Log in

Relevant bibliographies by topics / Cognitive development in children / Journal articles

Journal articles on the topic 'Cognitive development in children'

To see the other types of publications on this topic, follow the link: Cognitive development in children.

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Cognitive development in children.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Crotty, Jennifer E., Susanne P. Martin-Herz, and Rebecca J. Scharf. "Cognitive Development." Pediatrics In Review 44, no. 2 (February 1, 2023): 58–67. http://dx.doi.org/10.1542/pir.2021-005069.

Full text

Abstract:

Cognitive development in children begins with brain development. Early life exposures may both positively and negatively influence cognitive development in children. Infants, toddlers, and children learn best in secure, nurturing environments and when attachment to a consistent caregiver is present. Pediatricians can screen for both social determinants of health and developmental milestones at office visits to address barriers to care and promote positive cognitive and learning outcomes. Pediatricians may model developmental stimulation during office visits to talk with an infant/child, asking questions of a child, singing and pointing to pictures in books, and modeling responsive listening. Pediatricians may support caregivers to talk with their children, read to their children, and avoid/reduce screen time. Pediatricians can help point caregivers to resources for parent training, Head Start, and quality preschool programs. School readiness has both pre-academic and socioemotional components and can have long-term effects on a child’s school success, health, and quality of life. School readiness depends on both the child and the caregiver being ready for school, taking into account caregiver and child health and mental health and child cognitive development.

APA, Harvard, Vancouver, ISO, and other styles

2

Lai, Te-Jen, Yue-Liang Guo, Mey-Lin Yu, Huei-Chen Ko, and Chen-Chin Hsu. "Cognitive development in Yucheng children." Chemosphere 29, no. 9-11 (November 1994): 2405–11. http://dx.doi.org/10.1016/0045-6535(94)90409-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Barac, Raluca, and Ellen Bialystok. "Cognitive development of bilingual children." Language Teaching 44, no. 1 (December 3, 2010): 36–54. http://dx.doi.org/10.1017/s0261444810000339.

Full text

Abstract:

There has always been a common-sense view that the number of languages that children learn, whether through natural exposure or educational intervention, has consequences for their development. The assumption was that these consequences were potentially damaging. Even now, after approximately 50 years of research on the topic, parents remain concerned about their children's development when it includes a bilingual experience. It is now clear that although parents were correct that speaking more than one language has consequences, the assumption about the nature of these consequences is not: the outcome of the experience is in fact the opposite of what many early researchers claimed and what many contemporary parents intuitively believe. In contrast to early warnings about negative consequences, bilingualism turns out to be an experience that benefits many aspects of children's development. Although there are documented delays in acquiring some formal aspects of each language, such as vocabulary (Bialystok 2010), bilingualism has either no effect (intelligence) or positive effects (metalinguistic awareness, cognitive development) on development.

APA, Harvard, Vancouver, ISO, and other styles

4

Friedrich, M. J. "Boosting Cognitive Development in Children." JAMA 317, no. 11 (March 21, 2017): 1109. http://dx.doi.org/10.1001/jama.2017.2347.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Toshtemir Qizi, Rayimova Gulmira, and To'rayeva Dilnoza Ismoilovna. "SPECIFIC TO THE DEVELOPMENT OF SPEECH IN MENTALLY RETARDED CHILDREN FEATURES CHARACTERISTIC OF SPEECH DEVELOPMENT IN MENTALLY RETARDED CHILDREN." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 1, 2022): 117–21. http://dx.doi.org/10.55640/eijmrms-02-10-21.

Full text

Abstract:

In the article we can learn about the fact that the cognitive impairment of children with intellectual disabilities is characterized by limited perception of the world around them, poor communication, lack of interest, decreased demand for speech, retarded speech development.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

Pakpahan, Farida Hanum, and Marice Saragih. "Theory Of Cognitive Development By Jean Piaget." Journal of Applied Linguistics 2, no. 2 (July 28, 2022): 55–60. http://dx.doi.org/10.52622/joal.v2i2.79.

Full text

Abstract:

Although many core themes and concepts unite the field of cognitive development, it is a wide and varied field, particularly when it comes to cognitive development in early. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget’s theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget’s theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant’s capacity. Piaget also neglected cultural and social interaction factors in the development of children’s cognition and thinking ability. Cognitive development occurs at several stages during childhood. As a result, cognitive development studies the nature of child development in terms of how they gain conscious control over their intellect and behavior. Piaget contributions, particularly in regards to the process of education among children and transferring cognition into psychology, have had a significant effect on the science of child development. Keywords: Cognitive Development, Child Development

APA, Harvard, Vancouver, ISO, and other styles

8

Millichap, J. Gordon. "Cognitive Development of Children with Craniosynostosis." Pediatric Neurology Briefs 29, no. 6 (June 30, 2015): 47. http://dx.doi.org/10.15844/pedneurbriefs-29-6-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Black, Jennifer L., Domingo J. Piñero, and Niyati Parekh. "Zinc and Cognitive Development in Children." Topics in Clinical Nutrition 24, no. 2 (April 2009): 130–38. http://dx.doi.org/10.1097/tin.0b013e3181a6b947.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Muter, Valerie. "Cognitive and Language Development in Children." Child and Adolescent Mental Health 10, no. 4 (November 2005): 213. http://dx.doi.org/10.1111/j.1475-3588.2005.00377_5.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Duijff, Sasja N., Petra W. J. Klaassen, Henriette F. N. Swanenburg de Veye, Frits A. Beemer, Gerben Sinnema, and Jacob A. S. Vorstman. "Cognitive development in children with 22q11.2 deletion syndrome." British Journal of Psychiatry 200, no. 6 (June 2012): 462–68. http://dx.doi.org/10.1192/bjp.bp.111.097139.

Full text

Abstract:

BackgroundPeople with 22q11.2 deletion syndrome (velo-cardio-facial syndrome) have a 30-fold risk of developing schizophrenia. In the general population the schizophrenia phenotype includes a cognitive deficit and a decline in academic performance preceding the first episode of psychosis in a subgroup of patients. Findings of cross-sectional studies suggest that cognitive abilities may decline over time in some children with 22q11.2 deletion syndrome. If confirmed longitudinally, this could indicate that one or more genes within 22q11.2 are involved in cognitive decline.AimsTo assess longitudinally the change in IQ scores in children with 22q11.2 deletion syndrome.MethodSixty-nine children with the syndrome were cognitively assessed two or three times at set ages 5.5 years, 7.5 years and 9.5 years.ResultsA mean significant decline of 9.7 Full Scale IQ points was found between ages 5.5 years and 9.5 years. In addition to the overall relative decline that occurred when results were scored according to age-specific IQ norms, in 10 out of a group of 29 children an absolute decrease in cognitive raw scores was found between ages 7.5 years and 9.5 years. The decline was not associated with a change in behavioural measures.ConclusionsThe finding of cognitive decline can be only partly explained as the result of ‘growing into deficit’; about a third of 29 children showed an absolute loss of cognitive faculties. The results underline the importance of early psychiatric screening in this population and indicate that further study of the genes at the 22q11.2 locus may be relevant to understanding the genetic basis of early cognitive deterioration.

APA, Harvard, Vancouver, ISO, and other styles

12

Larson, Leila M., Kamija S. Phiri, and Sant-Rayn Pasricha. "Iron and Cognitive Development: What Is the Evidence?" Annals of Nutrition and Metabolism 71, Suppl. 3 (2017): 25–38. http://dx.doi.org/10.1159/000480742.

Full text

Abstract:

The theoretical irreversible damage that iron deficiency and iron deficiency anemia can exert on child development makes a compelling argument for action to alleviate the burden. However, a critical analysis of evidence from iron interventions in early life is necessary to determine whether and how iron interventions improve cognitive outcomes. Key iron interventions used in clinical and public health practice include oral iron supplementation and, in young children, iron-containing multiple micronutrient powders. This article examines the evidence to answer 4 main questions. (1) Does antenatal iron supplementation influence long-term child cognitive development? (2) Does oral iron supplementation in preschool children improve short-term cognitive development? (3) Does oral iron supplementation in older children improve cognitive development? And (4), can provision of iron harm cognitive development? Early trials indicated benefit from parenteral iron in young children regardless of anemia status. There also appears to be evidence for benefit using oral iron treatment on cognitive performance in anemic primary school children. However, antenatal and early childhood oral iron intervention studies show inconsistent effects on early and long-term childhood cognitive outcomes. These data suggest either that (a) effects from oral iron on cognitive development in young children are small or nonexistent or that (b) heterogeneity between trials and the low quality of many studies make assessment of effect difficult. Importantly, few large, placebo-controlled trials in under-2-year-old children in low-income settings assessing effects of iron interventions on cognition have been performed; high-quality, placebo-controlled, adequately powered trials of universal iron interventions on cognitive performance in young children are urgently needed to justify policies of universal iron intervention in this group.

APA, Harvard, Vancouver, ISO, and other styles

13

Waters, Gloria. "Review of Cognitive development in atypical children: Progress in cognitive development research." Canadian Psychology/Psychologie canadienne 28, no. 1 (1987): 77–78. http://dx.doi.org/10.1037/h0084496.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Yuldasheva, Nilufar Sherkuzi Kizi. "TRADITIONS AND CUSTOMS EFFECT ON COGNITIVE AND BEHAVIORAL DEVELOPMENT OF CHILD." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (June 24, 2021): 68–72. http://dx.doi.org/10.37547/pedagogy-crjp-02-06-14.

Full text

Abstract:

In this article we made an effort to describe positive influence of Uzbek rituals, tradition and customs on behavioral and cognitive development of children. Custom and rituals have a significant role to bring children up in many ways. There are some methods that hidden behind tradition and ritual which are directed to prepare children to life and improve their cognitive development. In order to reveal hidden benefits of customs and rituals in the development of child we made an observation in preschool. According to our observation rituals and customs help to improve child’s attention productivity and to form behavior pattern.

APA, Harvard, Vancouver, ISO, and other styles

15

Szram, Natalia Józefacka. "Children Schooling Achievements in the Course of Early Education and Their Cognitive Development." International Journal of Information and Education Technology 6, no. 12 (2016): 927–33. http://dx.doi.org/10.7763/ijiet.2016.v6.819.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Olga V., Akulova. "Development of Cognitive Activity of Preschool Children: to the Problem Statement." Scholarly Notes of Transbaikal State University 16, no. 2 (May 2021): 6–13. http://dx.doi.org/10.21209/2658-7114-2021-16-2-6-13.

Full text

Abstract:

The article deals with the interpretation of the “cognitive activity” concept. Based on the analysis of classical and modern studies, the author formulates the author’s definition of “cognitive activity of preschool children” as a motivational basis for children’s activities and research behavior; the quality of personality that affects the formation of initiative and independence in various types of activities; the condition for obtaining a higher result of activity and increasing the significance of the process of cognition for the child. The place of cognitive activity in the structure of children’s activities is shown. The system of cognitive activity of a preschooler is represented by two subsystems: the search for information and the use of experience in activities. The idea of the need to integrate the content of the knowledge areas for the initiation of cognitive activity of preschoolers is proved. Two types of cognitive activity of 3–7 years aged children are revealed: independent and initiated by an adult. The levels of preschool children`s cognitive activity are characterized: reproducing, heuristic, creative. The article substantiates the potential of three types variable educational routes technology using (“help”, “support”, “development assistance”) for building targeted support for the cognitive activity of preschool children. Keywords: cognitive activity, levels of cognitive activity, cognitive development, children of preschool age, preschool children activities, educational support, variable educational route

APA, Harvard, Vancouver, ISO, and other styles

17

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

18

Naidu, B. R., and Belle Wallace. "Television's Effect on Cognitive Development." Gifted Education International 9, no. 1 (January 1993): 5–11. http://dx.doi.org/10.1177/026142949300900102.

Full text

Abstract:

This article argues that children need to be taught a range of television thinking skills if they are to use the medium of television as an educating force over which they have control and discernment. The paper argues that television can be a powerful tool in the development of thinking skills if educators and the children understand the medium itself in the same way that they are taught a wide range of skills in their use of literature.

APA, Harvard, Vancouver, ISO, and other styles

19

KOVACS, MARIA, and DAVID GOLDSTON. "Cognitive and Social Cognitive Development of Depressed Children and Adolescents." Journal of the American Academy of Child & Adolescent Psychiatry 30, no. 3 (May 1991): 388–92. http://dx.doi.org/10.1097/00004583-199105000-00006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Siwalei, Annie, and Sidney O. C. Mwaba. "Effect of Incarceration on Children's Cognitive Development." Journal of Law and Social Sciences 2, no. 1 (January 27, 2021): 39–52. http://dx.doi.org/10.53974/unza.jlss.2.1.430.

Full text

Abstract:

Imprisonment of parents causes many hardships for children. Children of incarcerated mothers usually experience disruptions in their home environments and child care arrangements and usually also experience social stigmatization. Children who accompany their mothers into prison are exposed to conditions that in all probability affect their cognitive development. This study investigated the possible effects that growing up in prison has on the cognitive development of children incarcerated together with their mothers. 34 children ranging in age between 2 and 4 years participated in this study together with their mothers. 17 of the children (10 girls and 7 boys) were incarcerated with their mothers and the other 17 children (9 girls and 8 boys) were not incarcerated and lived with their mothers in their homes. The incarcerated children were matched in demographic characteristics with non incarcerated children. The SON-R 2.5-7, an individual intelligence test for general application which does not require the use of spoken or written language was administered to measure the cognitive ability of the children. Qualitative data was also collected through informal discussions with the mothers and the prison warders on their perceptions on the cognitive ability of the children. A one way Analysis of Variance (ANOVA) was computed to find out if there was a significant difference between the means of the two groups i. e the incarcerated and the non-incarcerated children. The results indicated a significant difference in performance between the two groups, with the incarcerated children performing worse than the non incarcerated children. Implications of the findings are discussed in relation to the cognitive development of 'incarcerated' and non 'incarcerated' children.

APA, Harvard, Vancouver, ISO, and other styles

21

Stan, Gabriel, and Lucia Savca. "Metode de stimulare cognitivă a copiilor preșcolari." Psihologia. Revista științifico-practică = Psychology. Scientific-practical journal 39, no. 2 (December 2021): 11–20. http://dx.doi.org/10.46728/pspj.2021.v39.i2.p11-20.

Full text

Abstract:

The study was conducted in 2019 over a period of 8 months in Ilfov County. The study included 148 participants (N = 148). The control group (GC) consists of 74 children, 34 boys and 40 girls. Of the 74 children, 17 are 4 years old, 22 are 5 years old and 35 are 6 years old. The experimental group (GE) consists of 74 children, 32 boys and 42 girls. Of the 74 children, 21 are 4 years old, 21 are 5 years old and 32 are 6 years old. The study aimed to examine the impact of cognitive stimulation of preschoolers in workshops with group and individual sessions on cognitive development. The results show the positive impact of the methods used on the cognitive development of preschoolers. The cognitive stimulation program proposes an innovative therapeutic environment, motivating and compatible with the reality of each child. The activities of stimulating the cognitive abilities of the participants in the experimental group included the Feuerstein working method, which proved promising preliminary results, which determines us to expand our studies in the future. The preschoolers in the control group received only the stimulation related to the educational activities and programs.

APA, Harvard, Vancouver, ISO, and other styles

22

Devi, K. Suneetha. "Application of Fundamental Mathematical Structure using a Self Game for Cognitive Development in Children." International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (April 30, 2019): 843–46. http://dx.doi.org/10.31142/ijtsrd23121.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Almakhan, Kabylova, and Kussainova Manshuk. "Primary School Children Cognitive Processes Development Research." Creative Education 05, no. 04 (2014): 155–63. http://dx.doi.org/10.4236/ce.2014.54024.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Paxson, Christina, and Norbert Schady. "Cognitive Development among Young Children in Ecuador." Journal of Human Resources XLII, no. 1 (2007): 49–84. http://dx.doi.org/10.3368/jhr.xlii.1.49.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Ragona, Francesca. "Cognitive development in children with Dravet syndrome." Epilepsia 52 (April 2011): 39–43. http://dx.doi.org/10.1111/j.1528-1167.2011.03000.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Holwerda-Kuipers, J. "THE COGNITIVE DEVELOPMENT OF LOW-BIRTHWEIGHT CHILDREN." Journal of Child Psychology and Psychiatry 28, no. 2 (March 1987): 321–28. http://dx.doi.org/10.1111/j.1469-7610.1987.tb00214.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Bornstein, Marc H., and Catherine S. Tamis-LeMonda. "Maternal responsiveness and cognitive development in children." New Directions for Child and Adolescent Development 1989, no. 43 (1989): 49–61. http://dx.doi.org/10.1002/cd.23219894306.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Putra, Windisyah. "Cognitive Development in the Golden Ages." Journal of Educational Analytics 1, no. 3 (November 30, 2022): 215–24. http://dx.doi.org/10.55927/jeda.v1i3.1695.

Full text

Abstract:

When children develop their cognitive abilities, two processes occur within them, namely the first is the process of organizing information, namely the process of linking information received with existing knowledge structures, and the second is the process of adaptation, which contains two activities; (1) combining received knowledge (assimilation) and (2) changing the existing knowledge structure with a new knowledge structure (accommodation). This change results in a multi-faceted interaction network. Developmental factors are also influenced by the phase before birth (prenatal), at birth (perinatal) and after birth (postnatal). At least it can be concluded that every child is unique and no two children have exactly the same cognitive abilities, even though they were born in identical twins from one egg cell. Early childhood is in the most rapid phase of cognitive development. Cognitive development of children begins in the womb. It is influenced by many factors, including physical maturity, experiences and interactions between children and the people around them. Cognitive skills in children occur through an elaboration process in the brain (mind) not outside the brain a brief statement of the results and implications, if any.

APA, Harvard, Vancouver, ISO, and other styles

29

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

30

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

31

Nabuzoka, Dabie, and Janet M. Empson. "Social cognitive development of children with learning difficulties." Educational and Child Psychology 19, no. 4 (2002): 16–26. http://dx.doi.org/10.53841/bpsecp.2002.19.4.16.

Full text

Abstract:

AbstractThis paper discusses social cognitive functioning of children with learning difficulties (LD) as a focus for intervention in schools. Research linking such functioning with social emotional adjustment is discussed. This suggests that social cognitive skills of children with LD significantly account for the quality of their social relationships. However, studies also suggest that social adjustment is often a result of complex interactions between the child’s functional level and the social ecology of the school. Findings from studies of normally developing children in their natural environments are discussed in relation to their implications for interventions involving children with LD. Intervention strategies that go beyond mere social skills training for children with LD are suggested. It is argued that while such children may benefit from training in social cognitive skills, problems in social relations cannot be explained solely by deficits in social cognitive functioning. Rather, the way social cognitive factors may be implicated in the social emotional adjustment of such children should be seen as sometimes secondary, and not primary, to the presenting difficulties.

APA, Harvard, Vancouver, ISO, and other styles

32

Sisto, F. F., S. Urquijo, and M. T. C. C. Souza. "Peer Acceptance and Cognitive Development." Psychological Reports 84, no. 2 (April 1999): 611–16. http://dx.doi.org/10.2466/pr0.1999.84.2.611.

Full text

Abstract:

To verify whether development of cognitive skills and peer acceptance are necessarily linked, 212 students of low socioeconomic status in the first, second, and third grades of a public school in Brazil were studied. A sociometric evaluation of peer group acceptance in play and study situations was conducted. The cognitive tasks were the mental imaging and conservation of mass and length (operative casks) as well as location of dice and equidistancing arrangements (creation of possibilities tasks). Analysis showed the children identified as desirable study companions had highly developed general cognitive abilities, and those chosen as desirable for both study and play not only had highly developed general cognitive abilities but also highly developed operativeness. Children who were socially isolated, however, had even higher mean cognitive assessment score in relation to both creation of possibilities and general cognitive development than did those with ratings of negative or positive salience.

APA, Harvard, Vancouver, ISO, and other styles

33

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

34

Onifade, Oyepeju Mary, Jesse Abiodun Otegbayo, Joshua Odunayo Akinyemi, Titus Ayodeji Oyedele, and Ademola Richard Akinlade. "Nutritional status as a determinant of cognitive development among preschool children in South-Western Nigeria." British Food Journal 118, no. 7 (July 4, 2016): 1568–78. http://dx.doi.org/10.1108/bfj-11-2015-0445.

Full text

Abstract:

Purpose – Improving the health of children under the age of five is one of the main objectives of primary healthcare services in most developing countries. The purpose of this paper is to identify the nutritional status of children under the age of five and its impact on cognitive function. Design/methodology/approach – The cross-sectional study was carried out in a semi-urban community in south-western Nigeria. The sample consisted of 220 school children under the age of five. Anthropometric measurements including weight, height and mid arm circumference were carried out to determine the nutritional status of the children. Cognitive function of the children was assessed using a developmental checklist developed by the American Academy of Pediatrics and their performance was graded as good, fair and poor. Findings – The overall prevalence of malnutrition in this study was low with stunting, underweight and wasting recording 8.2, 6.8 and 1.8 percent, respectively thereby making stunting the most common malnutrition indicator in this study. A large proportion of the children (88.6 percent) had good cognitive performance while 11.4 and 5.5 percent had fair and poor cognitive performance, respectively. Among the various malnutrition indicators measured in this study, stunting was found to have a statistically significant association with cognitive development (p=0.005).Stunted children have multiple functional disadvantages that persist throughout childhood and poor nutrition almost certainly plays a role. This paper calls for a need for the Nigerian Government to intervene by ensuring that policies are implemented that will ensure that health and nutritional needs of preschool children are guaranteed right from conception. Originality/value – In view of the importance of nutrition for cognition in children, this research has shown that the cognitive function of preschool children can be affected by stunting and it has contributed to global data on nutrition and cognition particularly in South-Western Nigeria.

APA, Harvard, Vancouver, ISO, and other styles

35

Solovyeva, E. V. "Children conceived by IVF: specifics of mental development." Psychological-Educational Studies 6, no. 1 (2014): 261–72. http://dx.doi.org/10.17759/psyedu.2014060129.

Full text

Abstract:

The study focuses on the problem of mental development of children conceived by in vitro fertilization (IVF) and presents the results of a comparative research of cognitive development of 135 children conceived spontaneously and 135 children conceived by IVF, aged from 11 to 37 months. Data were collected at the Center for Family Planning and Reproduction, Moscow. We used diagnostics of infants’ neuropsychological development (E.L. Frukht), psycho-pedagogical study of mental development of early-aged children (E.A. Strebeleva) and medical history data. We found peculiarities in cognitive development of early-aged children conceived by IVF compared with those conceived spontaneously. Children born after 4-9 IVF cycles have demonstrated cognitive development lags significantly more often than those conceived naturally or after 1-3 IVF cycles. Among children conceived spontaneously share of children with normal cognitive development did not differ on the first, second and third years of life; in a group of children conceived after 1-3 IVF cycles, number of children with normal cognitive development increased from first to third year.

APA, Harvard, Vancouver, ISO, and other styles

36

Hanifah, Inas, Fitri Oviyanti, and Muhtarom. "Child cognitive development based on the maternal education." Aṭfālunā Journal of Islamic Early Childhood Education 5, no. 1 (June 30, 2022): 15–24. http://dx.doi.org/10.32505/atfaluna.v5i1.4070.

Full text

Abstract:

This quantitative research explores the differences in early childhood cognitive development levels based on the mother’s educational background. Using observation-based performance assessments, measure children’s cognitive development through 3 aspects: child social interaction, understanding of symbols, and reasoning involving samples. This study involved 30 children aged 5-6 years divided into two groups. The first group was children who had mothers with university-level education, while the other group was children with high school-level education. The collected data were analyzed to describe the demographic char samples’ demographic characteristics using an independent t-test to measure cognitive differences between the two groups of children. Significantly the educated mother results showed differences in cognitive development between the groups. Children with highly educated mothers have better cognitive abilities than children with mothers from a lower level of education. This research has implications for the importance of parental education to optimize children’s cognitive development.

APA, Harvard, Vancouver, ISO, and other styles

37

Maurya, Rachana, and Faziullah Khan. "Cognitive Development in Children with Autism Spectrum Disorder: A Piaget’s Cognitive Developmental Approach." Mind and Society 10, no. 03-04 (April 18, 2021): 117–24. http://dx.doi.org/10.56011/mind-mri-103-420224.

Full text

Abstract:

Children with autism spectrum disorder often experience difficulties in cognitive skills related to understating, comprehending, analyzing, synthesizing, evaluating, and differentiating between two objects. The present study objective to investigate the effect of Piaget based cognitive tasks on the cognitive skills of children with autism spectrum disorder (ASD). Eight children with ASD were selected through purposive sampling and assigned for the intervention program. To measure IQ, the Non-Verbal performance test Raven’s colored progressive matrices test was used, and the Indian scale for assessment of autism (ISAA) was used to measure the level of autism spectrum disorder. The IQ was obtained above 80, mild level of ASD, and 6-12 years of the children were placed for this study. The cognitive skills of children were assessed pre- (before) and post- (after intervention). An intervention program based on Piaget’s cognitive tasks was implemented on ASD children for four weeks (six days per week) with 30 minutes per session. The total scores on cognitive skills of ASD children were enhanced in the post-test score. The effects of the Piaget’s cognitive tasks (concrete operational stage: conservation task, classification, and particular reasoning) intervention were most evident in the task performance rating scale on tasks conservation, classification, and particular reasoning. Children with ASD can benefit from the Piaget based cognitive tasks to enhance cognitive skills. The study findings emphasize the effectiveness of the cognitive skills on Piaget based cognitive tasks intervention, which parents may use, psychologists, special educators who work with ASD children.

APA, Harvard, Vancouver, ISO, and other styles

38

Leng Chua, Bee, Oon-Seng Tan, and Paulina Sock Wah Chng. "Mediated Learning Experience: Questions to Enhance Cognitive Development of Young Children." Journal of Cognitive Education and Psychology 16, no. 2 (2017): 178–92. http://dx.doi.org/10.1891/1945-8959.16.2.178.

Full text

Abstract:

Mediated learning experience (MLE) stresses that the quality of interaction between the child and the environment via a human mediator plays a pivotal role in the cognitive development of the individual. Feuerstein’s theory of structural cognitive modifiability posited that humans have the propensity to change the structure of their cognitive functioning. Therefore, teachers and practitioners can intervene early during early childhood to potentially enhance cognition functions of young children, which will prepare them for successful adaptation to the rapidly changing environment. This article rides on the theoretical underpinnings of Feuerstein’s theory of MLE to elaborate appropriate use of questions to enhance cognitive development during early childhood. Essentially, appropriate conditions foster the mediation of intentionality and reciprocity, meaning, and transcendence, the three parameters necessary for mediated interaction to take place and questions are used to mediate the parameters as we scaffold through teacher–student interactions.

APA, Harvard, Vancouver, ISO, and other styles

39

D.I., Saidova. "THE USE OF DEVELOPMENTAL EDUCATIONAL TECHNOLOGIES IN ACTIVATING THE COGNITIVE PROCESS OF CHILDREN." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 200–203. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-36.

Full text

Abstract:

The article examines the role of educational technologies and their effectiveness in accelerating the reform of the preschool education system and the development of the child’s educational process. The views on the systemic implementation of developing educational technology and its principles in organizations of preschool education are reflected.

APA, Harvard, Vancouver, ISO, and other styles

40

Kirov, R., H. Uebel, B. Albrecht, T. Banaschewski, and A. Rothenberger. "Two faces of rem sleep in normal and psychopathological development." European Psychiatry 26, S2 (March 2011): 422–23. http://dx.doi.org/10.1016/s0924-9338(11)72130-7.

Full text

Abstract:

IntroductionWe have previously found an increased rapid eye movement (REM) sleep in children with attention-deficit/hyperactivity disorder (ADHD).ObjectivesTo further investigate sleep characteristics in children with ADHD and their association with cognitive and neurobehavioral functions.AimsWe asked whether and how REM sleep might have been associated with cognitive ability and neurobehavioral functions in children with ADHD compared with healthy children.MethodsTwenty-three children with ADHD and 21 healthy controls underwent a two-night polysomnography and completed a number of standardized tests for cognitive and neurobehavioral functioning.ResultsCompared with controls, ADHD children exhibited a greater amount of REM sleep. In the ADHD group, the increased amount of REM sleep correlated positively with psychopathological scores (inattention) and negatively with performance intelligence quotient (IQ) (Fig. 1).Fig. 1[Kirov et al_Figure 1]In contrast, in the healthy controls, the REM sleep amount correlated positively with performance IQ and negatively with psychopathological scores (inattention) (Fig. 2).Fig. 2[Kirov et al_Figure 2]ConclusionsWe conclude that REM sleep may have a bi-directional role in cognition and neurobehavioral functioning during childhood depending on the presence or absence of psychopathology.

APA, Harvard, Vancouver, ISO, and other styles

41

Tomasello, Michael. "Culture and Cognitive Development." Current Directions in Psychological Science 9, no. 2 (April 2000): 37–40. http://dx.doi.org/10.1111/1467-8721.00056.

Full text

Abstract:

Human beings are biologically adapted for culture in ways that other primates are not. The difference can be clearly seen when the social learning skills of humans and their nearest primate relatives are systematically compared. The human adaptation for culture begins to make itself manifest in human ontogeny at around 1 year of age as human infants come to understand other persons as intentional agents like the self and so engage in joint attentional interactions with them. This understanding then enables young children (a) to employ some uniquely powerful forms of cultural learning to acquire the accumulated wisdom of their cultures, especially as embodied in language, and also (b) to comprehend their worlds in some uniquely powerful ways involving perspectivally based symbolic representations.

APA, Harvard, Vancouver, ISO, and other styles

42

Mostek, Jan. "Cognitive Development and Language Acquisition in Autistic Children." Science Insights 41, no. 6 (November 30, 2022): 719–24. http://dx.doi.org/10.15354/si.22.re091.

Full text

Abstract:

Autism spectrum disorder (ASD) is typically perceived as a social communication and behavioral disability. However, it is a neurodevelopmental or brain-based condition with widespread consequences on cognitive and social-emotional development caused by genetic events that begin before birth. Cognitive functions of a higher level or those requiring integrative processing are disproportionately hampered in ASD. Normal children can learn any existing language based on their environment; however autistic youngsters find it difficult. The exploration of autistic children’s cognitive and language features has been greatly influenced by theoretical models and research approaches.

APA, Harvard, Vancouver, ISO, and other styles

43

Agustina Nua, Kristian Pano, Wadeltrudis Redempta Reynewa, Yulita Kristina Tai, Maria Hendriani Bedha, Arcangela Ghiriani Nari, and Oktaviani Gulo. "Early Childhood Cognitive Development in Integrated Early Childhood Education Citra Bakti." Jurnal Ilmiah Pendidikan Holistik (JIPH) 2, no. 1 (January 31, 2023): 55–66. http://dx.doi.org/10.55927/jiph.v2i1.2763.

Full text

Abstract:

The ability to restate the concepts or principles that have been learned that is related to the ability to think. The ability to think is one of the developments of the cognitive shutter. The term cognitive comes from the word cognition which has the equivalent of knowing (knowing). Cognitive development is the stages of growth and change that occur occurs in the span of human life to understand, process information, solve problems and know something. Developmental theory is a theory that focuses on changes and developments in physical structure, behavior and mental function in various stages of life, starting from conception to near death. In the process of child development, there are six aspects where the development is very supportive of cognitive aspects in early childhood. The purpose of this study is to increase cognitive intelligence. in group B children, understand the characteristics of children in learning and can reflect on a teacher's self after doing learning. The approach of this method is to use a qualitative approach and use a quantitative approach in which it prioritizes analytical descriptive to solve concepts and also uses statistical numerical concepts.

APA, Harvard, Vancouver, ISO, and other styles

44

Kumar Kesari Yassin, Kavindra, Ruchika Handa, and Ranu Prasad. "Effect of undernutrition on cognitive development of children." International Journal of Food, Nutrition and Public Health 3, no. 2 (January 13, 2010): 133–48. http://dx.doi.org/10.47556/j.ijfnph.3.2.2010.3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Rathouz, Paul J., Qianqian Zhao, Jana E. Jones, Daren C. Jackson, David A. Hsu, Carl E. Stafstrom, Michael Seidenberg, and Bruce P. Hermann. "Cognitive development in children with new onset epilepsy." Developmental Medicine & Child Neurology 56, no. 7 (March 21, 2014): 635–41. http://dx.doi.org/10.1111/dmcn.12432.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Mazzocco, Michele M. M., Ann M. Nord, William Van Doorninck, Carol L. Greene, Caryn G. Kovar, and Bruce F. Pennington. "Cognitive development among children with early‐treated phenylketonuria." Developmental Neuropsychology 10, no. 2 (January 1994): 133–51. http://dx.doi.org/10.1080/87565649409540573.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Bryan, Janet, Saskia Osendarp, Donna Hughes, Eva Calvaresi, Katrine Baghurst, and Jan-Willem Klinken. "Nutrients for Cognitive Development in School-aged Children." Nutrition Reviews 62, no. 8 (August 2004): 295–306. http://dx.doi.org/10.1111/j.1753-4887.2004.tb00055.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Caudle, Susan E., Jennifer M. Katzenstein, John S. Oghalai, Jerry Lin, and Donald D. Caudle. "Nonverbal Cognitive Development in Children With Cochlear Implants." Assessment 21, no. 1 (February 20, 2012): 119–28. http://dx.doi.org/10.1177/1073191112437594.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Conerly, Rhonda C., Kristi C. Guest, and Fred Biasini. "Longitudinal cognitive development of children prenatally drug-exposed." Infant Behavior and Development 21 (April 1998): 353. http://dx.doi.org/10.1016/s0163-6383(98)91566-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

CECI, S. J. "Memory Development: Cognitive Learning and Memory in Children." Science 231, no. 4744 (March 21, 1986): 1452. http://dx.doi.org/10.1126/science.231.4744.1452.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!