrative production, the factors contributing to competency in narrative production, and explores the implications of these findings for language processing of children with and without SLI.
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Rarey, Margaret Shaker. "Observing and identifying young children's approaches to learning /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1574.html.
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Thesis (M.S.)--Central Connecticut State University, 1999.Thesis advisor: Claudia Shuster. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Elementary and Early Childhood Education]." Includes bibliographical references (leaves 96-97).
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Zavaleta, Nelly, and Laura Astete-Robilliard. "Efecto de la anemia en el desarrollo infantil: Consecuencias a largo plazo." Instituto Nacional de Salud (INS), 2017. http://hdl.handle.net/10757/622551.
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La anemia en niños menores de tres años es un problema de salud pública en el Perú y el mundo. Se estima que la causa principal de la anemia, aunque no la única, es la deficiencia de hierro. Existen muchos estudios y revisiones sobre cómo esta carencia en los infantes impacta negativamente en el desarrollo psicomotor y, a pesar de corregirse la anemia, los niños con este antecedente presentan, a largo plazo, un menor desempeño en las áreas cognitiva, social y emocional. Estos hallazgos se describen en estudios observacionales, de seguimiento, así como en experimentales con grupo control. La anemia puede disminuir el desempeño escolar, y la productividad en la vida adulta, afectando la calidad de vida, y en general la economía de las personas afectadas. Se describen algunos posibles mecanismos de cómo la deficiencia de hierro, con o sin anemia, podría afectar el desarrollo en la infancia; por ello, causa preocupación la alta prevalencia de anemia que se observa en este grupo de edad. La prevención de la anemia en el primer año de vida debe ser la meta para evitar consecuencias en el desarrollo de la persona a largo plazo.Anemia in children younger than 3 years is a public health problem in Peru and worldwide. It is believed that one of the primary causes of anemia is iron deficiency. Numerous studies and reviews have reported that iron deficiency limited psychomotor development in children and that, despite the correction of anemia, children with iron deficiency experienced poorer long-term performance in cognitive, social, and emotional functioning. These outcomes were reported in observational studies, follow-up studies, and experimental studies with a control group. Anemia can decrease school performance, productivity in adult life, quality of life, and the general income of affected individuals. Here we describe possible mechanisms underlying the effect of iron deficiency, with or without anemia, on childhood development. The high rate of anemia in this age group is a cause for concern. Moreover, anemia should be prevented in the first year of life to avoid long-term negative effects on individual development.
La investigación ha sido financiada por el Instituto Nacional de Salud de Perú.
Revisión por pares
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Böhm, Birgitta. "Risk and resilience in children born preterm : cognitive and executive functioning at 5 1/2 years of age /." Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-729-0/.
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Zvara, Bharathi Jayanthi. "Can fathers' education level moderate relations between low birth weight and child cognitive development outcomes?" Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243447958.
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Ferholt, Beth. "The development of cognition, emotion, imagination and creativity as made visible through adult-child joint play perezhivanie through playworlds /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3356247.
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Thesis (Ph. D.)--University of California, San Diego, 2009.Title from first page of PDF file (viewed July 2, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 257-264).
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Bersche, Sara. "Beyond theological correctness the role of others' knowledge in children's developing God-concepts /." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23256.
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Beiers, Sophie. "Infant Perceptions of Mixed-Race Faces: An Exploration of the Hypodescent Rule in 8.5 Month-Old Infants." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/pitzer_theses/46.
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Studies have shown that adults often categorize mixed-race individuals of White and non-White descent as members of the non-White racial group, an effect said to be reminiscent of the “hypodescent” or “one-drop rule.” This effect has not yet been thoroughly studied in infants, although 9-month-old infants have been shown to be able to categorize mono-racial faces into different racial groups. In the present study, the perception of mixed-race White and Asian/Asian American faces was studied in sixteen 8.5-month-old infants. The infants were randomly assigned to two stimulus groups. The stimuli were the photographed faces of female college students who had self-identified as White, Asian/Asian American, or a 50-50 mix of those two races. Half the infants were habituated to White faces and half were habituated to Asian/Asian American faces, after which all infants were shown a mixed-race face. The results revealed that only infants in the White stimulus group recovered looking to the mixed-race face. This effect suggests that 8.5- month-old infants might see the mixed-race face as part of a different racial group than the White faces, and may see the mixed-race face as part of the same racial group as the Asian faces. Implications of this study on a larger scale are discussed. Further research including a larger sample size and participants of Asian/Asian American descent is recommended.
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Lindström, Katarina. "Long-term neurodevelopmental outcome after moderate neonatal encephalopathy and after post-term birth : two population-based studies /." Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-702-2/.
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Terada, Jaimie. "The effect of art education on affective and cognitive development." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Terada_JMITthesis2009.pdf.
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Milan, Stephen. "Children's perception and understanding of time." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.561120.
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Empirical work investigating children's temporal representations has included investigations of children's awareness of the past, present and future; their understanding of temporal order and their representation of duration. Previous work on children's temporal awareness leads to the question of whether children can access cognitive representations of durations in situations where the temporal aspects of the task are not made directly apparent either in the information given prior to stimulus presentation or in the subsequent question. There is very little evidence to indicate whether these representations might be accessed in the absence of any specific reference to the temporal aspects of the procedure. The empirical work in this thesis focuses on children's developing representation of duration in a procedure that avoids making specific reference to the temporal aspects of the task, in a context more closely analogous to their real world experiences where durations occur in the absence of salient prompts and cues. Results Data from over three hundred children who participated in the seven experiments in this series are encouraging and suggest that by the age of six years children do become able to differentially represent durations of 10 and 25 seconds in a procedure where no explicit reference was made to the temporal aspects of the experience, and the ability to differentially represent durations of 25 and 40 seconds, in this context, emerges later in development, at around eight years of age. 2 Conclusions This series 0 xperiments indicates that by six years of age children are able to represent durations in the absence of explicit reference to the temporal aspect of the task, and they are able to differentially represent durations of 10 and 25 seconds. Around eight years of age they are able to differentially represent durations of 25 and 40 seconds However whilst these findings indicate that children of six years and above may be able to differentially represent durations in this range.the inconsistencies in performance in the series of experiments suggest that the ability may be fragile. Whilst children in this age range are able to demonstrate the ability to code durations the limiting factors on their ability to do so in real world contexts remain unclear. Short abstract. Word count: 363.
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Choi, Jeong-Kyun. "Father-involvement and child behavior and cognitive development in poor and near-poor African American single-mother families." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835545421&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Jones, Toni J. "Relational processing and executive function development in young children including children with PKU /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18767.pdf.
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Sundell, Knut. "Day care and children's development the relations among direct teaching, communicative speech, cognitive performance, and social participation /." Uppsala : Stockholm, Sweden : Academia Ubsaliensis ; Distributor, Almqvist & Wiksell International, 1988. http://catalog.hathitrust.org/api/volumes/oclc/25318452.html.
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Sugimoto, Reiko T. "Japanese children's responses to the Gospel narratives and metaphors age five through seventeen /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Coots, Nicole Michelle. "Perceptions and practical implications of play at school." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Coots_NMITthesis2009.pdf.
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Mendonça, Filho Euclides José de. "Evidências de validade relacionadas à estrutura interna da escala cognitiva do inventário dimensional de avaliação do desenvolvimento infantil." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/186086.
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A prevalência de crianças com atrasos no desenvolvimento é estimada em torno de 16 a 18%, sendo que menos de um terço dessas crianças são identificadas por serviços básicos de saúde. Estima-se que no Brasil a taxa de identificação de crianças com problemas do desenvolvimento é ainda menor uma vez que existe uma lacuna de instrumentos validados e normatizados para crianças de idades entre zero a seis anos de idade. A identificação de atrasos e comprometimentos do desenvolvimento cognitivo de crianças é essencial já que quanto mais cedo houver encaminhamento para intervenção, maiores são os benefícios. A escala cognitiva do Inventário Dimensional de Avaliação do Desenvolvimento Infantil (IDADI) é composta por 106 itens que avaliam o desempenho em funções como formação de conceitos, simbolização, abstração, percepção, atenção, velocidade de processamento da informação, processamento visoespacial, solução de problemas e memória. O presente estudo objetivou investigar as evidências de validade relacionadas à estrutura interna da escala cognitiva do IDADI e descrever as transformações das estimativas de desenvolvimento cognitivo ao longo das faixas etárias da amostra. 1336 crianças foram avaliadas a partir das respostas das mães aos itens do inventário. Análises de Rasch indicaram consistência interna plenamente satisfatória e ótima discriminação dos participantes. Os itens forneceram uma medida compreensível do traço latente avaliado indicando validade de construto e precisão da escala. As faixas etárias tiveram diferenças significativas com grande tamanho de efeito e análises de agrupamento apontaram para diferentes padrões de associação entre desenvolvimento e idade ao longo do tempo. Deste modo, a escala cognitiva do IDADI se mostrou um instrumento válido e útil capaz de avaliar os diferentes estágios do desenvolvimento cognitivo infantil.The prevalence of children with developmental delays is estimated to range from 16% to 18%, but less than one-third of these children are identified by their health care providers. In Brazil, underdetection of children with developmental problems is even greater due to the limited number of standardized screening and assessment tools with appropriate normative data. Early detection of delays and disabilities is essential, because the earlier the intervention, the greater the benefit. In order to address this issue, the cognitive scale of the Inventário Dimensional de Avaliação do Desenvolvimento Infantil (IDADI; Dimensional Inventory for Child Development Assessment) was developed. It consists of 106 items that assess, via mother report, cognitive development on symbolization, abstraction, perception, attention, information processing speed, visuospatial processing, problem solving and memory. A sample of 1336 Brazilian children took part on the study. Rasch analysis indicated satisfactory discrimination. Items provided a comprehensive measure of the latent trait indicating construct validity and scale reliability. Age groups had significant differences with large effect size. Cluster analyzes indicated different patterns of association between cognitive development and age over time. Thus, the results point out that the cognitive scale of IDADI can be considered a valid and useful tool, capable to assess the different stages of child cognitive development.
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Maulden, Jennifer R. "The Influence of Affective Ties on Children's Consequential Reasoning about Ambiguous Provocation Situations." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/116/.
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Thorn, Amanda C. "The Influence of Children's Affective Ties on the Goal Clarification Step of Social Information Processing." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1248.
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Previous studies have shown that children’s social goals are influenced byemotion and that emotions can be manipulated using relationships. The present study combines these previous findings by examining the effect of children’s relationships on social goals. Social goals were examined in second and fifth grade children using hypothetical ambiguous provocation situations in which the relationship between the participant and the provocateur was manipulated by inserting the name of a friend, enemy, or a neutral peer into the story. After each situation, children rated the importance of four different social goals, indicating which of the four would be the most important to accomplish. Results indicated that within each goal type, importance ratings varied depending on the nature of the relationship. Social relational goals were rated as much more important when the provocateur was a friend versus an enemy or neutral peer, instrumental goals, however, were rated as more important when the provocateur was an enemy or a neutral peer, and avoidant and revenge goals were rated as more important when the provocateur was an enemy. Goal hierarchy was also found to vary across relationships; social relational goals were the most important when the provocateur was a friend, yet instrumental goals became equally important when the provocateur was a neutral peer and were rated as most important when the provocateur was an enemy.
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Flabiano, Fabiola Custodio. "A constituição da representação pela criança com síndrome de Down." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/5/5162/tde-25052010-182430/.
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De acordo com a Epistemologia Genética, a linguagem possui relação direta com a construção do conhecimento. Tal relação é claramente observada a partir da constituição da representação, que permite ao indivíduo expressar seu pensamento por meio da linguagem oral. O objetivo da presente tese foi caracterizar o processo de constituição da representação pela criança com síndrome de Down (SD), investigando também a relação entre o uso de gestos e a emergência da linguagem oral. Dez crianças com SD e 15 crianças com desenvolvimento típico (DT) foram submetidas a sessões mensais de observação do desenvolvimento cognitivo e da linguagem expressiva, de acordo com o Protocolo para Observação do Desenvolvimento Cognitivo e da Linguagem Expressiva - versão revisada (PODCLE-r). As sessões foram realizadas durante o período de 10 meses, a partir da sessão em que os sujeitos estavam localizados no início da quarta fase do período sensóriomotor. Todas as sessões foram registradas em vídeo e transcritas em protocolo específico. Para melhor discussão dos dados, a pesquisa foi dividida em dois estudos. O objetivo do Estudo I foi caracterizar o processo percorrido pelas crianças com SD até chegarem à condição de representação, em comparação a crianças com DT. No Estudo II, a partir de uma análise mais detalhada desse processo, buscou-se investigar a relação entre o uso de gestos e a emergência da linguagem oral em crianças com SD em comparação a crianças com DT, equiparadas pela idade cognitiva. Os resultados revelaram que as crianças com SD apresentaram ritmo de desenvolvimento mais lento, tanto em relação ao desenvolvimento cognitivo quanto ao da linguagem expressiva. Além disso, foram observadas diferenças qualitativas entre os grupos em relação à diversidade de suas produções, com menor diversidade quanto maior a complexidade dos indicadores do desenvolvimento cognitivo e da linguagem expressiva, pelas crianças com SD. Essas crianças também apresentaram déficits mais significativos em relação à linguagem expressiva do que em relação ao desenvolvimento cognitivo, com dificuldades maiores no processo de transição das combinações de gesto e palavra para as combinações de duas palavras, especialmente em relação às combinações que envolviam somente elementos representativos. Esses achados sugerem que as crianças com SD, além de apresentarem atraso no desenvolvimento cognitivo e da linguagem expressiva, como relatado na literatura, podem apresentar dificuldades específicas no processo de desenvolvimento de ambas as áreas, as quais devem ser consideradas durante o processo terapêutico fonoaudiológico, de forma a favorecer sua maior efetividade.According to the Genetic Epistemology, language development is directly related to cognitive construction. Such relationship is clearly observed after the constitution of representation that allows one individual to express his or her thinking through oral language. The aim of the present thesis was to characterize the process of constitution of representation in children with Down syndrome (DS), as well as to investigate the relationship between gestures and the emergence of oral language. Ten children with DS and 15 typically developing (TD) children underwent monthly evaluations, in which cognition and expressive language were observed according to the Protocol for Expressive Language and Cognition Development Observation - revised version (PELCDO-r). The observation sessions were carried out during a 10- month period, starting from the session that subjects were placed at the beginning of the fourth phase of sensorimotor period. All sessions were recorded in video and data were transcribed in a specific protocol. In order to better discuss the results, this research was divided into two studies. The aim of Study I was to characterize the process followed by the children with DS until the constitution of the capacity of representation, in comparison to TD children. In Study II, for a more detailed analysis of this process, it was aimed to investigate the relationship between gestures and the emergence of oral language in children with DS in comparison to TD children, matched for mental age. Results revealed that children with DS presented slower rhythm of development regarding both cognition and expressive language. Besides that, qualitative differences were found between groups concerning the diversity of their productions. Diversity decreased as the complexity of expressive language and cognition development indicators increased for children with DS. These children also presented greater deficits on expressive language than on cognitive development, presenting more significant difficulties in the transitioning process from gesture-word combinations to two-word combinations, especially with regards to combinations involving only representational elements. These findings suggest that children with DS, besides presenting delays on expressive language and cognitive development, as reported in literature, may present specific difficulties in the development process of both areas, which must be considered during the speech-language therapeutic process, in order to enhance its effectiveness.
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Carvalho, Lavínia Santos de. "Efeitos da condição socioeconômica e de mediadores psicossociais e de saúde sobre o desenvolvimento cognitivo infantil." Programa de pós-graduação em saúde coletiva, 2011. http://www.repositorio.ufba.br/ri/handle/ri/10400.
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O estudo examinou o efeito das condições socioeconômicas sobre a permanência no desempenho cognitivo infantil adequado entre dois períodos de análise, avaliando o papel do ambiente psicossocial e de indicadores do estado de saúde. Trata-se de uma coorte prospectiva, com dois pontos de avaliação cognitiva e participação de 323 crianças residentes em Salvador-BA, entre dois e cinco anos de idade. Para avaliação dos fatores determinantes para o desempenho cognitivo, foram coletados dados sobre aspectos socioeconômicos, estado nutricional, morbidade gastrintestinal e qualidade do ambiente doméstico. Empregou-se análise de regressão logística multivariada e modelos hierarquizados, utilizando-se o pacote estatístico Stata 10.0. Os resultados demonstraram que o desempenho obtido na primeira infância é um forte preditor daquele verificado em idade posterior, durante o período pré-escolar, e que a cognição na linha de base atuou como confundidora na avaliação da associação entre esse desempenho e fatores como a escolaridade materna e aspectos relativos ao ambiente psicossocial. Os fatores socioeconômicos que influenciaram a permanência do desempenho cognitivo adequado durante o período foram renda familiar per capita, aglomeração familiar, escolaridade materna e trabalho materno fora do domicílio. Esses fatores exerceram influência no desfecho tanto de maneira direta quanto por intermédio do ambiente psicossocial, o qual foi constituído pela qualidade da interação mãe e filho. O estudo da relação entre fatores determinantes e mecanismos relacionados ao desenvolvimento humano, em especial o cognitivo, é primordial para ações integrais e eficazes em saúde coletiva. A implementação de políticas voltadas para a construção de um ambiente social propício à aprendizagem infantil pode melhorar a qualidade de vida em todos os domínios, em decorrência da promoção do desenvolvimento biopsicossocial adequado.
Salvador
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GAO, Jie. "Body Perception in Chimpanzees: A Comparative-Cognitive Study." Kyoto University, 2020. http://hdl.handle.net/2433/258989.
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付記する学位プログラム名: 霊長類学・ワイルドライフサイエンス・リーディング大学院Kyoto University (京都大学)
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新制・課程博士
博士(理学)
甲第22721号
理博第4630号
新制||理||1665(附属図書館)
京都大学大学院理学研究科生物科学専攻
(主査)准教授 足立 幾磨, 准教授 後藤 幸織, 教授 高田 昌彦
学位規則第4条第1項該当
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Andrade, Rosangela Viana. ""A emergência da expressão comunicativa na criança com síndrome de Down"." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/5/5160/tde-25052006-140940/.
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Para o estudo da emergência da linguagem expressiva na síndrome de Down (SD), foi realizado estudo qualitativo, segundo o método dialético-didático, com 12 crianças, acompanhadas durante três semestres consecutivos: oito com SD, com idades entre 33 e 52 meses no início, e quatro com desenvolvimento típico (DT), entre 14 e 16 meses, todas localizadas na transição do quinto para o sexto estágio do período sensório-motor. Ao final da pesquisa, os dados obtidos confirmaram a evolução do gesto para a expressão oral e indicaram que algumas crianças com SD apresentaram a predominância da comunicação gestual, enquanto outras apresentaram linguagem oral e comunicação gestual simultâneasAiming to study the emergence of expressive language in Down Syndrome (DS), a qualitative study was carried out, based on the dialetic-didactic method, with 12 children, who were followed for three consecutive semesters: eight with DS, with ages between 33 and 52 months at the beginning, and four in typical development (TD), with 14 to 16 months old, all of them, cognitively, in the transition from the fifth to the sixth stage of the sensorimotor period. At the end of the study, data confirmed the evolution from gesture to oral expression and showed that, in some children with DS, gestural communication was predominant, while others had both oral and gestural communication simultaneously
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Mireku, Michael Osei. "The effects of anemia during pregnancy and its risk factors on the cognitive development of one-year-old children in Benin." Thesis, Paris 6, 2016. http://www.theses.fr/2016PA066156/document.
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L'objectif était d'évaluer l'effet de l'anémie pendant la grossesse et ses facteurs de risque sur le développement cognitif d'enfants à un an.Notre cohorte a inclus 636 couples de mères et d'enfants singletons nés de femmes enceintes incluses dans un essai clinique antipaludiques au Bénin. Les prélèvements sanguins ont été réalisés lors des 1er et 2nd visites prénatales (VP) et à l'accouchement (AC) afin d'évaluer la concentration en hémoglobine (Hb) et la ferritine sérique. Les selles ont été testé la présence d'oeufs d'helminthes par la technique de Kato-Katz. Toutes les femmes ont reçu 600mg de mébendazole lors de la 1er VP. À l'âge d'un an, le développement psycho-moteur des enfants a été évalué par le Mullen Scales of Early Learning.La prévalence de la carence en fer (CF) chez les femmes 1er et 2nd VP et à l'AC était de 30,5%, 34,0% et 28,4%, respectivement. La prévalence des infections helminthiques était de 11,5%, 7,5% et 3,0 % à la 1er, la 2nd VP et à l'AC, respectivement. La prévalence de l'anémie a diminué de 67,1% à la 1er VP à 40,1% à l'AC. L'infection par ankylostomes à la 1er VP était associée avec un score de motricité globale (MG) inférieure -4,9 (IC 95%:-8,6;-1,3). Nous avons observé une relation quadratique négative significative entre la MG de l'enfant et la concentration d'Hb à la première et la 2nd VP.Dans ce contexte de supplémentation en fer des femmes enceintes, la CF maternelle n'était pas associée au développement neurocognitif de l'enfant. De plus, il semble que des concentrations en Hb légèrement en-dessous de la normale (comprises entre 90 et 110 g/L) soient optimales pour la motricité des enfants à un anThe aim was to investigate the impact of anemia during pregnancy and its risk factors on the cognitive development children.Our cohort included 636 mother-singleton child pairs from 828 eligible pregnant women who were enrolled during their first antenatal care (ANC) visit in Allada, Benin, into a clinical trial comparing two malarial drugs. Ferritin and hemoglobin (Hb) level were assessed at the first and second ANC visit of at least one-month interval and at delivery. Stool samples of pregnant women were tested for helminths using the Kato-Katz method. All women were given 600 mg of mebendazole to be taken after the first ANC visit. Cognitive and motor functions of one-year-old children were assessed using Mullen Scales of Early Learning.The prevalence of iron deficiency (ID) at first and second ANC visits, and at delivery was 30.5%, 34.0% and 28.4%, respectively. Prevalence of helminth infection was 11.5%, 7.5% and 3.0% at first, second ANC visits and at delivery, respectively. Prevalence of anemia decreased from 67.1% at first ANC visit to 40.1% at delivery. Hookworm infection at first ANC was associated with lower mean gross motor (GM) scores -4.9 (95% CI:-8.6;-1.3) in the adjusted model. We observed a significant negative quadratic relationship between infant GM function and Hb concentration at first and second ANC visits.Prenatal helminth infection is associated with poor with infant cognitive and motor development. However, in the presence of iron supplementation, ID is not associated with infant neurocognitive development. Further, there appears to be an Hb concentration range (90-110 g/L) that may be optimal for better GM function of one-year-old children
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Forns, i. Guzman Joan 1981. "Social and environmental determinants of neuropsychological development from birth to preadolescence." Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/96193.
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Introduction
Neuropsychological development is a genetically guided process which is continuously modified by socio-environmental factors. This thesis aimed to study the main socio-environmental determinants of neuropsychological development in different time-periods, such in the first two years of life, during preschool, and during preadolescence. This thesis also aimed to summarize the work done in environmental epidemiology on neuropsychological development in a novel conceptual framework.
Methods
This thesis is based on the data of the INMA (Infancia y Medio Ambiente) Project. The main objective of this project is to evaluate the impact of environmental exposures in children’s health in 7 population-based birth cohorts in different regions of Spain. The neuropsychological development of approximate total of 2,650 children was assessed at different time-periods following the same protocols.
Results
(1) Maternal cognitive capacities were positively related with child cognitive development early in life in more disadvantaged occupational social classes. (2) The levels of child cortisol were not related to child neuropsychological development during the second year of life. (3) Higher levels of long-chain polyunsaturated fatty acids in colostrum due to prolonged periods of breastfeeding improved early neuropsychological development of children, in particular in those children exposed to maternal smoking during pregnancy. (4) Prenatal exposure to PCBs (specially for PCB congener 153) impacted negatively on psychomotor development during the second year in life and on general neuropsychological development at the age of 4 years. (5) Postnatal exposure to organochlorine compounds was associated with a delay in reaction time (speed processing) during the preadolescent period. (6) The conceptual framework proposed will improve the quality of research in this area.
Conclusions
Social and cultural determinants such as maternal intelligence, educational level or occupational social class, are configuring the proximal environment in which a child develops and determine their neuropsychological development. Current levels of some organochlorine compounds, particularly polychlorinated byphenils, measured in blood samples (from umbilical cord, mothers, or children) are impairing on neuropsychological development in the general population.Introducció El desenvolupament neuropsicològic infantil és un procés guiat genèticament, el qual és contínuament influenciat per factors socials i ambientals. L’objectiu d’aquesta tesis fou l’estudi dels principals determinants socio-ambientals del desenvolupament neuropsicològic infantil en diferents períodes de temps. Aquesta tesis també té l’objectiu de resumir en un marc conceptual els diferents components del desenvolupament neuropsicològic pel seu ús en estudis d’epidemiologia ambiental. Mètodes Aquesta tesis està basada en dades del projecte INMA (Infancia y Medio Ambiente). El principal objectiu d’aquest projecte és avaluar l’impacte de les exposicions ambientals en la salud infantil en 7 cohorts de població establides en diferents regions d’Espanya. Dintre del marc d’aquest projecte, s’ha avaluat el desenvolupament neuropsicològic d’aproximadament 2.650 nens en diferents moments, seguint els mateixos protocols. Resultats (1) Les capacitats cognitives maternes estan positivament relacionades amb el desenvolupament cognitiu infantil en les primeres etapes, en les classes socials ocupacionals menys afavorides. (2) Els nivells de cortisol infantil no mostren associació amb el desenvolupament neuropsicològic durant el segon any de vida. (3) Nivells elevats d’àcids grassos poliinsaturats de cadena llarga en conjunció amb períodes prolongats de lactancia materna afavoreixen el desenvolupament neuropsicològic a les primeres etapes, especialment en aquells nens de mares fumadores durant l’embaràs. (4) L’exposició prenatal a PCBs (espcialment, al congener 153) impacta negativament en el desenvolupament psicomotor infantil durant el segon any de vida i en el desenvolupament neuropsicològic general als 4 anys d’edat. (5) L’exposició postnatal a compostos organocloroats està associada a una capacitat de reacció (velocitat de processament) més alentida en etapes preadolescents. (6) L’ús del marc conceptual propossat tesis afavorirà la qualitat de l’investigació en aquesta àrea. Conclussions Els determinants socials, com l’intel•ligència materna, el nivell educatiu o la classe social basada en l’ocupació, configuren l’entorn més proper del nen i determinen el seu desenvolupament neuropsicològic. Els nivells actuals de certs compostos organoclorats, especialment els bifenils policlorinats, mesurats en mostres de sang (de cordó umbilical, mares o nens) mostren efectes negatius sobre el desenvolupament neuropsicològic en la població general.
Introducción El desarrollo neuropsicológico infantil es un proceso guiado genéticamente, el cual está contínuamente influenciado por factores sociales y ambientales. El objetivo de esta tesis fue estudiar los principales determinantes socio-ambientales del desarrollo neuropsicológico infantil en diferentes periodos de tiempo. Esta tesis también tenía como objetivo resumir en un marco conceptual el trabajo hecho en epidemiología ambiental en el estudio del desarrollo neuropsicológico infantil. Métodos Esta tesis está basada en datos del proyecto INMA (Infancia y Medio Ambiente). El principal objetivo de esto proyecto es evaluar el impacto de las exposiciones ambientales en la salud infantil en 7 cohortes de población establecidas en diferentes regiones de España. El desarrollo neuropsicológico de aproximadamente 2.650 niños ha sido evaluado en diferentes momentos siguiendo los mismos protocolos. Resultados (1) Las capacidades cognitivas maternas están positivamente relacionadas con el desarrollo cognitivo infantil en edades tempranas en las clases sociales ocupacionales menos aventajadas. (2) Los niveles de cortisol en el niño no se asocian con el desarrollo neuropsicológico durante el segundo año de vida. (3) Niveles altos de ácidos grasos poliinsaturados de cadena larga debido a periodos largos de lactancia materna mejoraron el desarrollo neuropsicológico a edades tempranas, especialmente en esos niños cuyas madres fumaron durante el embarazo. (4) La exposición prenatal a PCBs (espcialmente para el congener 153) impacta negativamente en el desarrollo psicomotor durante el segundo año de vida y en desarrollo neuropsicológico general a la edad de 4 años. (5) La exposición postnatal a compuestos organoclorados está asociado con una peor capacidad de tiempo de reacción (velocidad de procesamiento) durante la preadolescencia. (6) El marco conceptual propuesto mejorará la calidad de la investigación en esta área. Conclusiones Los determinantes sociales tales como inteligencia maternal, nivel educativo o clase social basada en la ocupación, configuran el entorno más cercano en el cual el niño se desarrolla y determinan su desarrollo neuropsicológico. Los niveles actuales de ciertos compuestos organoclorados, especialmente los bifeniles policlorinados, medidos en sangre (de cordón umbilical, madre, o niño) tienen efectos negativos sobre el desarrollo neuropsicológico de la población general.
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Moore, Sofia A. Rhodes Dent. "Theoretical and practical perspectives on Vygotsky's concept of the zone of proximal development." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128283.
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Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed Jan. 6, 2005. Dissertation Committee: Dent M. Rhodes (chair), Cathy Toll, Donna Adair Breault. Includes bibliographical references (leaves 199-213) and abstract. Also available in print.
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Kercher, Amy Jane. "The development and maintenance of adolescent depression." Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/41417.
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Thesis (PhD)--Macquarie University, Faculty of Human Sciences, Department of Psychology, Centre for Emotional Health, 2009.Includes bibliographical references.
Introduction -- Parenting in adolescent depression: the mediating role of self-worth in a prospective test -- Neuroticism, life events and negative thoughts in the development of depression in adolescent girls -- A cognitive diathesis-stress generation model of early adolescent depression -- General discussion.
This research examined the longitudinal development of depressive symptoms among young adolescents (mean age 12 years). The first model examined depressive symptoms across 6 months in 315 young adolescents and their mothers, considering the mediation of perceived parenting and its influence on adolescent self-worth. Although parent-reported parental depression was not linked with child-reported perceived parenting, the child's perception of his or her mother as rejecting or less caring was associated with a lower sense of self-worth, which in turn predicted depressive symptoms 6 months later, controlling for initial depression. In the second model, tested across 12 months with 896 young adolescent girls, neuroticism served as a distal vulnerability for depression, conferring a risk of experiencing dependent stressors and negative automatic thoughts which fully mediated the effect of neuroticism on later depression. Initial depressive symptoms also followed this meditational pathway, in a possible maintenance and risk pathway for adolescent depression. Unexpectedly, independent stressors were also predicted by initial depressive symptoms, suggesting possible shared method or genuine environmental factors. Finally, it was proposed that young adolescents at risk of depression will not only display cognitive vulnerabilities contributing to increased depressive symptoms following stressors (cognitive diathesis-stress theory), but also be more likely to experience stressors at least partly dependent on their own behaviour (stress-generation theory). This model was supported with a large (N=756) sample of young adolescents across 6 months, controlling for initial depression. Taken together, this thesis extends previous theories about the aetiology of depression, providing evidence from family, personality and cognitive risk factors to better explain the development of depressive symptoms in early adolescence, with significant implications for intervention and treatment.
Mode of access: World Wide Web.
viii, 140 leaves ill
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Lacroix, Daniel. "Comment évoluent chez les élèves de CE2 les notions d'ombre et de lumière ?" Grenoble 1, 1996. http://www.theses.fr/1996GRE10088.
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Cette these decrit l'evolution des connaissances des eleves de 6 a 11 ans concernant l'ombre et la lumiere provoquee par un enseignement relatif aux ombres. L'action pedagogique a pour but de favoriser la recherche par des eleves, d'une explication causale commune a deux phenomenes, celui des ombres et celui des taches lumineuses, phenomenes qui donnent lieu initialement a deux explications distinctes. Comme le cadre theorique le laissait prevoir, les contraintes: proprietes degagees des situations observees, connaissances utilisees dans des champs proches, principes qui constituent le systeme explicatif de l'eleves: phenomenes primitifs, causalites, principe mythique de selection des proprietes du champ exprimental, permettent d'interpreter les reponses des eleves, les histoires qu'ils construisent en reponse a la demande d'explication de l'adulte. Nous avons verifie que ces contraintes guident egalement l'acquisition des connaissances de l'eleve. Les resultats montrent aussi que l'action pedagogique entraine l'usage croissant de la causalite efficiente et un accroissement de la reification de l'ombre. Les deux contraintes: reification et causalite efficiente, ne sont donc pas independantes l'une de l'autre. Les resultats montrent enfin que la mise en relation du champ des ombres et de celui des eclairements est laborieuses
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Price, Jaima S. "Exploring the Relationship Between Early Childhood Attentional Control and Language Ability." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2523.
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Relatively few studies have investigated the relationship between early childhood attentional control and later cognitive outcomes, especially language development. The current study is an investigation of the relationship between the executive functioning (EF) component of attentional control and language ability in the second year of life. More specifically, the predictive nature of two aspects of attentional control, attentional focus and resistance to distraction, was be the primary focus of the proposed study. Although it was expected that children both high in attentional focus and resistance to distraction would have significantly superior language development than infants with lower attentional capacities, analyses indicated associations between the postural deviation component of resistance to distraction and language. Attentional focus was also related to infant language ability. Avenues for future research regarding early childhood attentional control, resistance to distraction, and language ability are discussed.
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Dean, Elizabeth Claire. "A study of the relationship between phonological awareness and phonological processing in four and five year old children." Thesis, n.p, 1995. http://ethos.bl.uk/.
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Prado, Alessandra Bonassoli. "A relação entre compreensão de intencionalidade em crianças de três anos e o discurso de mães com e sem depressão." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-16072013-144851/.
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A linguagem tem um papel fundamental para o desenvolvimento infantil, uma vez que possibilita à criança construir conceitos do self e do outro, especialmente nos contextos construídos por seus cuidadores e nas trocas interacionais. A proposta da presente pesquisa é analisar associações entre o tipo de discurso materno, quanto a características de orientação cultural para a interdependência e/ou para a autonomia, e o desenvolvimento cognitivo da criança avaliado pelo desempenho em testes de compreensão de intencionalidade e direção do olhar, no contexto de depressão pós-parto. O projeto insere-se em um estudo longitudinal mais amplo (Temático FAPESP nº 06/59192), que acompanha díades mãe-criança de uma amostra atendida pelo sistema público de saúde, em que era aferido haver ou não depressão por meio da Escala de Edimburgo (pós-parto e 36 meses). Foram feitos registros em vídeo da interação livre mãe-criança por 10 minutos, para avaliação do discurso materno, e da criança nos testes em interação com um pesquisador. O estilo de discurso materno foi classificado segundo categorias elaboradas por Heidi Keller, associadas à ideia de autonomia (ex. agência, autorreferência) ou de relacionamento (ex. coagência, referência a autoridade). O escore correspondente à autonomia e ao relacionamento foi calculado pela soma das frequências das respectivas categorias, controlado pelo número de emissões da fala categorizadas. A compreensão de intencionalidade foi avaliada por meio de duas histórias ilustrativas que mostram um personagem no processo de busca de um objeto (A) em um local previsto e, em seguida, a descoberta inesperada de um objeto diferente, mais desejável (B) em seu lugar. O protocolo avalia cada etapa de aplicação do teste. O teste de direção do olhar foi composto por três tarefas nas quais a criança deveria identificar: qual das figuras está olhando para ela?; o personagem está olhando para onde?, e apontando para onde?, associadas a perguntas sobre o que o personagem quer? Foi verificado um efeito da DPP na adesão à tarefa no teste Compreensão de Intencionalidade (CI). A dificuldade do teste de Direção do Olhar (DO) prevaleceu com o cansaço. Todavia, foi identificada correlação negativa entre o escore da DPP e o desempenho em etapas do teste. A DPP parece ter produzido mais efeito do que a depressão aos 36 meses. Os casos que indicam cronicidade da depressão são mais prejudicados. Um elemento destaque foi a análise do discurso, que revelou muito sobre o contexto de depressão e do desempenho das crianças. O discurso autônomo esteve negativamente relacionado ao escore DPP e aos 36 meses, e positivamente ao desempenho. Destaca-se que no contexto de depressão, as crianças que tiveram bom desempenho foram as das mães que apresentaram maior percentual nas categorias de autonomia, quando comparado com o grupo baixo desempenho e DPP. De modo geral, não encontramos efeitos lineares e diretos da DPP prejudicando o desenvolvimento, mas verificamos variações sugestivas. Tudo indica que o comportamento materno e, principalmente, o resultado deste em termos de desenvolvimento, irá depender muito da configuração geral do contexto socioafetivo, e que a depressão é um dos elementos efetivos desta conjugaçãoLanguage has a vital role in children´s construction of self and the relation to others in interactional exchanges. Mothers´ talk to their children reflects their cultural models or ethno-theories. In this presentation the results of a study focusing on the relation between maternal speech, as presenting the characteristics of a cultural orientation to interdependence and / or autonomy, with children\'s cognitive development, assessed by performance on tests of understanding of intentionality and direction of gaze, in the context of postpartum depression. The project is part of a larger, longitudinal study (FAPESP No. 06/59192), which follows a sample of mother-child dyads served by a public health system, when it was measured whether or not depression through Edinburgh Scale (postpartum and 36 months). Video recordings of free mother-child interactions for 10 minutes were made to evaluate the conversational maternal style. Children were observed in their interactional tasks with an experimenter. Mother´s speech style was classified according to categories developed by Heidi Keller, associated with the concept of agency (i.e. mental states, self-reference) or relationship (i.e. co-agency, reference to authority). Scores on both categories were calculated as the sum of the frequencies of the respective categories, controlling the total number of emissions categorized. Intentionality understanding was evaluated by means of two illustrative stories that show a character in the process of searching for an object (A) in a place provided, and then, the unexpected discovery of a different object, the more desirable (B) in its place. The protocol evaluates each step of the test. The test of gaze direction was composed of three tasks that the child should identify: what the figures are looking at; To what is the character is looking; where is he/she pointing, associated to questions about \"what the character wants?\" The effect of PPD was found in adherence to the task in testing Intentionality Understanding (IC). The difficulty of the Gaze Direction (GD) test has prevailed with tiredness, but a negative correlation was identified with scores of PPD and performance in steps of the test. The DPP produced more effect than depression at 36 months, and indicates to the importance of early development. The cases of chronic depressions suggest to be more affected. One key element was the of speech analysis, this revealed much about the context of depression and performance of children. The style of autonomy speech was negatively related to score PPD and the 36 months, and positively to the children\'s performance. It is noteworthy that in the context of depressed children who had good performance their mothers presented greater percentage in autonomy compared to the group of low performance and PPD. Overall, we found no direct linear effects of the DPP that could hinder the development, but we found suggestive variations. Everything indicates that maternal behavior, and especially the result from this in terms of development will greatly depend on the socio-affective context configuration and depression is one of the effective elements of this combination
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Wacharasin, Chintana. "Predicting child cognitive development in low-income families /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7252.
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Meakin, Peter Timothy. "Sociodramatic play and child development." Thesis, n.p, 2004. http://ethos.bl.uk/.
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Rowe, Katherine. "Childhood Development: How the Fine and Performing Arts Enhance Neurological, Social, and Academic Traits." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/honors/464.
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Abstract
Childhood development has always been a major topic when studying psychology and biology. This makes sense because the brain develops from the time a child is conceived to the time that child has reached around the age of twenty-seven. Doctors, psychologists, and sociologists look at numerous things when studying childhood development. However, how common is it for researchers to study how the fine and performing arts affect childhood development? Sociologists tend to be extremely open and mindful of all aspects of things such as culture, sexuality, religion, and even age. By taking a sociological standpoint when studying the arts and studying childhood development, society is able to make connections between the two that leads to better understanding of a child's development socially, mentally, and academically.
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Gudbjornsdottir, G. "Cognitive development, gender, class and education : A longitudinal study of Icelandic early and late cognitive developers." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377067.
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Rai, Prabhat. "Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:22402128-d2ca-4de5-8255-c15e4b4699dd.
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The centralised control over curriculum framing and pedagogy, the generally poor quality of teaching with little sensitivity to children’s sociocultural environment; and very high drop out rates, even at the primary school level, are some of the challenges facing school education in many of the regions of India. However, one of the successful approaches to these challenges has been the Digantar school system, working in rural communities. The study is based in one Digantar School in Rajasthan and employs concepts derived from the Vygotskian tradition to interrogate the methods employed in Digantar school system. The study took Edwards’ (2010a, 2011, 2012) idea of common knowledge and Hedegaard’s (2008, 2012, 2013) idea of institutional demand in practices as conceptual lenses through which to investigate the components of the pedagogical practices that help Digantar teachers to align the motives of the school with those of the child in classroom activities. In doing so it analyses the institutional practices that lead to the development of common knowledge that in turn facilitates how teachers engage pupils as learners. Data were gathered over six months and comprised around 120 hours of school-based video data together with interviews and detailed observations with teachers and community members. Data were gathered in classrooms, teacher meetings, meetings between parents and teachers and at school-community meetings. Analyses focused on the construction of common knowledge and the use made of it by the school to achieve a mutual alignment of motives between the practices of the school with the community and the families. The study has revealed that teachers’ engagement with the knowledge and motives of other teachers and community members helped to create common knowledge, i.e. an understanding of what mattered for each participating group, which facilitated teaching-learning in the school. The analysis also points towards a form of democracy, which enhances children’s participation in their learning. It was found that building and sharing of common knowledge and creating a socially articulated ‘space of reasons’ (Derry 2008) produced a pedagogical model that engaged children in creating their social situation of development, seeking and recognising the curriculum demands being placed on them.
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Monteiro, Lígia Maria Santos. "Relação entre a qualidade da vinculação à mãe e à educadora e a cognição social." Master's thesis, Instituto Superior de Psicologia Aplicada, 2002. http://hdl.handle.net/10400.12/705.
Full textAbstract:
Dissertação de Mestrado em Psicologia EducacionalCom o presente trabalho procurou-se estudar a relação existente entre a Qualidade da Vinculação das crianças às mães e às educadoras, bem como, analisar a relação existente entre a Qualidade da Vinculação e a Compreensão Prosocial e Descentração Social (Cognitiva e Afectiva) apresentadas pelas crianças da amostra. O estudo envolveu 50 díades mãe/criança, com uma média de idades de 32.26 anos e de 40.80 meses respectivamente e 5 educadoras com uma média de idades de 42.04 anos, oriundas de um Jardim de Infância particular, dois da Rede Pública do Ministério da Educação e um Jardim de Infância da Câmara Municipal de Almada. Os instrumentos utilizados foram o Attachment Behaviour Q-Set (Waters, 1987) para a análise da Qualidade da Vinculação das crianças às mães e uma adaptação do mesmo instrumento, realizada por Duarte, Meneses e Monteiro (2000), com vista a analisar a vinculação das crianças às suas educadoras. Utilizou-se ainda, a Bateria de Provas Sócio-Cognitivas elaborada por Strayer et al (1994), de modo a analisar a Compreensão Prosocial e a Descentração Cognitiva e Afectiva das crianças da amostra. Todos os instrumentos foram aplicados individualmente. A análise estatística dos dados foi realizada em dois momentos. Inicialmente, centramo-nos nos dados referentes ao Attachment Q-Sort, tendo sido efectuada a Correlação do Q-Sort das crianças com os parâmetros de Segurança e Dependência da criança definida como ideal. Posteriormente e através da Análise Hierárquica de Clusters obteve-se, com base nas percepções maternas, três grupos em função da sua especificidade: o Grupo 1- seguro e independente, o Grupo 2 - inseguro e dependente e o Grupo 3 - inseguro e independente. Comparativamente, verificou-se que as educadoras distinguem significativamente apenas as crianças com base no critério score de Segurança, identificando um grupo de crianças seguras e outro de crianças inseguras. Num segundo momento e com base nas representações maternas, procurou-se através de uma Análise de Variância, verificar se entre os três grupos havia diferenças significativas ao nível da Compreensão Prosocial, da Descentração Cognitiva e Afectiva. Constatou-se que as crianças dos Grupo 1 (seguro e independente) e 2 (inseguro e dependente) tinham valores significativamente superiores às crianças do Grupo 3 (inseguro e independente) na Compreensão Prosocial-Justificação, na Descentração Cognitiva Global, Resposta e Justificação. Na Descentração Afectiva Global e Justificação apenas se encontraram diferenças significativas entre os Grupos 1 (seguro e independente) e 3 (inseguro e independente). Para as educadoras efectuou-se a Correlação entre os critérios scores da Segurança e Dependência com as dimensões da Cognição social, anteriormente, mencionadas. Desta análise, verificou-se que o primeiro critério se encontrava significativamente correlacionado com a Compreensão Prosocial-Justificação, a Descentração Cognitiva Global, Resposta e Justificação e com a Descentração Afectiva-Resposta. Conclui-se, ao nível da amostra estudada, que a vinculação é uma característica própria da relação estabelecida entre a criança e a figura de vinculação em questão podendo, assim, explicar-se as diferenças encontradas entre as percepções maternas e as percepções das educadoras. Constatou-se, que o Início de Frequência e o Número de horas que as crianças passavam no Jardim de Infância, não se encontrava correlacionado com a Qualidade da Vinculação das crianças às mães. Verificou-se, ainda, que é possível as crianças estabelecerem uma relação segura com uma figura não-parental e num ambiente de carácter não-familiar. Os resultados parecem, também, indicar que a Qualidade da Vinculação influência a Cognição Social. As crianças percepcionadas pelas mães como seguras, apresentam uma Compreensão Prosocial e uma Descentração Cognitiva e Afectiva superiores às crianças inseguras, nomeadamente, às crianças do grupo inseguro e independente.