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1
Jeder, Daniela. "Pedagogy of diversity in teacher training." Journal of Education, Society & Multiculturalism 3, no. 2 (December 1, 2022): 236–43. http://dx.doi.org/10.2478/jesm-2022-0029.
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Abstract The present work outlines a series of arguments that support the need for awareness and involvement of teacher trainers in the development of competences for diversity from the stage of initial training. The work also proposes an analysis of knowledge, skills, attitudes of a cognitive, social, emotional nature, self-knowledge capacities, ethical values, etc. as structured ensembles that can be dynamically trained for the purpose of training and developing the competences for diversity of teachers. A sequential presentation of the Professional Standards for teachers from Romania, Great Britain, Australia and France from the perspective of diversity and inclusion offers some benchmarks for an educational practice that promotes equal opportunities for education and development of all children, regardless of differences in the socio-economic status, language, culture/personality, race/ethnicity, religion, abilities or disabilities, learning styles, aspects of personality etc. that differentiate them.
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Pattison, Clare, and Robert M. Lynd-Stevenson. "The Prevention of Depressive Symptoms in Children: The Immediate and Long-term Outcomes of a School-based Program." Behaviour Change 18, no. 2 (June 1, 2001): 92–102. http://dx.doi.org/10.1375/bech.18.2.92.
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AbstractThe ability of a school-based program with training in both cognitive and social skills to prevent depressive symptoms in children (the Penn Prevention Program) was evaluated. Research conducted in Australia has failed to replicate the success of the program in the United States. Also evaluated was the ability of the program to reduce the symptoms of anxiety, the assumption that changes in social skills and cognitive style would be associated with changes in symptoms of depression and anxiety, and the relative merits of the cognitive and social components of the program. Sixty-three children in fifth and sixth grades were randomly allocated to intervention and control groups. There was no evidence that the Penn Prevention Program had any impact on the variables measured at the end of the program or at the 8-month follow-up assessment. Limitations and implications of the present findings are discussed.
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Powell, Martine B., Jane Goodman-Delahunty, Sarah L. Deck, Madeleine Bearman, and Nina Westera. "An evaluation of the question types used by criminal justice professionals with complainants in child sexual assault trials." Journal of Criminology 55, no. 1 (January 4, 2022): 106–24. http://dx.doi.org/10.1177/26338076211068182.
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The way that complainants of child sexual assault are questioned about their experiences can profoundly influence the accuracy, credibility, and consistency of their evidence. This is the case for all people, but especially children whose language, social, and cognitive capacity is still developing. In this study, we examined the questions used by a representative sample of Australian prosecutors, defense lawyers, and judges/magistrates to determine if this is an area that warrants improvement. Our focus was the type of questions used by the different professionals and how (if at all) these varied across complainant age groups (children, adolescents, and adults, total N = 63). Our findings revealed that each complainant group was questioned in a manner known to heighten misunderstanding and error (e.g., complex and leading questions were used frequently by all professional groups). There was also little indication of question adaption according to age (e.g., prosecutors asked children more complex questions than they asked adults). When the results are considered in the context of the broader literature on the impact of different question styles, they suggest that professional development in questioning would improve the quality of trial advocacy and judicial rulings.
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TenHouten, Warren D. "Application of Dual Brain Theory to Cross-Cultural Studies of Cognitive Development and Education." Sociological Perspectives 32, no. 2 (June 1989): 153–67. http://dx.doi.org/10.2307/1389094.
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The cognitive structures of children from minority group, poor, rural, aboriginal, or otherwise socially disadvantaged backgrounds are hypothesized to be gestalt-synthetic in mode of thought and field-dependent in cognitive style; cognitive structures of children from dominant, majority, urban, nonaboriginal, or otherwise advantaged backgrounds, to be relatively logical-analytic and field-independent. These cognitive structures are shown by cerebral lateralization theory to have neurophysiological substrates. Individual hemisphericity, the tendency to rely on the resources of the right or left cerebral hemisphere, is interpreted on four distinct levels: performance hemisphericity, hemispheric activation, hemispheric preference (as personality structure), and cognitive style (lateral flexibility). An illustrative comparison of thinking processes of Australian Aborigines and Australian-born whites is developed using primary and secondary data.
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Oakland, Thomas, Michael Faulkner, and Kyle Bassett. "Temperament styles of children from Australia and the United States." Australian Educational and Developmental Psychologist 19, no. 2 (2004): 35–51. http://dx.doi.org/10.1017/s081651220002928x.
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AbstractTemperament qualities of 308 Australian children are flrst described and then compared with 3623 children in the United States. Australian children display considerable balance in their preferences for extroversion-introversion and organised-flexible styles. However, more prefer thinking than feeling styles and imaginative than practical styles. Gender differences exist on thinking-feeling and practical-imaginative styles. Compared to their USA age peers,Australian children, both boys and girls, are more likely to prefer thinking as well as flexible styles.Australian and USA children generally do not differ in their preferences for extroversion-introversion and practical-imaginative styles.
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Kogan, Nathan, and Carolyn Saarni. "Cognitive styles in children: some evolving trends∗." Early Child Development and Care 43, no. 1 (January 1989): 101–28. http://dx.doi.org/10.1080/0300443890430109.
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Santostefano, Sebastiano, Mª Angeles Quiroga Estévez, and Susan Rooney Santostefano. "Life Stressors and Cognitive Styles in Children." Spanish Journal of Psychology 4, no. 1 (May 2001): 37–47. http://dx.doi.org/10.1017/s1138741600005631.
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To explore the way that children's cognitive functioning relates to stressors they report experiencing in every day life, this study used the approach of cognitive control theory, which defines cognition as a set of mobile functions that, in serving adaptation, shift in their organization. Children (N= 93), ranging in age from 56 to 115 months, were administered individually the Life Stressor Interview and several cognitive control tasks. Children who reported being exposed to arguments and threatening gestures among adults made more errors when focusing attention while distracted by stimuli concerning nurture. Children who reported being upset by shootings and fights had more difficulty remembering test information depicting two persons in a shoot-out. The results are discussed in terms of the potential value of an approach that integrates cognitive activity with personality.
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Saracho, Olivia N., and Bernard Spodek. "Matching Preschool Children's and Teachers' Cognitive Styles." Perceptual and Motor Skills 78, no. 2 (April 1994): 683–89. http://dx.doi.org/10.2466/pms.1994.78.2.683.
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The study examined the significance of matching the cognitive styles of 3-, 4-, and 5-yr.-old preschool children and their teachers. 150 female teachers and their children were administered several instruments to measure cognitive style, intelligence, and the teachers' assessment of their classroom children. They included the Peabody Picture Vocabulary Test, Articulation of the Body-concept Scale, and Teachers' Ranking Form. Analysis indicated that teachers assessed their matched and mismatched children's relative standing on a standardized test differently by age. For 3-yr.-olds, field-dependent teachers underestimated their mismatched children more than their other children, while field-independent teachers underestimated their matched children more. Teachers of 4-yr.-old children overestimated all children. For 5-yr.-olds, field-dependent teachers assessed their mismatched children more negatively than their matched children, while field-independent teachers assessed their mismatched children more positively than the field-dependent teachers.
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Galletta, D., M. D’Amaro, S. Celentano, C. Santoriello, and R. Passerini. "Cognitive styles and specific learning disorders in children and adolescents." European Psychiatry 64, S1 (April 2021): S384—S385. http://dx.doi.org/10.1192/j.eurpsy.2021.1031.
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IntroductionLearning Difficulties relates to significant and unusual difficulties in the acquisition and use of one or more of the following areas: listening, speaking, reading, writing and mathematical skills. In the last twenty years, following the research conducted by cognitive psychology, from neuropsychology, from pedagogy and from the confrontation between educators and psychologists, the attention was focused on the cognitive modalities of the subjects engaged in learning tasks.ObjectivesThanks to the study of cognitive styles and Learning Styles thelearning subject was placed at the center of the educational project, stimulating from on the one hand there is also reflection on teaching styles and the most appropriate ones methodologies, teaching methods and methods of approaching the individual disciplines and, on the other hand, prompting clinicians to research around the intellectual peculiarities of each subject and a outline a descriptive criterion of his / her cognitive functioning profile.MethodsThe intellectual scale (WISC IV) of 32 children (aged between 7 and 15 years) with specific learning disabilities was analyzed, in order to highlight the underlying intellectual functioning and any cognitive styles.ResultsAccording to the international scientific literature, the results show a greater fall in the area of working memory, followed by the cognitive domain concerning processing speed.ConclusionsIn detail, by analyzing the individual subtests, greater difficulties are noted, at all ages, in the processes of abstraction and conceptualization, in short-term auditory memory, in the speed of processing and visual-praxic motor coordination.
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Saks, M. "Do Two- and Three-Year-Old Children Have Cognitive Styles?" Soviet Psychology 26, no. 3 (April 1988): 84–102. http://dx.doi.org/10.2753/rpo1061-0405260384.
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Stavrou, Esther, and Joseph L. French. "The K-ABC and cognitive processing styles in autistic children." Journal of School Psychology 30, no. 3 (September 1992): 259–67. http://dx.doi.org/10.1016/0022-4405(92)90010-3.
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Borland, James H. "Cognitive Controls, Cognitive Styles, and Divergent Production in Gifted Preadolescents." Journal for the Education of the Gifted 11, no. 4 (July 1988): 57–82. http://dx.doi.org/10.1177/016235328801100407.
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The concept of cognitive style is discussed as a means of shedding light on the nature of giftedness and explaining differences in performance among individuals equally high in measured intellectual ability. Particular attention is given to the cognitive-style theory derived from ego psychology that focuses on what is known as the “cognitive control,” a cognitive structure that mediates the expression of drives in light of conditions that obtain in the external world. A study is described in which six cognitive controls were isolated through factor analysis in a sample of 59 intermediate-grade gifted children. Three cognitive styles, each representing a cluster of cognitive controls, were defined by cluster analysis. The cognitive style labeled “strict percept-strict concept” was associated with greater facility in divergent thinking on two of three dependent variables. The findings are interpreted as lending support to attempts to explain giftedness through the use of qualitative or style constructs.
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Halfpenny, Caitlin Charlotte, and Lucy Amelia James. "Humor styles and empathy in junior-school children." Europe’s Journal of Psychology 16, no. 1 (March 3, 2020): 148–66. http://dx.doi.org/10.5964/ejop.v16i1.1934.
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Humor is a complex phenomenon. For one individual a joke may be perceived as comical, yet for another, the same joke may be deemed completely inappropriate. The appropriate use of humor is perhaps dependent on how a humorist relates to, understands and can empathize with their audience. Thus, the present research aimed to determine whether empathy is related to junior-school children’s use of different humor styles. It has been proposed that four styles of humor exist, two of which are thought to be adaptive (affiliative and self-enhancing) and two of which are thought to be maladaptive (aggressive and self-defeating). However, research exploring the role of humor styles in younger children’s development has been limited. To investigate this the Humor Styles Questionnaire for young children (HSQ-Y) and the Thinking and Feeling Questionnaire were administered to 214 UK children aged 9-11 years old. Correlational analyses revealed that self-enhancing humor is associated with cognitive empathy, affective empathy and sympathy, affiliative humor is positively associated with cognitive empathy specifically and aggressive humor is negatively associated with affective empathy and sympathy. Possible explanations for these associations are explored, with a consideration of the direction for future research in this predominantly unexplored field of study.
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Kim, Kyungil, and Chang Hwan Lee. "Distinctive Linguistic Styles in Children with ADHD." Psychological Reports 105, no. 2 (October 2009): 365–71. http://dx.doi.org/10.2466/pr0.105.2.365-371.
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To assess whether the writing styles of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) combined type differ significantly from those of children in a nonclinical control group, writing samples from 17 children with ADHD combined type and 18 children in a nonclinical control group were compared using the language analysis program Korean Linguistic Inquiry and Word Count. These writing samples, produced in response to instructions, served as dependent variables. Analysis showed that children with ADHD used fewer linguistic variables (e.g., sentences, phrases, and morphemes) than the control group. In addition, the ADHD group used fewer words reflecting cognitive processes and fewer pronouns than members of the control group. Also, the ADHD group showed a different pattern in the use of words referring to friends. This study provides preliminary descriptive data on language use among children diagnosed with a main subtype of ADHD.
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Schepman, Karen, Eric Fombonne, Stephan Collishaw, and Eric Taylor. "Cognitive styles in depressed children with and without comorbid conduct disorder." Journal of Adolescence 37, no. 5 (July 2014): 622–31. http://dx.doi.org/10.1016/j.adolescence.2014.04.004.
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Ghanouni, Parisa, Amir Hossein Memari, Monir Shayestehfar, Pouria Moshayedi, Shahriar Gharibzadeh, and Vahid Ziaee. "Biological Motion Perception Is Affected by Age and Cognitive Style in Children Aged 8–15." Neurology Research International 2015 (2015): 1–6. http://dx.doi.org/10.1155/2015/594042.
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The current paper aims to address the question of how biological motion perception in different social contexts is influenced by age or also affected by cognitive styles. We examined developmental changes of biological motion perception among 141 school children aged 8–15 using point-light displays in monadic and dyadic social contexts. Furthermore, the cognitive styles of participants were investigated using empathizing-systemizing questionnaires. Results showed that the age and empathizing ability strongly predicted improvement in action perception in both contexts. However the systemizing ability was an independent predictor of performance only in monadic contexts. Furthermore, accuracy of action perception increased significantly from 46.4% (SD = 16.1) in monadic to 62.5% (SD = 11.5) in dyadic social contexts. This study can help to identify the roles of social context in biological motion perception and shows that children with different cognitive styles may present different biological motion perception.
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Eghbali Ghazijahani, Nasrin, Ramazan Hassanzadeh, and Yarali Doosti. "The Effectiveness Companion of Cognitive Behavioral Interventions and the Sensory Processing Styles Training on Behavioral Problems in Children Aged 7-12 Years." International Clinical Neuroscience Journal 6, no. 1 (March 20, 2019): 11–16. http://dx.doi.org/10.15171/icnj.2019.03.
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Background: Children’s health is very important in societies. Children’s behavioral problems result in efficiency rate reducing in educational performance. Therefore, solving these problems is necessary. This study aimed to compare the effectiveness of cognitive-behavioral interventions and sensory processing styles training on children’s behavioral problems (7-12 aged). Methods: The current study was quasi-experimental with the pretest-posttest design. The statistical population of this research included all elementary students of sari city in 2017-2018. Among them, 90 target students (30 students per intervention) were selected as samples by the clustering sampling method and were randomly assigned to control and experimental groups. Experimental groups received cognitive-behavioral interventions and sensory processing styles training orderly. Control group received no training. A child behavioral questionnaire was used to collect information. After scoring the questionnaire and extracting the data, SPSS-21 software used for statistical analysis of multivariate covariance and independent t test. Results: The findings showed that cognitive-behavioral interventions and the training of sensory processing styles have a significant effect on behavioral problems in children and have reduced the internalization and extraversion problems in experimental groups and the effectiveness of the cognitive-behavioral intervention in reducing behavioral problems in children is more significant than teaching sensory processing styles. Conclusion: We suggest that cognitive-behavioral therapy and sensory processing styles training are useful for parents. They help to thought control, ethical behavior and parents, mental health.
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Pedro Solís-Cámara R. and Laura Gomez Mata. "Children's Human Figure Drawings and Impulsive Style at Two Levels of Socioeconomic Status." Perceptual and Motor Skills 61, no. 3_suppl (December 1985): 1039–42. http://dx.doi.org/10.2466/pms.1985.61.3f.1039.
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The relationship between children's reflection-impulsivity styles and their human figure drawings was examined for a sample of Mexican children of middle ( n = 97) and low ( n = 110) socioeconomic status. Drawings were scored for Developmental, Emotional, and Impulsiviry indicators. As in previous research with American preschoolers, the drawings of 23 Mexican preschoolers did not correlate with the styles; however, significant relationships between the styles and Impulsivity scores of older children of low status ( n = 87) were also found, suggesting that, when a higher-level of impulsivity is present in a population, a relationship between styles and drawings may be observed. The findings for low-status preschoolers, even their higher Impulsivity scores, support the notion that Kagan's measure of impulsivity is not appropriate for use with younger children.
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Fadlillah, M., and Ratna Pangastuti. "Parenting Style to Support The Cognitive Development of Early Childhood." Jurnal Iqra' : Kajian Ilmu Pendidikan 7, no. 1 (June 9, 2022): 156–63. http://dx.doi.org/10.25217/ji.v7i1.1614.
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Parents are responsible for the parenting of their children. The parenting style has a very big effect on child development. However, not all types of parenting styles can improve child cognitive competence. This is due to parents’ limited understanding of parenting styles. This study aims to reveal and analyze the role of parenting styles to support the cognitive development of early childhood. This research uses a qualitative method with a library study approach. Data obtained through the study and analysis of literature related to parenting, such as scientific articles and books. The result of literature reviews show that parenting styles play a very important role in the cognitive development of early childhood. The most appropriate and dominant parenting style in optimizing the cognitive competence of early childhood is the authoritative style. This style has the highest demand and response, and it prioritizes warmth, encouragement, and care about early childhood.The authoritative style is believed to be suitable for the need and characteristics of early childhood cognitive development.
Keywords: Parenting Style, Cognitive Development, Early Childhood
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Stoner, Sue B., and Michael A. Glynn. "Cognitive Styles of School-Age Children Showing Attention Deficit Disorders with Hyperactivity." Psychological Reports 61, no. 1 (August 1987): 119–25. http://dx.doi.org/10.2466/pr0.1987.61.1.119.
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Attention deficit disorder with hyperactivity (ADDH) children (23 boys and 5 girls) and 28 normal children (23 boys and 5 girls) were matched by age. The ADDH group had a mean score of 2.06 on the hyperactivity scale of the Parent Symptom Questionnaire; a mean score of 1.5 is accepted as the lower limit for establishing hyperactivity. Both groups were individually administered The Wechsler Intelligence Scale for Children—Revised, Children's Embedded Figures Test, and Matching Familiar Figures Test. No significant difference appeared on the Matching Familiar Figures Test, a measure of cognitive styles of reflection-impulsivity with intelligence statistically controlled; however, a significant main effect was found on the Children's Embedded Figures Test which suggests that ADDH children are field-dependent. Some therapeutic implications were discussed.
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Saracho, Olivia N. "The Relationship Between the Cognitive Styles and Play Behaviours of Preschool Children." Educational Psychology 15, no. 4 (January 1995): 405–15. http://dx.doi.org/10.1080/0144341950150404.
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Pavlovskaya, V. A. "FEATURES OF COGNITIVE STYLES IN THE CHESS GAME." Scientific Notes of V.I. Vernadsky Crimean Federal University. Sociology. Pedagogy. Psychology 6(72), no. 3 (2020): 115–26. http://dx.doi.org/10.37279/2413-1709-2020-6-3-115-126.
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The article discusses various approaches to understanding the essence of cognitive styles, and provides a description of the most common types of cognitive styles. In the modern situation of the existence of various types of information influences on the emotional and volitional sphere of preschool and primary school children, problems of low motivation for any type of activity, poor memory, perception disorders are found. Сhess is a means of constructively solving these problems. From the set of cognitive styles studied in the scientific environment, 10 types were selected, namely, utility / gender independence, narrowness / breadth in the range of equivalence, rigidity/flexibility, narrowness/breadth of the category, tolerance to unrealistic experience, narrowness/breadth of the category, focusing/scanning control, smoothing/sharpening, impulsiveness/reflexivity, cognitive simplicity/complexity, concreteness/abstraction. Definitions of each of the indicated cognitive styles and their hypothetical relationship with the checkmate game are given. Based on the fact that chess is an intellectual activity that includes cognitive processes, some psychological features of the chess game are described and designated, hypothetically associated with a specific type of cognitive style. The author emphasizes that in the organization and effectiveness of learning chess, as well as other types of educational activity, a large role is played by such cognitive style as impulsivity/reflexivity and field-dependence/field-independence, as well as the development of mobility and flexibility of the cognitive style, namely, the ability to switch from one style parameter to another at the necessary moment of the game. Some problems in the study of cognitive styles are identified. Most research focuses on the study of utility and differentiation, which is not a comprehensive study of cognitive styles. The nature of cognitive styles is not fully understood. It is also unclear the specific age characteristic of the formation and manifestation of a particular cognitive style in a particular person. The article reveals the concept of chess success as the ability to focus on a group of breakout pieces, creating three levels of significance of the pieces on the Board and distributing the controlled fields of the Board into two levels: significant and insignificant. Some stylistic features of the checkmate game of such world Champions as Botvinnik, Tal, and Petrosyan are described. It is concluded that chess is a means of versatile development of the child. This is a universal discipline of the game character, aimed at fostering a common culture. Chess affects the development of external and internal speech, combinatorial and logical thinking, will, vital activity, criticality, the ability to self-analysis and self-assessment, self-education. The review suggests that in teaching children, among other things, it is advisable to use the following algorithm: to determine the child’s cognitive styles and the degree of their rootedness (formation) in cognitive processes; to identify fragments (components) of learning chess most associated with the advantages of a particular cognitive style and take this connection into account; to train or develop children’s cognitive mobility, i.e. the ability to switch from one style to another if necessary.
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Riding, Richard, and David Mathias. "Cognitive Styles and Preferred Learning Mode, Reading Attainment and Cognitive Ability in 11‐year‐old Children." Educational Psychology 11, no. 3-4 (January 1991): 383–293. http://dx.doi.org/10.1080/0144341910110312.
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Seçer, Zarife, Nadir Çeliköz, Sezai Koçyiğit, Fahri Seçer, and Gökhan Kayılı. "Social Skills and Problem Behaviours of Children with Different Cognitive Styles Who Attend Preschool Education." Australian Journal of Guidance and Counselling 20, no. 1 (July 1, 2010): 91–98. http://dx.doi.org/10.1375/ajgc.20.1.91.
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AbstractThe study investigated whether social skills and problem behaviours of preschool children differ according to their cognitive styles. The sample group included 366 six-year-old children who attend preschools in Konya. Form A of the Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP), developed by Wright (1971), was used to determine whether the participants had reflective or impulsive cognitive styles, while Preschool and Kindergarten Behaviour Scales (PKBS), developed by Merrell (2003), were used to evaluate social skills and problem behaviour dimensions. Results found that impulsive children were less efficient than reflective children in regards to their social cooperation and social interaction skills, and they exhibited more problem behaviours like self-centred/explosive behaviours, lack of attention/hyperactivity, antisocialism/aggression and social withdrawal.
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Triani, Lili, Sofia Hartati, and R. Sri Martini Meilani. "Tueak Serembeak: The Role of Parenting in Early Character Development and Education." JPUD - Jurnal Pendidikan Usia Dini 15, no. 2 (November 30, 2021): 281–99. http://dx.doi.org/10.21009/jpud.152.05.
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The challenge of implementing character education has an impact on the development of children's character. This study aims to describe the form of parenting using tueak serembeak in early character development and education in the Rejang tribe. This qualitative research uses a case study method with two male respondents. Data was collected by documentation, interviews, observations, and field notes and analysed using the Miles and Huberman stages. The theoretical study as the basis of research shows that tueak serembeak can form twelve characters in early childhood, responsibility, courage to take decisions, sharing, caring, survival, tenacity, cooperation, hard work, never give up, keep the spirit, dare to accept challenges, and be patient in dealing with problems. However, the findings in the field show that there are only four characters that appear, being responsible, sharing, caring and patient in dealing with problems. Other characters that appear not based on the teachings of tueak serembeakare independent, creative, and friendly characters. This happens because of the influence of external intervention, education in Air Raman Village, which has developed, advanced technology and open community life. A suggestion for further research, is experimental research based on tueak serembeak teachings that can explain more clearly the influence of this teaching on other aspects of child development.
Keywords: Early Character Development, Parenting, Tueak Serembeak
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Solís-Cámara, R. Pedro. "Random and Cognitive Responders on the Matching Familiar Figures Test: Alternatives for Users." Perceptual and Motor Skills 83, no. 2 (October 1996): 543–62. http://dx.doi.org/10.2466/pms.1996.83.2.543.
Full textAbstract:
Testing of a probabilistic model for the analysis of the Reflective-Impulsive cognitive styles was carried out on 178 school-age children. The model allows the sample be split into two groups of Cognitive Responders and Random Responders. Comparisons were made between groups at three age levels (8-yr., 10-yr., and 12-yr.-olds). Analysis indicated that Cognitive Responders scored better than Random Responders on a variety of measures, and group differences were related to children's developmental status. These results replicate and extend previous research with this model. Implications of random responses for research on reflection-impulsivity and the distinction between cognitive styles and cognitive development are discussed.
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Fuadia, Nazia Nuril. "Parenting Strategy for Enhancing Children’s Self-Regulated Learning." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 109–24. http://dx.doi.org/10.21009/141.08.
Full textAbstract:
Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Respondents in- volved parents from 18 districts in 9 cities in the technique of data analysis using quantitative and qualitative approaches. The results showed differences in the average scores of children's independ- ent learning both before and after parents learned and applied the contents of the manual book. The result of the effectiveness test is sig = 0,000 <α = 0.05. So, H0 is rejected, and the results of the chi- square test sig = 0,000 <0.05, then H0 is rejected. In conclusion, parenting strategies using manuals so that parents can improve competencies such as parents' knowledge, attitudes and skills, and prove effective in increasing children's independent learning.
Keywords: Early Childhood, Parenting strategy, Self-regulated learning
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This article describes a clinical framework that may be used with African American children who stutter and their families. It includes discussion of the clinical importance of culture-based factors such as myths, oral presentation styles, narrative discourse styles, and cognitive learning styles, as well as rules for interaction and turn-taking. These factors are considered relative to the various clinical stages in the evaluation and treatment of stuttering in African Americans.
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The efficiency of four different cursive handwriting styles as model alphabets for handwriting instruction of primary school children was compared in a cross-sectional field experiment from Grade 3 to 6 in terms of the average handwriting speed developed by the children and the average rate of convergence of the children's handwriting to the style of their model. It was concluded that styles with regular entry stroke patterns give the steadiest rate of convergence to the model and styles with short ascenders and descenders and strokes with not too high curvatures give the highest handwriting speed.
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70 children, between the ages of 24 and 36 months, participated in the assessment of three different styles of stroller seat buckles representing difficulties for children to disconnect the buckle mechanism in the restraint system. None could prevent all the children from opening the restraint system. One was much easier for children to open than the other two styles. Stroller-restraint buckles provide false security to parents who use strollers, as there are no published standards regarding the use of children's stroller seat-belt buckles as a safety device.
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Dysfunctional cognitive schemata and pessimistic explanatory styles are usually held responsible for some of the commonest features of depressed mood such as feelings of meaninglessness, resignation, and underachievement which seem to affect even young children. This pilot study investigates the applicability and efficacy of an interactive, creative psycho-educational program for preschoolers that aims at enhancing mastery and shaping optimistic explanatory styles. Twenty preschoolers participated in once-a-week hourly sessions which took place in their school and lasted for one school year. The intervention consisted of several playful tasks and novel creative activities specially designed to meet the needs and abilities of preschoolers, while satisfying the objectives of the school curriculum. The tasks were based on the principles of cognitive behaviour theory. Qualitative and quantitative analyses of our results support the efficacy of the intervention for preschoolers.
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<p>Learning style is a characteristic cognitive, affective and psychomotor<br />behavior, which acts as an indicator of relative stability for the learners feeling<br />interconnected and reacting to the learning environment. Learning style refers<br />to the preferred way of learning learners. Generally, it is considered that a<br />person’s learning style is derived from personality variables, including cognitive<br />and psychological composition of the socio-cultural background, education and<br />experience. Diversity of learning styles of students need to firstly consider any<br />institution that they will join in. Almost all students (kindergarten) has a mix<br />of learning styles, very few children who have only one learning style. Learning<br />style is a mix of learning styles which children sometimes type at once visual and<br />auditory or kinesthetic as well, or just a kinesthetic and visual.</p>
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Sobrebiga, Pamela Joie T., and Sharon Rose G. Medez. "Parenting Styles and Self-Help Skills of Kindergarten Learners." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 71–72. http://dx.doi.org/10.52006/main.v3i2.257.
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Parenting style has influenced children's development, particularly on behavior development and school readiness among kindergarten learners. It is a strong predictor not only of the cognitive but also of the social-emotional developmental success in children. Quality care for children during the early years of development has been emphasized. To achieve developmental outcomes, children should develop independence by acquiring self-help skills or self-care skills, which enable them to look after themselves and socialize daily. Studies have associated parenting styles with the academic performance and social-emotional behavior of children; however, the literature on parents' role, particularly on children's self-help skills, is very limited. This study assessed the dominant parenting styles of a district in Negros Occidental during the school year 2018-2019 and the learners' level of self-help skill. It determined the differences in the learners' self-help skills regarding the parents' sex, family monthly income, employment status, marital status, and the relationship between parenting styles and self-help skills.
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HWANG, Mi-Young, and Hyo-Heon WON. "The Effects of Learning Clinic Program on Cognitive Processing Styles for Learning Maladjusted Children." JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION 29, no. 3 (June 30, 2017): 909–19. http://dx.doi.org/10.13000/jfmse.2017.29.3.909.
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Leppert, Katherine A., Mary-Charlotte Wasserbach, and Lea R. Dougherty. "Cognitive Styles in Preschool-Age Children: Associations with Depression Risk and Evidence of Stability." Journal of Psychopathology and Behavioral Assessment 41, no. 4 (February 26, 2019): 612–26. http://dx.doi.org/10.1007/s10862-019-09726-1.
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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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Orgilés, Mireia, José P. Espada, and Alexandra Morales. "How Super Skills for Life may help children to cope with the COVID-19: Psychological impact and coping styles after the program." Revista de Psicología Clínica con Niños y Adolescentes 7, no. 3 (September 2020): 88–93. http://dx.doi.org/10.21134/rpcna.2020.mon.2048.
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As this is the first time that a pandemic has occurred in our recent history, preventive interventions for children´s emotional problems during confinement were not planned. A main goal of Super Skills for Life Program (SSL) is to provide children with skills to build emotional resilience and coping strategies for daily and difficult life situations, so examining how the program may help children to face the COVID-19 situation could be appropriate. The aim of this research was to compare parents’ perception of immediate psychological reactions to confinement and coping styles in children who received the SSL program before home confinement (n = 48) with an equivalent sample of children who did not attend the program (n = 48). Another objective was to study the relationship between children’s immediate psychological reactions to confinement and their coping styles. Parents (n = 96) completed an online survey providing information on sociodemographic variables, children’s immediate psychological reactions (anxiety/activation, mood, sleep, behavioral alterations, eating and cognitive alterations), and children’s coping styles (task-oriented, emotion-oriented, and avoidance-oriented strategies). Results indicated that the control group presented more symptoms of anxiety (p ≤ .001), worse mood (p ≤ .001), more sleep problems (p ≤ .01), and more cognitive alterations (p ≤ .01) during home confinement than children who received the program. Children in the control group were also more likely to use emotion-oriented strategies (p = .001), which were associated with presenting more psychological alterations. Although the SSL program was not created specifically for coping with the COVID-19 situation, it seems to provide children with skills to cope with this unexpected event.
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Ma, Yaju. "Effect of mental resilience of left-behind children on self-esteem and emotional processing bias and social coping styles." Work 69, no. 2 (June 24, 2021): 559–71. http://dx.doi.org/10.3233/wor-213499.
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BACKGROUND: The long-term separation of parents and children as well as the incomplete family structure affect the mental health development of left-behind children and the formation of healthy personality, good interpersonal relationships and positive coping styles in adulthood. At present, there is insufficient empirical investigations on the mental resilience of left-behind children. OBJECTIVE: It is aimed to understand the mental health of left-behind children and explore the characteristics of mental resilience, self-esteem and emotional processing bias, as well as social coping styles. METHODS: The random sampling method is used to select the left-behind children as the research subject. The general demographic information questionnaire, RSCA (Resilience Scale for Chinese Adolescent), emotional self-rating scale, SES (Self-Esteem Scale), and coping style questionnaire are used for the survey. Also, the experiments on cognitive processing bias effects of self-esteem and emotion are further carried out. RESULTS: There are differences in demographic variables in mental resilience, self-esteem level, emotional level, and social coping styles. The low mental resilience group shows a processing bias towards low praise words, while the high mental resilience group shows a processing bias towards high praise words. At a low level of self-esteem, there is an interaction between mental resilience and self-esteem on low praise words. Mental resilience has a significant effect on the cognitive processing bias of emotion. Under the induction of positive emotions, the high mental resilience group responds significantly more slowly to the negative words than the low mental resilience group. Under the induction of negative emotions, the high mental resilience group responds significantly faster to the negative words than the low mental resilience group. CONCLUSIONS: Promoting the mental health education of left-behind children can start from enhancing positive emotions, reducing negative emotions, developing high self-esteem, and improving mature coping styles.
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Bydrina, Ekaterina. "Interrelation between parents’ and children’s cognitive styles in primary school and early adolescence." Vestnik of Saint Petersburg University. Psychology 11, no. 4 (2021): 356–70. http://dx.doi.org/10.21638/spbu16.2021.405.
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The study aims to test the following hypothesis: cognitive styles (CS) of a mother and father are selectively associated with the severity of a child’s CS in primary school and early adolescence. As part of research for children’s CS (carried out by the method of longitudinal sections), data was collected on the problem of conjugation between parents’ and children’s style characteris- tics. CS were analyzed: impulsiveness — reflexivity (using the method “Comparison of similar drawings” by J.Kagan), field dependence — field independence (method “Gottschaldt’s Fig- ures”), rigid — flexible cognitive control (method “Verbal-color interference” by J. Stroop), narrow-wide range of equivalence (method “Free sorting of words” by V.Kolga). The sample consisted of 24 full families (48 parents) and their children (12 sons and 12 daughters); the hypothesis was tested using factor analysis of CS indicators. The obtained results indicate that in primary school and junior adolescence a child’s CS impulsiveness — reflexivity maintains a connection with the father’s CS, and in the CS field dependence — field independence in younger adolescence — with the mother’s CS, and in both styles this relationship has a positive character. In CS flexible-rigid cognitive control and in CS narrow — wide range of equivalence at the primary school age, both parents influence the formation of a child’s CS. In regard to CS in early adolescence, children and parents are no longer interconnected. It can be assumed that this indicates a different nature of СS: some styles are basic, and the connection with that this indicates a different nature of СS: some styles are basic, and the connection with the father or mother will, to one degree or another, persist in the future. And other styles are social, and with age their formation will be influenced by their social environment. Thus, this study raises questions about the need to clarify mechanisms for the formation of style behavior in ontogenesis, in particular, the influence of the family microenvironment factor. This factor can expand opportunities in the study of individual characteristics of mental activity, and also be taken into account in practical areas such as education, pedagogy, child psychology, etc.
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Utens, Elisabeth M., Herma J. Versluis-Den Bieman, Maarten Witsenburg, Ad J. J. C. Bogers, John Hess, and Frank C. Verhulst. "Does age at the time of elective cardiac surgery or catheter intervention in children influence the longitudinal development of psychological distress and styles of coping of parents?" Cardiology in the Young 12, no. 6 (December 2002): 524–30. http://dx.doi.org/10.1017/s1047951102000951.
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Aims: To assess the influence of age at a cardiac procedure of children, who underwent elective cardiac surgery or interventional cardiac catheterisation for treatment of congenital cardiac defects between 3 months and 7 years of age, on the longitudinal development of psychological distress and styles of coping of their parents. Methods: We used the General Health Questionnaire to measure psychological distress, and the Utrecht Coping List to measure styles of coping. Parents completed questionnaires on average respectively 5 weeks prior to, and 18.7 months after, cardiac surgery or catheter intervention for their child. Results: Apart from one exception, no significant influence was found of the age at which children underwent elective cardiac surgery or catheter intervention on the pre- to postprocedural course of psychological distress and the styles of coping of their parents. Across time, parents of children undergoing surgery reported, on average, significantly higher levels of psychological distress than parents of children who underwent catheter intervention. After the procedure, parents of children who underwent either procedure reported significantly lower levels of psychological distress, and showed a weaker tendency to use several styles of coping, than did their reference groups. Conclusion: Age of the children at the time of elective cardiac surgery or catheter intervention did not influence the course of psychological distress of their parents, nor the styles of coping used by the parents. Future research should investigate in what way the age at which these cardiac procedures are performed influences the emotional and cognitive development of the children.
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Sladek, Ruth M., Malcolm J. Bond, and Paddy A. Phillips. "Do doctors, nurses and managers have different thinking styles?" Australian Health Review 34, no. 3 (2010): 375. http://dx.doi.org/10.1071/ah09791.
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A study of the preferred thinking styles among senior health professionals is reported. A total of 49 medical consultants, 50 senior nurses and 53 health managers from two public teaching hospitals in Adelaide, Australia, were invited via a personal letter to complete a questionnaire comprising measures of thinking style (the Rational Experiential Inventory) and cognitive style (two dimensions of the Myers–Briggs Type Indicator®). Managers reported a higher preference for ‘rational’ reasoning than nurses, whereas medical consultants reported a lower preference for ‘experiential’ reasoning than both managers and nurses. Cognitive style was largely homogenous. Although generalisation of the findings may be limited due to small sample sizes and the self-selection of participants, an understanding of the thinking styles of senior health professionals will likely inform the design and evaluation of future change strategies. What is known about the topic?Research outcomes cannot change population health unless they are adopted, but changing the practices of healthcare workers to reduce ‘know–do’ gaps is not simple. Although there is some evidence to support professionally-oriented strategies such as educational outreach, audit and feedback and reminders, success is sometimes limited, potentially reflecting the limited use of theory in informing the choice of implementation strategies. Non-theoretical approaches may obscure the behavioural determinants of, and mechanisms for, change, making it impossible to generalise lessons learned form one situation to other contexts. What does this paper add?This paper highlights the growing recognition of the need for theory in this important field, and examines a psychological theory for its potential use. Findings provide useful preliminary descriptive data about thinking dispositions within and between three key groups of healthcare decision-makers: senior consultants, senior nurses and managers. It adds to a modest but accumulating research base that explores the tenets of a specified theory among healthcare professionals, reporting reliable differences between individuals in terms of cognitive processing (i.e. how they prefer to think). What are the implications for practitioners?Those faced with implementing change should consider theoretically-driven approaches in their selection of strategies. Based on the theory explored herein, two versions of a message, each targeting a different cognitive processing mode, should be more successful than one version only. This should be true for all three professional groups, and represents a testable strategy for future research.
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Seçer, Zarife, Nadir Çeliköz, Sezai Koçyiğit, Fahri Seçer, and Gökhan Kayılı. "Social skills and problem behaviour of children with different cognitive styles who attend preschool education." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1554–60. http://dx.doi.org/10.1016/j.sbspro.2009.01.273.
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Jannai, Milly Epstein. "Student-Text Interface in Gifted Children: Case Description." Gifted Education International 20, no. 2 (October 2005): 200–219. http://dx.doi.org/10.1177/026142940502000210.
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The program I will present tries to enrich learning encounters of gifted children with literary texts. These encounters are assumed to combine emotional factors with cognitive ones connected to the production of knowledge and its organization. The proposal emphasizes the interaction between these factors through sharpening children's awareness of their involvement in the reading process. The current research proceeds from a general hypothesis that states that intensive and personalized care is needed in order to promote an appropriate balance of cognitive and affective/emotional traits in the gifted child's personality, and to reduce stress, uneven development, and lack of personal contentment, all of which are problems common to the talented. The approach presents the meeting between reader and text as a personal encounter that allows the young reader to fashion his own instruments of textual analysis, basing himself on affective experience and intellectual abilities related to the production and organization of knowledge. The process of reading itself, aside from adult support and aid, develops the reader's awareness of the motivational, attitudinal, intellectual and other factors involved in skilled reading, permitting him to transform personal and subjective foci of interest into more abstract and defined tools of text-analysis. The approach is organized around three foci, which emphasize different aspects of the text-reader interface: Reading materials are developed through expanding “core ideas” which reflect a personal focus of interest The role of the reader is stressed through the improvement of his awareness to his use of meta-cognition, insight and vital self-instruction. Adult involvement is particularly significant in planning the steps that will permit transforming a casual experience into a personal and meaningful life-experience. The most salient characteristic of this program is its holistic nature, and its commitment to the creative aspects involved in reading. In the long term, in addition to the design of tools for text analysis, the program encourages the development of different kind of awareness: 1) of cognitive styles, that influence learning styles and its results; 2) of the meta-components of thinking, and 3) of “occurrences” and random feelings that give color and nuances to cognitive components and serve as a motivational background when “meeting” the text.
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Pop-Jordanova, Nada, Olivera Sarakinova, and Sofija Loleska. "Coping Styles Used for Mediation Dental Anxiety and Stress in School Children." PRILOZI 39, no. 1 (July 1, 2018): 97–102. http://dx.doi.org/10.2478/prilozi-2018-0029.
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Abstract The ability to adapt to stress and adversity is a central facet of human development. Coping can be defined as a set of cognitive and affective actions that arise in response to a particular disquiet. The aim of this research was to evaluate coping patterns used to mediate anxiety and stress level in two groups of patients: orthodontic and dental. Psychometric instruments applied in the research are: Sarason’s anxiety questionnaire, Stress-test for children, as well as A-Cope questionnaire. Obtained scores confirmed important level of anxiety, and moderate stress level. It was shown that coping mechanisms used for moderate stress and anxiety were productive and influenced the scores for the stress level and anxiety to be diminished. As far as our knowledge is concerned, this is the first study for coping styles in children in our country.
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Somashekar, Malenahally Puttannaiah, Smitha Malenahalli Chandrashekarappa, and Hombaiah Chandana. "Preferred parenting style in rural community and its association with socio-demographic variables: a cross sectional study." International Journal Of Community Medicine And Public Health 6, no. 10 (September 26, 2019): 4263. http://dx.doi.org/10.18203/2394-6040.ijcmph20194198.
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Background: Parenting styles are the methods used by parents when dealing with their children. Some theorists in counseling and psychotherapy have shown the importance of parenting styles in forming children personalities. Baumrind recommended three prototypes of parenting styles: authoritative, authoritarian, and permissive. Parenting styles are associated with different levels of social and cognitive competence in children and adolescents. Hence with this background the following study was undertaken to understand the preferred parenting style practiced in the rural community of southern part of India. The objective of this study is to assess the parenting style practiced in the rural community and to assess the association of socio-demographic variables with the type of parenting styles practiced in rural community.Methods: It is a cross-sectional study, conducted in Basavanapura village of Hunasuru taluk of Mysuru district. 141 parents were selected by simple random sampling. Data was collected using parenting style questionnaire (PSQ). The questionnaire also included information on socio demographic variables. Data was analyzed using SPSS V.24. Analysis is done using descriptive statistics like percentage and inferential statistics like chi square analysis to find the association between socio demographic variables and preferred parenting styles.Results: The most preferred parenting style reported was authoritative (63.2%) followed by authoritarian (26.2%) and permissive (10.6%) types. Years of marriage was found to be significantly associated with preferred parenting styles.Conclusions: Nearly three fourth of the parents practiced authoritative parenting style with this type of parenting style adopted by parents having children less than twenty years.
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Noble, Grant, and Kate Freiberg. "Discriminating between the Viewing Styles of the Commercial and ABC Child TV Viewer." Media Information Australia 36, no. 1 (May 1985): 22–33. http://dx.doi.org/10.1177/1329878x8503600109.
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In Australia discussion concerning the quality of children's television continues unabated. Over the years lobby groups have been successful in persuading the Australian Broadcasting Tribunal (ABT) to bring in Regulations requiring commercial TV stations to produce programs specifically for children and to broadcast them at certain times. While lobbyists have referred to a research base when it has suited their purposes, the points of view of the child audience have not always been consulted. The goal of this study is to attempt to redress the imbalance.