Journal articles: 'Cognition in children'

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Parke, Elyse M., Megan L. Becker, Stacey J. Graves, Abigail R. Baily, Michelle G. Paul, Andrew J. Freeman, and Daniel N. Allen. "Social Cognition in Children With ADHD." Journal of Attention Disorders 25, no. 4 (December 13, 2018): 519–29. http://dx.doi.org/10.1177/1087054718816157.

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Objective: Despite evidence of social skill deficits in children with ADHD, there is no consensus regarding a social cognitive profile and whether these skills predict behavior. Therefore, a comprehensive battery was used to investigate the relationship between social cognition and behavioral functioning. Method: Children ages 7 to 13 with ADHD ( n = 25) and controls ( n = 25) completed tests assessing social cognitive domains (affect recognition and theory of mind [ToM]). Parents completed measures of social cognition (pragmatic language ability and empathy), behavioral symptoms, and adaptive functioning. Results: Children with ADHD performed significantly worse on measures of cognitive ToM and affect recognition and received lower ratings of pragmatic language and cognitive empathy than typically developing peers. These domains, particularly pragmatic language, predicted parent ratings of problematic and adaptive behaviors. Conclusion: Results establish a relationship between specific social cognitive abilities and daily functioning, which has implications for treatment.

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Guo, Kexin. "The Effect of Auditory on Children's Memory and Cognitive Development." Lecture Notes in Education Psychology and Public Media 6, no. 1 (May 17, 2023): 478–82. http://dx.doi.org/10.54254/2753-7048/6/20220441.

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The majority of current research on childrens cognition concentrates on how vision and touch affect children's cognition. According to this study, aural environment and stimulation play a significant impact throughout a childs vital era in the development of their memory and cognitive abilities. This paper first describes the cognitive function and the key period in childrens cognitive development, then combines these concepts with measures to support childrens memory and cognitive growth. This research asserts that the auditory sense is particularly significant during the key era of children's cognitive development, it offers some references for creating suitable auditory environmental stimuli for children which are beneficial to the development of their cognitive level.

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Jurayeva, Mokhinur S. "CHILDREN OF PRESCHOOL AGE DEVELOP COGNITIVE PROCESSES AND CRITICAL COGNITION AND DEVELOP EFFECTIVE REFLEXIVE ACTIVITIES." Oriental Journal of Education 02, no. 01 (May 1, 2022): 130–36. http://dx.doi.org/10.37547/supsci-oje-02-01-20.

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In ontogenesis, the period from 3 to 7 years is the age period of the kindergarten. Taking into account that there are very rapid qualitative changes in the psychology of preschool children, it is possible to divide the pre-school age into 3 periods (3-4 years), the junior preschool period (4-5 years), the junior kindergarten period (6-7 years), and the senior kindergarten period into 6-7 years. The child in the process of development begins a relationship with the world of subjects and phenomena created by the generation of personality. The child actively mastered and mastered all the achievements that humanity has achieved. Basically, from this period, the independent activity of the child begins to intensify. The education given to children of kindergarten age is a period of mastering their complex movements, formation of elementary hygiene, cultural and labor skills, development of speech and formation of the R with the first bud of social morality and aesthetic taste.

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Westfall, Daniel R., Nicole E. Logan, Naiman A. Khan, and Charles H. Hillman. "Cognitive Assessments in Hydration Research Involving Children: Methods and Considerations." Annals of Nutrition and Metabolism 74, Suppl. 3 (2019): 19–24. http://dx.doi.org/10.1159/000500341.

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The effects of optimal and insufficient hydration on human health have received increasing investigation in recent years. Specifically, water is an essential nutrient for human health, and the importance of hydration on cognition has continued to attract research interest over the last decade. Despite this focus, children remain a relatively understudied population relative to the effects of hydration on cognition. Of those studies investigating children, findings have been inconsistent, resulting from utilizing a wide variety of cognitive domains and cognitive assessments, as well as varied hydration protocols. Here, our aim is to create a primer for assessing cognition during hydration research in children. Specifically, we review the definition of cognition and the domains of which it is composed, how cognition has been measured in both field- and laboratory-based assessments, results from neuroimaging methods, and the relationship between hydration and academic achievement in children. Lastly, future research considerations are discussed.

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O’Neill, Rachel. "Deaf children and cognition." Deafness & Education International 24, no. 2 (April 3, 2022): 97–99. http://dx.doi.org/10.1080/14643154.2022.2067465.

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James, Clara E., Sascha Zuber, Elise Dupuis-Lozeron, Laura Abdili, Diane Gervaise, and Matthias Kliegel. "How Musicality, Cognition and Sensorimotor Skills Relate in Musically Untrained Children." Swiss Journal of Psychology 79, no. 3-4 (December 2020): 101–12. http://dx.doi.org/10.1024/1421-0185/a000238.

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Abstract. Whereas a growing corpus of research has investigated the impact of music practice on several domains of cognition, studies on the relationships between musicality and other abilities and skills in musically untrained children are scarce. The present study examined the associations between musicality, cognition, and sensorimotor skills in 69 musically untrained primary school children of around 10 years of age, using a test battery of musical, cognitive, and sensorimotor abilities. We analyzed the results using nonparametric correlations and an exploratory factor analysis. It was our anticipation that basic cognitive resources (short-term and working memory, attention, processing speed) would relate to both higher-order cognition and musicality. Results indicated that, in musically untrained children, the interconnections between musical and cognitive abilities restrain to auditory short-term and working memory. Direct associations between musicality and higher-order cognitive processes did not occur. An interesting secondary finding comprised associations between sensorimotor function, as measured by the Purdue Pegboard test, and higher-order cognition. Specifically, we found an association between bimanual coordination of fine finger dexterity and matrix reasoning. This outcome suggests that higher-order cognitive function benefits from an efficient mastering of procedural aspects of sensorimotor skills.

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Johnston, Judith R., Linda B. Smith, and Peggy Box. "Cognition and Communication." Journal of Speech, Language, and Hearing Research 40, no. 5 (October 1997): 964–74. http://dx.doi.org/10.1044/jslhr.4005.964.

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Ten children with specific language impairment and 10 children with normal language development were asked to describe objects so that a listener could select them. Each trial targeted two out of a group of three toys. The targeted objects were identical or were similar in size or color. Children in the two groups did not differ in referential success, although children in both groups found the size items more difficult. Content analysis of the messages did reveal differences in the referential strategies used most frequently. Children with specific language impairment were more likely to mention the attributes of each object separately, rather than to describe the characteristics common to a pair of objects. Children in both groups talked about separate objects more often when talking about size than about color or object type. Use of this strategy could indicate the effects of attentional capacity on children's solutions to communication tasks.

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Connolly, K. J., and J. D. Kvalsvig. "Infection, nutrition and cognitive performance in children." Parasitology 107, S1 (January 1993): S187—S200. http://dx.doi.org/10.1017/s0031182000075612.

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SUMMARYThe paper considers briefly the nature of cognition and its relationship to intelligence. The information processing model of human cognition is outlined and IQ and DQ are explained. The literature dealing with the effects of malnutrition and parasitic infection on cognitive performance and development in children is selectively reviewed. A speculative hypothesis concerning the psychological effects of parasitic infection is sketched and brief consideration is given to models and measures in research on development.

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Santos, Samantha Nunes, Denise Miranda, Gúbio Soares Campos, Silvia Inês Sardi, Marina Martorelli Pinho, Nayara Argollo, and Eduardo Pondé de Sena. "Cognition of infants exposed to Zika virus in pregnancy: a systematic review / Cognição de bebês expostos ao vírus zika na gestação: revisão sistemática." Brazilian Journal of Development 8, no. 4 (April 26, 2022): 30763–78. http://dx.doi.org/10.34117/bjdv8n4-521.

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This article aimed to systematically review the literature on the cognition of children exposed to Zika virus infection (ZIKV) during pregnancy. After searching the main electronic databases, PubMed, Capes, Web of Science, Scopus, Cochrane and BVS, the keywords “Zika virus”, “ZIKV infection”, “pregnancy”, “congenital”, “congenital syndrome”, “development”, “Cognition”, “neurodevelopment”, “child”, “infants”, “neuropsychology”, “developmental disorders”, “Bayley”, “Denver” were used for systematic data search. After applying the eligibility criteria for inclusion, 20 articles related to the cognitive assessment of children exposed to intrauterine ZIKV published until 2019 November, were selected. The systematic review identified the following as the main results: delayed cognition, motor skills, language and personal social domain, with worse performance in children with microcephaly or other severe brain injuries. Most normocephalic children exposed to ZIKV showed performance compatible with age. However, a smaller number of normocephalic children had a low score in at least one evaluated cognitive domain, characterizing specific developmental deficits. This review highlights the high risk of intrauterine ZIKV exposure to neurodevelopment and suggests investigating the cognitive development of all children exposed to ZIKV for long-term cognitive profiling, allowing early access to multidisciplinary rehabilitation programs.

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Claxton, Reid P., and Roger P. McIntyre. "Need for Cognition: Exploratory Relationships with Sibship Structure and Cognitive Style." Psychological Reports 75, no. 3 (December 1994): 1131–35. http://dx.doi.org/10.2466/pr0.1994.75.3.1131.

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Statistical evidence indicates that need for cognition scores may be linked to the number of male children in the family. Responses from 33 female and 46 male university students indicated that the independent variable of number of male children in the family was related to need for cognition scores. The number of female children was not related. The concept of cognitive style as related to Jungian psychological type theory is discussed as a partial explanation.

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Cortina, Melissa, Helen E. Jack, Rebecca Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Hlungwani, Rhian Twine, Alan Stein, and Mina Fazel. "Relationship between children’s cognitions and later educational progress in rural South Africa: a longitudinal study." Journal of Epidemiology and Community Health 73, no. 5 (March 6, 2019): 422–26. http://dx.doi.org/10.1136/jech-2018-211361.

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BackgroundChildren in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on educational outcomes in LMIC.MethodsUsing the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders.ResultsEducational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11).ConclusionIf children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.

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Sadeghi, Saeid, Sajad Ayoubi, and Serge Brand. "Parenting Styles Predict Future-Oriented Cognition in Children: A Cross-Sectional Study." Children 9, no. 10 (October 20, 2022): 1589. http://dx.doi.org/10.3390/children9101589.

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Parenting is a crucial environmental factor in children’s social and cognitive development. This study investigated the association between parenting styles and future-oriented cognition skills in elementary school-aged children. Cross-sectional data were collected from parents of 200 Iranian elementary school aged children (6–13 years), 139 boys and 61 girls. Baumrind’s Parenting Styles Questionnaire and Children’s Future Thinking Questionnaire (CFTQ) were administered to parents. There was a significant positive association between authoritative parenting and children’s abilities in prospective memory, episodic foresight, planning, delay of gratification, and future-oriented cognition total score. In contrast, authoritarian parenting was negatively correlated with children’s abilities in planning, delay of gratification, and future-oriented cognition. Increases in authoritative parenting scores predicted better future-oriented cognition abilities in children.

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Olson, Kristina R., Aidan C. Key, and Nicholas R. Eaton. "Gender Cognition in Transgender Children." Psychological Science 26, no. 4 (March 5, 2015): 467–74. http://dx.doi.org/10.1177/0956797614568156.

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Davidoff, Jules, and Peter Mitchell. "The colour cognition of children." Cognition 48, no. 2 (August 1993): 121–37. http://dx.doi.org/10.1016/0010-0277(93)90027-s.

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Mantey, AA, HE Lutterodt, P. Twumasi, and RA Annan. "Effect of 12 weeks consumption of palm weevil larvae and orange-fleshed sweet potato fortified biscuit on nutritional status and cognitive performance of school children in Kumasi, Ghana." African Journal of Food, Agriculture, Nutrition and Development 22, no. 113 (October 18, 2022): 21397–417. http://dx.doi.org/10.18697/ajfand.113.21620.

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Micronutrients are important for improving the physical growth and cognition of school-aged children. Food fortification strategies using locally available and consumed micronutrient rich foods such as edible insects can be cost effective and sustainable in improving nutritional and cognitive outcomes in school children. The study evaluated the impact of biscuits fortified with palm weevil larvae and orange-fleshed sweet potato on cognitive performance and nutritional status of school children from low income families in an urban setting in Ghana. A 12-week randomized, blinded controlled trial was conducted. 102 school children aged 6-11 years were assigned to consume either the fortified biscuits or non-fortified biscuits. Raven’s cognition test, anthropometrics, hematological and biochemical parameters were assessed at baseline and at the end of the study. After 12 weeks of intervention, there were no statistically significant differences in the means of the nutritional outcomes and cognitive performance between the treatment and control groups (p>0.05). However, significant increase in mean levels of serum ferritin (Baseline: 26.15 ± 18.42 µg/L, Endline: 42.63 ± 19.54 µg/L, mean increase: +16.48 µg/L, p=0.001), weight-for-age (Baseline: -0.37 ± 0.97, Endline: -0.11 ± 0.91, mean increase: +0.26, p<0.0001), and Raven’s cognition test score (Baseline: 14.22 ± 4.93, Endline: 16.35 ± 4.40, mean increase: +2.13, p<0.0001) were observed within the treatment group compared to the control group where significant increase was observed in only the Ravens cognition test score (Baseline: 14.79 ± 4.57, Endline: 15.95 ± 5.32, mean increase: +1.16, p<0.029). Moreover, the mean increase in cognition score was higher in intervention (+2.13) than control (+1.16) children. Results from binary logistic regression showed that although statistically insignificant, children in the treatment group had lower odds of iron deficiency (AOR= 0.7, p = 0.545, 95%CI= 0.2-2.4). In conclusion, consumption of the fortified biscuit significantly improved serum ferritin and weight-for-age in the school-aged children within the treatment group. Improvement in cognitive test score was also higher in the treatment group than the control group. Key words: Fortified biscuit, cognition, micronutrients, school children, palm weevil larvae, insects

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Fang, Jo-Ting, and Jen-Jia Lin. "School travel modes and children’s spatial cognition." Urban Studies 54, no. 7 (February 10, 2016): 1578–600. http://dx.doi.org/10.1177/0042098016630513.

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This study broadens understanding of how children’s travel modes influence the development of their spatial cognition, specifically the development of their spatial representation of home–school routes. Data were collected using a questionnaire survey and a cognitive mapping process at an elementary school in northern Taiwan. The sample, which comprised 521 Grades 1–6 children aged 7–12 years, was analysed through linear regressions. Empirical results indicate that the use of independent, active or non-motorised transportation modes improved the children’s spatial cognition regarding their home–school routes. This study not only provides new knowledge about the relationships between travel modes and the spatial cognition of children, but also identifies policy directions in relation to school transportation and the development of spatial cognition in children.

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Temple, Elise. "The developmental cognitive neuroscience approach to the study of developmental disorders." Behavioral and Brain Sciences 25, no. 6 (December 2002): 771. http://dx.doi.org/10.1017/s0140525x02420134.

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Functional magnetic resonance imaging studies of developmental disorders and normal cognition that include children are becoming increasingly common and represent part of a newly expanding field of developmental cognitive neuroscience. These studies have illustrated the importance of the process of development in understanding brain mechanisms underlying cognition and including children in the study of the etiology of developmental disorders.

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Hooke, Mary C., Daniel Hatch, Marilyn J. Hockenberry, Susan Whitman, Ida Moore, David Montgomery, Kari Marano, et al. "The Longitudinal Parallel Process Analysis of Biomarkers of Oxidative Stress, Symptom Clusters, and Cognitive Function in Children With Leukemia." Journal of Pediatric Oncology Nursing 37, no. 4 (March 6, 2020): 244–54. http://dx.doi.org/10.1177/1043454220909785.

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Background: During treatment for acute lymphoblastic leukemia (ALL), children report co-occurring symptoms of fatigue, sleep disturbance, pain, nausea, and depression as a symptom cluster. Central nervous system–directed ALL therapies also put children at risk for cognitive impairments. Cancer therapies can cause an increase in oxidative stress, which may contribute to treatment-related symptoms. This study examined the longitudinal relationships between biomarkers of oxidative stress in the cerebrospinal fluid, the Childhood Cancer Symptom Cluster–Leukemia (CCSC-L), and cognition, in children over the first year of ALL treatment. Methods: Glutathione (GSH) biomarkers of oxidative stress were measured in cerebrospinal fluid collected during treatment lumbar punctures. GSH biomarkers, symptoms, and cognitive function of 132 children aged 3 to 18 years were evaluated at four time points during the first year of leukemia treatment. Participants, 7 years and older, completed self-report measures, and parents reported for younger children. Cognitive function measurements for all participants were completed by parents. A longitudinal parallel-process model was used to explore the influence of the initial measurement and the subsequent change over four time points of the GSH biomarkers on the CCSC-L and cognition. Results: GSH biomarkers increased over the four time points indicating decreasing oxidative stress. When GSH biomarkers were higher (less oxidative stress) at the initial measurement, the CCSC-L severity was lower, cognition was better, and cognition improved over the four measurements. Screening children for high levels of oxidative stress would be a foundation for future intervention studies to address symptom distress and cognitive impairments.

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Jeong, Pil Yeon, and Hyun Sub Sim. "The Relationship among Cognition, Receptive Vocabulary and Speech Production Skills in Children with Cerebral Palsy." Communication Sciences & Disorders 28, no. 3 (September 30, 2023): 620–30. http://dx.doi.org/10.12963/csd.23977.

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Objectives: The purpose of this study was to identify the differences of cognition in children with cerebral palsy (CP) based on a Speech, Language Profile Group (SLPG), and explore the relationship among cognition, receptive vocabulary, and speech production skills. Methods: Forty children aged 4-16 years with CP, 10 with no speech motor involvement and age-appropriate language ability (NSMI-LCT), 7 with no speech motor involvement and impaired language ability (NSMI-LCI), 11 with speech motor involvement and age-appropriate language ability (SMI-LCT), and 12 with speech motor involvement and impaired language ability (SMI-LCI) participated in the study (spastic 31, dyskinetic 3, ataxic 2, mixed 4). To evaluate cognitive ability, language ability, and speech production skill, data were collected from the K-WISC-III or K-WIPPSI, receptive vocabulary test, prolonged vowel /a/, Assessment of Articulation and Phonology for Children, and carrier phrases repetition task. Results: The results showed significant differences between the NSMI-LCT and SMI-LCI groups in cognitive abilities. Moreover, cognitive abilities in children with CP were significantly related to receptive vocabulary and speech rate. Conclusion: This study revealed that cognition has an internal relationship with receptive vocabulary and speech production skills. Therefore cognition, language, and speech ability are important factors in the assessment and intervention for children with CP. This study suggest that multidimensional considerations are crucial in evaluating and intervening in children with CP.

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Ma, Bangting. "The Impact of Synesthesia on Cognitive Construction in Young Children." Lecture Notes in Education Psychology and Public Media 29, no. 1 (December 7, 2023): 219–25. http://dx.doi.org/10.54254/2753-7048/29/20231493.

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Synesthesia is a special psychological sensory phenomenon that refers to a situation where one sensory stimulus can trigger another or more sensory stimuli. Currently, most scholars research focuses on adult synesthesia, with few scholars focusing on the field of children. This study compared and distinguished the frequency differences between childrens synesthesia and adult synesthesia by investigating the frequency of synesthesia in a group of 3-7 year-old children. And further explored the impact of synesthesia on childrens cognitive development. The authors viewpoint is that the frequency of synesthesia in children is significantly higher than that in adults. Synesthesia has an impact on childrens cognitive development, but this impact can be divided into positive and negative aspects. The impact of synesthesia on childrens cognition varies in different situations. Afterward, the author proposed educational suggestions for childrens synesthesia: activities such as multiple sensory teaching, situational teaching, natural games, and number and shape games can all have positive effects on childrens cognitive development by enhancing synesthesia experiences. But at the same time, educators also need to reduce or avoid the negative impact of synesthesia on children through personalized teaching and other methods.

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Kauliņa, Anda. "Cognitive Analysis of 9 to 11-Year-Old Children With Intellectual Development Disorders." Journal of Pedagogy and Psychology "Signum Temporis" 9, no. 1 (December 20, 2017): 16–22. http://dx.doi.org/10.1515/sigtem-2017-0006.

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Abstract Cognitive development significantly influences efficiency and results of child’s understanding and comprehension of the world. Attention and cognition play a significant role to ensure academic achievement and success. Attention is essential for purposeful planning of action and systematic work. Attention is necessary to follow the study material and for physical survival in everyday life. Cognition is significant in decision making and evaluating possible outcomes, being especially important in children with cognitive development disorders. The aim of the present study was to find out the peculiarities of the cognitive processes in 9 to 11-year-old children with cognitive development disorders. Previous literature suggests that children with intellectual development disorders are at increased risk of general cognitive disorders. To test this assumption and establish cognitive abilities in children with intellectual development disorders, the following subtests of the Vienna Test System (VTS) were used: CPM/S2 (Raven's Coloured Progressive Matrices), B19 (Double Labyrinth Test) and WAFF (Perception and Attention Functions: Focused Attention). VTS is one of the leading computer-based psychophysiological testing systems in Europe. In addition to testing, behavioural observations were also carried out. Study results reveal that children with a shared diagnosis are not as similar when it comes to cognition and attention. Not all children within the sample group exhibited reduced attention and concentration, although the whole participant sample was diagnosed with intellectual development disorder. Meanwhile, risk factors hindering normal cognitive development were identified.

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Loskutova, Ekaterina, Kajal Shah, Ian D. Flitcroft, Annalisa Setti, John S. Butler, Yvonne Nolan, Nabin Paudel, and James Loughman. "Lutein and zeaxanthin: The possible contribution, mechanisms of action and implications of modern dietary intake for cognitive development in children." HRB Open Research 2 (April 26, 2019): 8. http://dx.doi.org/10.12688/hrbopenres.12903.1.

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Background:Studies suggest that lutein and zeaxanthin may be important for cognitive development in children, but a comprehensive evidence synthesis is lacking. The purpose of this evidence synthesis was to analyse the available data regarding the role of lutein and zeaxanthin for cognition in children and propose a theoretical basis for future studies.Methods:The PubMed, Scopus, the ISRCTN registry and Cochrane Library databases were searched for studies that evaluated the relationship between lutein and zeaxanthin and cognitive function in children. Reference list and ancestry searches were performed on relevant articles. A total of 543 articles were identified, of which six cross-sectional studies were included.Results:The literature search revealed that the evidence concerning the effect of lutein and zeaxanthin on cognition in children is sparse. However, there is some preliminary evidence indicating a positive association between lutein and zeaxanthin and cognition in childhood.Conclusions:The cross-sectional nature of the few studies available and the lack of RCT data indicates a need for further investigation before any firm conclusions can be drawn.

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Monteiro, Camila, Adna Lemos, and Andréa Kochhann. "Cognition and Metacognition Development Through the Use of Educational Games: Expected Behaviors and Developed Behaviors." Concilium 23, no. 17 (October 28, 2023): 747–60. http://dx.doi.org/10.53660/clm-2157-23q08.

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The article analyzed the use of educational games in the development of children's cognition and metacognition. Through the analysis of expected and developed behaviors, the research assessed the effects of educational games on the cognitive and metacognitive development of school-age children. The results indicated that educational games can contribute to the development of cognition and metacognition in children, promoting increased attention, memory, concentration, and logical reasoning. Additionally, educational games can also foster metacognitive skills, such as the ability to monitor and regulate one's own thinking and learning. Expected behaviors were identified based on theoretical studies on cognition and metacognition, while developed behaviors were observed through children's interactions with educational games. It was concluded that the use of educational games can be a valuable tool for the cognitive and metacognitive development of children, as well as a fun and engaging form of learning.

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Cole, Kevin N., Truman E. Coggins, and Cheryl Vanderstoep. "The Influence of Language/Cognitive Profile on Discourse Intervention Outcome." Language, Speech, and Hearing Services in Schools 30, no. 1 (January 1999): 61–67. http://dx.doi.org/10.1044/0161-1461.3001.61.

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Children with communication needs are often allocated intervention services as a result of the relationship between their cognitive ability and language performance. Children with higher cognitive skills relative to language skills are considered promising candidates for language services. In contrast, children who are delayed in both cognitive and language abilities are considered poor candidates for intervention and are often excluded from services, or given a lower priority for services. This study examines the effects of intervention on one aspect of pragmatic development (discourse skills) following intervention for two groups of young children with delayed language development: one group with measured cognitive performance above language performance, and the other group with similar delays in both language and cognitive performance. Repeated measures analyses of variance indicated significant differences between groups for two of 15 measures derived from language samples. Both favored the children with equivalent delays in language and cognition. These findings do not support the notion that children with equivalent delays in cognition and language development are poor candidates for language intervention. Service delivery and policy implications are discussed.

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Kalyoncu, Tuğba, Burcu Özbaran, Sezen Köse, and Hüseyin Onay. "Variation in the Oxytocin Receptor Gene Is Associated With Social Cognition and ADHD." Journal of Attention Disorders 23, no. 7 (May 6, 2017): 702–11. http://dx.doi.org/10.1177/1087054717706757.

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Objective: Children with ADHD show substantial deficits in social cognitive abilities. Oxytocin, mediated through its specific receptor (OXTR), is involved in the regulation of social behavior and social cognition. Method: The entire coding sequence of the human OXT and OXTR genes were sequenced to identify mutations and single nucleotide polymorphisms (SNPs) in 151 children with ADHD (ADHD-combined, n = 51; inattentive subtype, n = 50; ADHD-C plus conduct disorder [CD], n = 50; 11-18 years) and 100 healthy controls. Results: We examined the association of three detected SNPs of OXTR with social cognition deficits. A significant association was shown between the children with ADHD and children with CT/TT genotypes of rs4686302 (χ2 = 3.695; p = .037). ADHD children with CT/TT genotype for the OXTR rs4686302 performed significantly lower on the facial emotion recognition task than those with CC genotype. Conclusion: OXTR rs4686302 polymorphism was shown to be a genetic marker in social cognition deficits in ADHD children.

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Carvalho, Luciane Bizari Coin de, Lucila Bizari Fernandes do Prado, Luciana Silva, Marilaine Medeiros de Almeida, Tatiana Almeida e. Silva, Célia Maria Alcântara Machado Vieira, Álvaro Nagib Atallah, and Gilmar Fernandes do Prado. "Cognitive dysfunction in children with sleep disorders." Arquivos de Neuro-Psiquiatria 62, no. 2a (June 2004): 212–16. http://dx.doi.org/10.1590/s0004-282x2004000200004.

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Sleep is basic for physical and cognitive development and some studies have suggested that there may be an association between sleep disorders (SD) and cognitive dysfunction (CD) in children. Little is known, however, about SD and cognition in 7-10-year-old children, a fact that motivated the present study. METHOD: We applied an SD questionnaire in 1180 children, 547 with SD and 633 without SD (CG), to assess cognition with a screening test (Bender Visual Motor Gestalt Test - BT). RESULTS: We observed a similar frequency of CD in the children with SD (39%) and that ot the CG (40%). The 8-year-old children with SD presented a lower prevalence of CD than the CG (SD=6%, n=6; CG=13%, n=16; p=0.04). CONCLUSION: The frequency of children with CD was equal in the study and control groups when considering the total sample (7- to 10-year-old children). In contrast to our expectations, the SD group of 8-year-old children presented a lower frequency of CD than the control group.

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Akanbi, J., and G. T. Fadupin. "Relationship Between Nutritional Status and Cognition of School-Aged Children." African Journal of Biomedical Research 25, no. 2 (May 31, 2022): 143–51. http://dx.doi.org/10.4314/ajbr.v25i2.5.

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A descriptive cross-sectional survey was conducted among 384 pupils aged 5-12 years selected from 3 public primary schools using a multi-stage sampling technique. Information on cognitive performance was collected using Raven’s Standard Progressive Matrices. Food Frequency Questionnaire and 24-hour dietary recall were used to obtain dietary information while anthropometric data were sourced using weighing scales and height meters. The mean age of the respondents was 9.0 ± 1.8 years. The mean weight and height were 23.4±4.6kg and 1.25±0.1m respectively. 1.6% of the respondents had normal height-for-age (>1 SD), 92.7% were moderately stunted (-2 to -3 SD) and 5.7% were severely stunted (<-3SD). The Standard Progressive Matrices showed that primary 5 and primary 4 pupils had the highest and lowest mean cognition score of 24.5 and 19.4 respectively. Positive correlation was observed between weight of pupils and intake of Carbohydrate (0.228), Protein (0.142), Fiber (0.157), Folate (0.232), Iron (0.254) and Zinc (0.125). Similarly, a significant correlation was also observed between vitamin A intake and Set B cognition scores. Height-for-age and BMI-for-age did not have a significant effect on cognition as shown in the study. However, the correlation coefficient of (r=0.108; p<0.005) reveals that there is a weak but significant relationship between weight and Total Cognition Score (TCS). These findings suggest that Weight-for-height is a better anthropometric index for assessing the relationship between nutritional status and cognition among school-aged children. Also, consumption of vitamin A-rich foods should be encouraged for cognitive development in the school age

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Koshy, Beena, Manikandan Srinivasan, Sowmiya Gopalakrishnan, Venkata Raghava Mohan, Rebecca Scharf, Laura Murray-Kolb, Sushil John, Rachel Beulah, Jayaprakash Muliyil, and Gagandeep Kang. "Are early childhood stunting and catch-up growth associated with school age cognition?—Evidence from an Indian birth cohort." PLOS ONE 17, no. 3 (March 2, 2022): e0264010. http://dx.doi.org/10.1371/journal.pone.0264010.

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Background Millions of children worldwide especially in the Asian subcontinent are vulnerable to early childhood stunting. There are contradictory reports of the association between catch-up growth in childhood and school age cognition. Methods A community-based birth cohort recruited between 2010 and 2012 from urban slums in Vellore, India was followed up until 9 years of age. From regular anthropometric measurements, stunting status for each individual child was calculated at 2, 5 and 9 years. Cognition was assessed at 9 years of age using the Malin’s Intelligence Scale for Indian Children (MISIC). Children were divided into groups based on stunting at each time point as well as catch-up growth, and a regression model was utilised to evaluate their association with cognition at 9 years. Results Among 203 children included in this analysis, 94/203 (46.31%) children were stunted at 2 years of age, of whom 39.36% had a catch-up growth at 5 years of age, and 38.30% at 9 years. Around 10% of the cohort remained stunted at all time points. In the multivariable analysis, children who were stunted at 2, 5 and 9 years had a significantly lower verbal and total intelligence quotient (IQ) scores by 4.6 points compared to those who were never stunted. Children with catch up growth following stunting at 2 years had higher cognition scores than those who were persistently stunted throughout the childhood. Conclusions This study showed persistent stunting in childhood was associated with lowering of 4–5 IQ points in childhood cognition at 9 years of age. Recovery from early life stunting in children with catch up growth prevented further lowering of cognition scores in these children compared to persistently stunted children. Nutritional supplementation during late infancy and early toddlerhood in addition to continuing nutritional supplementation programmes for preschool and school children can improve childhood stunting and cognitive abilities in vulnerable populations.

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Miao, Hongna, and Hsin-Che Wu. "Political Education and Children's Political Cognition in China." China: An International Journal 21, no. 4 (November 2023): 73–94. http://dx.doi.org/10.56159/chn.2023.a913140.

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Abstract: The importance of children's political cognition as integral to the formation of their political attitudes into adulthood has been well documented in Western contexts. Whether such an association holds in China, however, is less well-known. Building on the political psychology theory of cognitive process, this article utilises the picture association test to analyse how children form their political cognition in China. The authors report five findings. First, the proximity to (a familiarity with) the police and the most prominent political leaders in children's political images are the entry points for children to connect with and enter the political system. Second, despite the shift from recognition of individual authority figures to system cognition in children's political cognition in other countries, Chinese children's political cognition based on leadership figures remains deep-rooted and persistent. Third, children's political cognition is closely related to their cognitive level, as they tend to grasp basic knowledge and political principles by 13 to 14 years old. Fourth, children's political cognition is not only related to their school education but it also has an impact on their subjective social experience. Fifth, children's attitudes and evaluations of authority figures are closely related to Chinese political values that emphasise benevolence and justice, and also to China's hierarchical trust in government.

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Clayton, Nicola S. "EPS Mid-Career Award 2013: Ways of thinking: From crows to children and back again." Quarterly Journal of Experimental Psychology 68, no. 2 (February 2015): 209–41. http://dx.doi.org/10.1080/17470218.2014.943673.

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This article reviews some of the recent work on the remarkable cognitive capacities of food-caching corvids. The focus will be on their ability to think about other minds and other times, and tool-using tests of physical problem solving. Research on developmental cognition suggests that young children do not pass similar tests until they are at least four years of age in the case of the social cognition experiments, and eight years of age in the case of the tasks that tap into physical cognition. This developmental trajectory seems surprising. Intuitively, one might have thought that the social and planning tasks required more complex forms of cognitive process, namely Mental Time Travel and Theory of Mind. Perhaps the fact that children pass these tasks earlier than the physical problem-solving tasks is a reflection of cultural influences. Future research will hope to identify these cognitive milestones by starting to develop tasks that might go some way towards understanding the mechanisms underlying these abilities in both children and corvids, to explore similarities and differences in their ways of thinking.

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Polido, Graziela Jorge, Mariana Mangini Vaz de Miranda, Nelson Carvas Junior, Rodrigo de Holanda Mendonça, Fátima Aparecida Caromano, Umbertina Conti Reed, Edmar Zanoteli, and Mariana Callil Voos. "Cognitive performance of children with spinal muscular atrophy: A systematic review." Dementia & Neuropsychologia 13, no. 4 (December 2019): 436–43. http://dx.doi.org/10.1590/1980-57642018dn13-040011.

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ABSTRACT Spinal muscular atrophy (SMA) is genetic and progressive, caused by large bi-allelic deletions in the SMN1 gene, or the association of a large deletion and a null variant. Objective: To evaluate the evidence about cognitive outcomes in spinal muscular atrophy (SMA). Methods: Searches on the PUBMED/Medline, Web of Knowledge and Scielo databases retrieved 26 studies (1989 to 2019, descriptors “spinal muscular atrophy” and “cognition”). Nine studies were selected according to the eligibility criteria: (1) cognition tested in individuals with SMA; (2) written in English or Spanish. The Risk of Bias in Non-Randomized Studies of Interventions was used to describe design, bias, participants, evaluation protocol and main findings. This study was registered on the International prospective register of systematic reviews (PROSPERO). Results: Three studies described normal cognition. In another three studies, cognitive outcomes were above average. Cognitive impairment was found in three studies. Poor cognitive performance was more frequently reported in studies that were recent, included children with SMA type I and that employed visual/auditory attention and executive function tests. Protocols and cognitive domains varied, precluding metanalysis. Conclusion: The severity of motor impairment may be related to cognitive outcomes: studies that included a higher number/percentage of children with SMA type I found cognitive impairment. The establishment of gold-standard protocols is necessary. Further studies should compare the cognitive outcomes of subjects with SMA types I to IV.

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Sandvik, Ulrika, Tomas Adolfsson, Dan N. Jacobson, and Kristina Tedroff. "Cognition in Children with Arachnoid Cysts." Journal of Clinical Medicine 9, no. 3 (March 20, 2020): 850. http://dx.doi.org/10.3390/jcm9030850.

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Background: This study aims to evaluate if children with temporal arachnoid cysts (AC) have cognitive symptoms and if neurosurgery improves these. Methods: A prospective case series study including consecutive pediatric patients with temporal AC. The children underwent neuroradiology, neuroopthalmologic evaluation, and a standard electroencephalography (EEG). Additionally, a neuropsychologist performed a standardized set of evaluations, with a one-year follow-up consisting of Weschler Intelligence Scale for Children version IV (WISC-IV), FAS (for verbal fluency), Boston Naming Test (BNT, for visual naming ability) and NEPSY-II (Developmental NEuroPSYchological Assessment) for verbal memory. Results: Fifteen children, 9 boys and 6 girls, were evaluated and 11 underwent surgery. The Full Scale IQ subscore (FSIQ) improved from M = 84.8 to M = 93.0 (p = 0.005). The preoperative Verbal Comprehension Index (VCI) was in the low average range (M = 86.7), improving to a level within the average range (M = 94.7, p = 0.001). Preoperative Perceptual Speed Index (PSI) was in the below average range (M = 81.5), improving to a level within the average range (M = 92.5, p = 0.004). Conclusion: ACs are a common finding in a pediatric neurosurgical setting. Our data suggest that some temporal AC have a negative effect on general cognitive ability and that this impairment can be improved by surgery. We suggest a standardized evaluation, including comprehensive and validated neuropsychological assessment tools, to thoroughly assess symptoms as well as the postoperative outcome.

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Sastre i Riba, Sylvia. "Goswami, U (1998) : cognition in Children." Contextos Educativos. Revista de Educación, no. 2 (May 14, 1999): 307. http://dx.doi.org/10.18172/con.415.

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GILLIES, MURIEL, and PAUL LIGHT. "Spatial cognition in language-impaired children." International Journal of Language & Communication Disorders 32, no. 2s (April 1997): 159–66. http://dx.doi.org/10.1111/j.1460-6984.1997.tb01629.x.

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Lockman, J. "Cognition in Children, by Usha Goswami." Trends in Cognitive Sciences 3, no. 4 (April 1, 1999): 164. http://dx.doi.org/10.1016/s1364-6613(99)01280-2.

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MAHONEY, DIANA. "Exercise Improves Cognition in Obese Children." Family Practice News 35, no. 18 (September 2005): 59. http://dx.doi.org/10.1016/s0300-7073(05)71779-5.

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Hori(Saito), Yuri. "Cognition and evaluation to praise children." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): 3B—078–3B—078. http://dx.doi.org/10.4992/pacjpa.83.0_3b-078.

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Chutko, L. S., S. Yu Surushkina, and E. A. Yakovenko. "Disorders of social cognition in children." Zhurnal nevrologii i psikhiatrii im. S.S. Korsakova 123, no. 1 (2023): 34. http://dx.doi.org/10.17116/jnevro202312301134.

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Kendall, Philip C., and Tamar Ellsas Chansky. "Considering cognition in anxiety-disordered children." Journal of Anxiety Disorders 5, no. 2 (January 1991): 167–85. http://dx.doi.org/10.1016/0887-6185(91)90027-q.

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Green, Jennifer A. K., and Usha Goswami. "Synesthesia and number cognition in children." Cognition 106, no. 1 (January 2008): 463–73. http://dx.doi.org/10.1016/j.cognition.2007.01.013.

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Dohmen, Maud, Ella Braat-Eggen, Astrid Kemperman, and Maarten Hornikx. "The Effects of Noise on Cognitive Performance and Helplessness in Childhood: A Review." International Journal of Environmental Research and Public Health 20, no. 1 (December 24, 2022): 288. http://dx.doi.org/10.3390/ijerph20010288.

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Environmental noise affects our daily functioning in many ways, and the cognitive, motivational, and emotional effects of noise are intertwined. Our task performance under noisy conditions depends on our ability to cope with the noise and our cognitive resources. The process of (failed) coping may wear us out cognitively, lead to learned helplessness, and, consequently, alter the motivation to persist in a task. The direct effect of irrelevant sounds on cognitive functioning in children is relatively well-established, however, the research on the framework of learned helplessness is limited when it comes to children. Learned helplessness can give more insight into effects of environmental noise on learning and child development and how the effects of short-term and long-term exposure interact. A systematic literature review is performed to assess to what extent the current evidence addresses the (interaction) effects of the sound environment on cognition and learned helplessness as measured by motivation in children and young adults up to the age of 21. The search resulted in 8 included papers that addressed both cognition and learned helplessness in their research. The included papers study children between 8–13 years old and show evidence for a relation between environmental noise, cognition, and helplessness individually, but none study a possible interaction. Based on the individual study designs, it could be hypothesized that cognitive fatigue may play a role in the interaction. Studies that conducted motivation tasks after cognitive tasks found stronger effects than those that conducted tasks in a random order. More research is needed using the same methods in different age groups to further assess the interaction between cognition and learned helplessness in relation to the sound environment.

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Thal, Donna, Elizabeth Bates, and Ursula Bellugi. "Language and Cognition in Two Children with Williams Syndrome." Journal of Speech, Language, and Hearing Research 32, no. 3 (September 1989): 489–500. http://dx.doi.org/10.1044/jshr.3203.489.

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In this study, aspects of language, single-gesture retrieval, combinatorial play, and visual-spatial cognition are reported in two children with Williams syndrome who were in the single-word stage of language acquisition. Williams syndrome children are of particular interest because, when older (10–15 years), they display an unusual profile of abilities that may include superior linguistic performance compared with other aspects of cognition. The two children in the present study are compared to a group of normal children in the single-word stage of language acquisition with a mean age of 14.8 months, a group of single-word stage children who are 6–18 months delayed, and a group of older normal children with a mean age of 23.5 months. Results are compatible with the unusual cognitive profile displayed by older Williams syndrome children. We discuss the possibility that this profile involves mechanisms that extend beyond the boundaries of language proper.

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Attanasio, Orazio, Costas Meghir, and Emily Nix. "Human Capital Development and Parental Investment in India." Review of Economic Studies 87, no. 6 (June 18, 2020): 2511–41. http://dx.doi.org/10.1093/restud/rdaa026.

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Abstract We estimate production functions for cognition and health for children aged 1–12 in India, based on the Young Lives Survey. India has over 70 million children aged 0–5 who are at risk of developmental deficits. The inputs into the production functions include parental background, prior child cognition and health, and child investments, which are taken as endogenous. Estimation is based on a nonlinear factor model, based on multiple measurements for both inputs and child outcomes. Our results show an important effect of early health on child cognitive development, which then becomes persistent. Parental investments affect cognitive development at all ages, but more so for younger children. Investments also have an impact on health at early ages only.

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Blair, Clancy. "How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability." Behavioral and Brain Sciences 29, no. 2 (April 2006): 109–25. http://dx.doi.org/10.1017/s0140525x06009034.

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This target article considers the relation of fluid cognitive functioning to general intelligence. A neurobiological model differentiating working memory/executive function cognitive processes of the prefrontal cortex from aspects of psychometrically defined general intelligence is presented. Work examining the rise in mean intelligence-test performance between normative cohorts, the neuropsychology and neuroscience of cognitive function in typically and atypically developing human populations, and stress, brain development, and corticolimbic connectivity in human and nonhuman animal models is reviewed and found to provide evidence of mechanisms through which early experience affects the development of an aspect of cognition closely related to, but distinct from, general intelligence. Particular emphasis is placed on the role of emotion in fluid cognition and on research indicating fluid cognitive deficits associated with early hippocampal pathology and with dysregulation of the hypothalamic-pituitary-adrenal axis stress-response system. Findings are seen to be consistent with the idea of an independent fluid cognitive construct and to assist with the interpretation of findings from the study of early compensatory education for children facing psychosocial adversity and from behavior genetic research on intelligence. It is concluded that ongoing development of neurobiologically grounded measures of fluid cognitive skills appropriate for young children will play a key role in understanding early mental development and the adaptive success to which it is related, particularly for young children facing social and economic disadvantage. Specifically, in the evaluation of the efficacy of compensatory education efforts such as Head Start and the readiness for school of children from diverse backgrounds, it is important to distinguish fluid cognition from psychometrically defined general intelligence.

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Moll, Henrike, and Michael Tomasello. "Cooperation and human cognition: the Vygotskian intelligence hypothesis." Philosophical Transactions of the Royal Society B: Biological Sciences 362, no. 1480 (February 12, 2007): 639–48. http://dx.doi.org/10.1098/rstb.2006.2000.

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Nicholas Humphrey's social intelligence hypothesis proposed that the major engine of primate cognitive evolution was social competition. Lev Vygotsky also emphasized the social dimension of intelligence, but he focused on human primates and cultural things such as collaboration, communication and teaching. A reasonable proposal is that primate cognition in general was driven mainly by social competition, but beyond that the unique aspects of human cognition were driven by, or even constituted by, social cooperation. In the present paper, we provide evidence for this Vygotskian intelligence hypothesis by comparing the social-cognitive skills of great apes with those of young human children in several domains of activity involving cooperation and communication with others. We argue, finally, that regular participation in cooperative, cultural interactions during ontogeny leads children to construct uniquely powerful forms of perspectival cognitive representation.

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Kim, Da-hye, and Eun-sil Choi. "A Systematic Review and meta-analysis of Intervention on Social cognition in preschool Children With Autism Spectrum Disorder." Korean Association For Persons With Autism 23, no. 1 (April 30, 2023): 79–103. http://dx.doi.org/10.33729/kapa.2023.1.4.

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Objective: We conducted a systematic review and meta-analysis of interventions for social cognition in preschool children with autism spectrum disorder and aimed to provide evidence regarding occupational interventions. Methods: The studies included in this review were collected by searching the PubMed, Scopus, ProQuest Health & Medical Collection (PML), and PsycARTICLES databases as well as two trial registries. We searched the databases and registries for articles from January 2013 to January 2023 using the following search strategy: [(autis*) AND (“social cognitive” OR “social cognition”) AND (Intervention or therapy or approach or treatment or training)]. A total of 3 studies were included in the analysis. Selection criteria: The studies included in the review were selected if they reported on an applicable intervention for social cognition, presented randomized controlled trial data, and included participants who had a confirmed diagnosis of autism spectrum disorder. The interventions for social cognition were analyzed using descriptive analysis, and the effects of the interventions were meta-analyzed using the ReviewManager (RevMan) 5.4 program. Results: Three randomized controlled trials involving 378 participants were included. The Intervention program that includes social cognitive components for preschool children with autism spectrum disorder resulted in an increase in social cognition and functional play skills. Conclusion: Through this systematic review, we were able to identify and understand the effect of interventions on social cognition in preschool children with autism spectrum disorder. Further research is required on the need for accessible diagnosis, improving the quality and diversity of early intervention services, and policies for effective intervention provision.

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Wallace, Alexander L., Ann M. Swartz, Chi C. Cho, Christine M. Kaiver, Ryan M. Sullivan, and Krista M. Lisdahl. "Stand-Biased Desks Impact on Cognition in Elementary Students Using a Within-Classroom Crossover Design." International Journal of Environmental Research and Public Health 19, no. 9 (May 7, 2022): 5684. http://dx.doi.org/10.3390/ijerph19095684.

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Background: There is emerging literature that standing desk interventions may help to improve cognitive performance in school-aged children. The current study examines how desks that promote standing affect cognition over the course of a school year in third, fourth, and sixth graders. Methods: Nighty-nine students between the ages of 8 and 12 (M = 10.23; 58% Male) were assigned to either stand-biased desks or traditional sitting desks. A within-classroom design was used with students switching desks after 9 weeks. Cognitive assessments and teacher behavioral ratings were administered at baseline and readministered before students switched desks and at the conclusion of the study. Results: There were no significant effects on cognition or behavioral ratings from standing-biased desk intervention. Grade significantly moderated the relationship between stand-biased desks and cognition in that third graders showed increased cognitive control (p = 0.02, f2 = 0.06). Further, sex moderated the relationship in that females at stand-biased desks showed increased cognitive control (p = 0.03, f2 = 0.04). Conclusions: These results suggest that stand-biased desks impact cognition depending on grade and sex, indicating a complex relationship that should be teased out further in future research. Stand-biased desks showed moderate improvements in cognition and no deleterious effects, suggesting that they may be a helpful classroom intervention for children in elementary school.

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McDermott, Helen R., Patricia A. Prelock, and Ashley R. Brien. "Mental State Expression During Peer Play: A Comparison of Typically Developing Children and Children With Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 35, no. 2 (January 24, 2020): 108–17. http://dx.doi.org/10.1177/1088357620902483.

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This study examined the relationship between mental state term use in children with autism spectrum disorder (ASD) and typically developing (TD) children engaged in play. Expression of mental state terms was used as an indicator of theory of mind (ToM) skills. Archived data were used to compare mental state term use for five ASD-TD dyads engaged in various play contexts. During imaginative play, children with ASD used fewer cognition mental state terms than TD children but used a similar number of emotion mental state terms. In combination play, both groups used similar numbers of cognition and emotion mental state terms. Play context implicates use of mental state terms in expression in children with ASD. Scaffolding use of mental state terms during play may provide an opportunity for children to use more advanced levels of ToM, including cognitive mental state term expression, when engaged with peers.

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Yu, Zhen, and Jianhong Wang. "Design Strategies of Outdoor Recreational Spaces for Preoperational Stage Children based on Embodied Cognitive Perspective." Highlights in Art and Design 3, no. 2 (June 26, 2023): 68–72. http://dx.doi.org/10.54097/hiaad.v3i2.10231.

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This article, based on an embodied cognitive perspective, focuses on the design of outdoor recreation spaces for children in the preoperational stage. It explores the embodied cognitive theory and the specific requirements of children's outdoor recreation spaces, highlighting the suitability of embodied cognition for current design needs. By analyzing the embodied cognitive characteristics of children in the preoperational stage and reviewing relevant research, this study proposes design elements based on embodied cognition. Six design strategies for children's outdoor recreation spaces are presented, including children's participation, sensory experiences, spatial layout, natural elements, image and symbol representation, and safety considerations. The aim is to provide insights for the design of children's outdoor recreation spaces in related fields.

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Ohls, Robin K., Jean Lowe, Ronald A. Yeo, Shrena Patel, Sarah Winter, Richard A. Campbell, Shawna Baker, and John Phillips. "Longitudinal Assessment of Preterm Infants Treated with Erythropoiesis Stimulating Agents." Current Pediatric Reviews 19, no. 4 (November 2023): 417–24. http://dx.doi.org/10.2174/1573396319666221219114704.

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Objective: We previously reported improved neurodevelopment at 2 and 4 years among preterm infants treated with erythropoietin or darbepoetin, known as erythropoiesis-stimulating agents (ESAs). We now characterize longitudinal outcomes through 6 years. Methods: Children randomized to ESAs or placebo were evaluated at 6 years. Healthy-term chil-dren served as controls. Tests of cognition and executive function (EF) were performed. Results: Cognitive/EF scores remained similar between 4 and 6 years within each group (ESA: 43 children; placebo: 17 children; term: 21 children). ESA recipients scored higher than placebo on Full-Scale IQ (94.2 ± 18.6 vs. 81.6 ± 16.7, p = 0.022), and Performance IQ (97.3 ± 16.2 vs. 81.7 ± 15.2, = 0.005). Aggregate EF trended better for the ESA group. Term controls scored better than placebo on all measures. ESA and term controls scored similarly on cognitive and EF tests. Conclusions: ESA recipients had better outcomes than placebo recipients, and were similar to term children. ESAs may improve long-term cognition and executive function in preterm infants.

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Journal articles on the topic 'Cognition in children'

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