Journal articles on the topic 'Comprehension development in 5/6 year olds'
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Filiatrault-Veilleux, Paméla, Caroline Bouchard, Natacha Trudeau, and Chantal Desmarais. "Comprehension of Inferences in a Narrative in 3- to 6-Year-Old Children." Journal of Speech, Language, and Hearing Research 59, no. 5 (October 2016): 1099–110. http://dx.doi.org/10.1044/2016_jslhr-l-15-0252.
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Purpose This study aimed to describe the development of inferential abilities of children age 3 to 6 years in a narrative using a dialogic reading task on an iPad. Method Participants were 121 typically developing children, divided into 3 groups according to age range (3–4 years old, 4–5 years old, 5–6 years old). Total score of inferential comprehension, subscores by causal inference type targeting elements of the story grammar, and quality of response were examined across groups. Results Inferential comprehension emerged early, from 3 to 4 years old, with considerable interindividual variability. Inferential comprehension scores increased significantly in relation to age, leading to developmental steps with regards to the type of causal inferences. The ability to infer the problem of the story, the internal response of a character, and predictions were easier starting at age 4 years. Then, the 5- to 6-year-olds were better able to infer the goal, the attempt to solve the problem, and the resolution. Last, between the ages of 3 and 6 years, children improved in terms of the quality of response they provided. Conclusion This study addresses important gaps in our knowledge of inferential comprehension in young children and has implications for planning of early education in this realm.
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Papera, Massimiliano, Anne Richards, Paul van Geert, and Costanza Valentini. "Development of second-order theory of mind: Assessment of environmental influences using a dynamic system approach." International Journal of Behavioral Development 43, no. 3 (February 6, 2019): 245–54. http://dx.doi.org/10.1177/0165025418824052.
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Theory of mind refers to the ability to attribute beliefs to oneself and others. The present study used a dynamic systems approach to assess how environment may affect the development of second-order theory of mind (e.g., “John knows that Mary knows that he went out yesterday”). Theory of mind is divided into two major dimensions: comprehension (i.e., to understand a mental state) and prediction (i.e., to predict someone else’s future behavior or mental state). Two age groups were assessed: 5–6- and 10–11-year-old children. In both age groups, participants were assigned to a condition of “support” (help provided) or “no support” (help not provided). Results show that second-order theory of mind follows a dynamic growth law that depends on support. Support facilitates performance in theory of mind production (i.e., to predict one’s future behavior) for both the 5–6- and 10–11-year-old children. Interestingly, the 5–6-year-olds who received support presented an increase in the second-order prediction performance at the expense of the second-order comprehension, suggesting that a temporary dip in comprehension performance may facilitate the development of mental rules to predict one’s future behavior.
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Bartha, Krisztina. "Monolingual and bilingual children’s understanding of Moore-paradox sentences." Cognition, Brain, Behavior. An interdisciplinary journal 25, no. 2 (June 24, 2021): 129–55. http://dx.doi.org/10.24193/cbb.2021.25.07.
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Research of the theory of mind (ToM) has long been a central topic in cognitive science and experimental philosophy. A preliminary example of a Moore-paradox sentence would be: It is raining, but I don’t think it is. Understanding the paradoxes in these sentences is considered part of ToM development. This study focuses on the recognition of Moore’s paradoxical sentences by monolingual and bilingual children. According to the first hypothesis, comprehension of Moore-paradoxical sentences is estimated to start at the age of 7. The second hypothesis assumes that balanced bilingual children develop the ability to understand Moore-paradoxical sentences earlier than Hungarian dominant bilinguals, and balanced bilinguals also outperform their monolingual peers. Romanian monolingual and Hungarian-Romanian bilingual children aged between 5 and 8 (N = 134) participated in the experiment. Balanced and dominant bilingual groups were established based on a questionnaire filled in by the children’s parents. During the experiment, children had to listen to a number of sentences. Each sentence that contained paradoxical statements had control sentences matching syntactically. Children had to choose the sentences they thought to be “silly”. According to the experimental findings, 5- and 6-year-old children performed poorly while the overwhelming majority of 7- and 8-year-olds could select the Moore-paradoxical sentences. There were differences between the performance of monolingual and balanced bilingual groups and between the two bilingual groups. Balanced bilinguals performed better, and their comprehension of understanding Moorean sentences developed earlier than those of the other groups.
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Bukhalenkova, Daria, Aleksander Veraksa, Margarita Gavrilova, and Natalia Kartushina. "Emotion Understanding in Bilingual Preschoolers." Behavioral Sciences 12, no. 4 (April 18, 2022): 115. http://dx.doi.org/10.3390/bs12040115.
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The effects of bilingualism on child development have been extensively examined in last decades. Research reveals that simultaneous use of two or more languages affects child’s language development, cognitive and social skills. The current study focuses on the so-far understudied theory of emotion understanding in bilingual children. A cohort of 593 bilingual and monolingual 5–6-year-olds took the Russian version of the Test of Emotion Comprehension (TEC) that assesses three components of emotion understanding: emotion understanding of external causes of emotions, reflective causes of emotions; and mental causes of emotions. Our results revealed no group differences between overall emotion understanding and understanding of external and reflective causes of emotions. However, monolingual children had a slightly better understanding of mental causes of emotions compared to bilingual children, when controlling for age, gender, and non-verbal intelligence. These results suggest that children growing up in bilingual environments might require more time and/or language/culture exposure to master the ability to understand mental causes of emotions, taking into account cultural differences, as well as the semantic and lexical differences in emotion labelling and emotion expression in each language.
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Lennox, L., S. A. Cermak, and J. Koomar. "Praxis and Gesture Comprehension in 4-, 5-, and 6-Year-Olds." American Journal of Occupational Therapy 42, no. 2 (February 1, 1988): 99–104. http://dx.doi.org/10.5014/ajot.42.2.99.
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ROCH, MAJA, ELENA FLORIT, and CHIARA LEVORATO. "Narrative competence of Italian–English bilingual children between 5 and 7 years." Applied Psycholinguistics 37, no. 1 (December 9, 2015): 49–67. http://dx.doi.org/10.1017/s0142716415000417.
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ABSTRACTThe study explored narrative production and comprehension in typically developing Italian–English sequential bilinguals. Thirty 5- to 6-year-olds and 32 6- to 7-year-olds were presented with story telling and retelling tasks, each followed by comprehension questions in Italian (their first language) and English (their second language). The macrostructure of narratives produced was analyzed, considering total amount of relevant information, story complexity, and mental state terms. Comprehension questions focused on implicit story information (i.e., characters’ mental states and goals). The results indicated that (a) older children outperformed younger ones on all measures; (b) an advantage of first language (Italian) over second language (English) emerged for younger children; and (c) comprehension and production were both more accurate in story retelling than in telling. Theoretical and methodological implications of these results are discussed.
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Bogdanova, Veneta, and Tsvetomila Doncheva. "DIGITALIZATION AND LANGUAGE LITERACY OF 6-YEAR-OLDS." Education and Technologies Journal 12, no. 2 (August 1, 2021): 418–19. http://dx.doi.org/10.26883/2010.212.3591.
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Preschool is a sensitive period for laying the foundations for literacy and lifelong learning. Through innovation in education, we aim to introduce and give initial knowledge to future first-graders about the digital media era. The rapid pace of technological change creates the need for new and interesting ways of teaching by incorporating digital interactivity in educational games related to the development of key language skills. The comprehension and interpretation of the material in the educational field „Bulgarian language and literature“ by the children in the fourth age group „Smile“ is carried out through games with the help of electronic educational resources created by us, which provoke and stimulate the high results of the achievements.
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Wright, Robert J. "A study of the numerical development of 5-year-olds and 6-year-olds." Educational Studies in Mathematics 26, no. 1 (January 1994): 25–44. http://dx.doi.org/10.1007/bf01273299.
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Savic, Maja, Masa Popovic, and Darinka Andjelkovic. "Children’s comprehension of the verbal aspect in Serbian." Psihologija, no. 00 (2021): 3. http://dx.doi.org/10.2298/psi191120003s.
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The aim of the study was to investigate how Serbian native speaking preschool children comprehend perfective and imperfective aspect in comparison to adults. After watching animated movies with complete, incomplete and unstarted actions, the participants were asked questions with a perfective or imperfective verb form and responded by pointing to the event(s) that corresponded to each question. The results converged to a clear developmental trend in understanding of aspectual forms. The data indicate that the acquisition of perfective precedes the acquisition of imperfective: 3-year-olds typically understand only the meaning of perfective; most 5-year-olds have almost adult-like understanding of both aspectual forms, while 4-year-olds are a transitional group. Our results support the viewpoint that children's and adults? representations of this language category differ qualitatively, and we argue that mastering of aspect semantics is a long-term process that presupposes a certain level of cognitive and pragmatic development, and lasts throughout the preschool period.
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Loukusa, Soile, and Eeva Leinonen. "Development of comprehension of ironic utterances in 3- to 9-year-old Finnish-speaking children." Psychology of Language and Communication 12, no. 1 (January 1, 2008): 55–69. http://dx.doi.org/10.2478/v10057-008-0003-0.
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Development of comprehension of ironic utterances in 3- to 9-year-old Finnish-speaking children This study explores the comprehension of simple ironic utterances in 210 Finnish children aged from 3 to 9 years. If the child answered the question correctly, he/she was asked to explain correct answers. The results indicated that there was large individual variation within age groups both in answers and explanations. In terms of correct answers there was a significant difference between 6- and 7-year-olds and in correct explanations between age groups of 3-4, 6-7 and 7-8. Analysis of incorrect answers showed that literal interpretation of an utterance was the most common incorrect answer type in all age groups. Totally irrelevant answers occurred only in children aged 3 and 4. In terms of incorrect explanations, "turntaking" and "incorrect focus" categories were the most common incorrect explanation types. Contrary to previous studies, in this study already some of the 3- and 4-year-olds showed an emerging ability to comprehend irony.
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BOYD, JEREMY K., and ADELE E. GOLDBERG. "Young children fail to fully generalize a novel argument structure construction when exposed to the same input as older learners." Journal of Child Language 39, no. 3 (June 22, 2011): 457–81. http://dx.doi.org/10.1017/s0305000911000079.
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ABSTRACTThe present study1 exposed five-year-olds (M=5 ; 2), seven-year-olds (M=7 ; 6) and adults (M=22 ; 4) to instances of a novel phrasal construction, then used a forced choice comprehension task to evaluate their learning of the construction. The abstractness of participants' acquired representations of the novel construction was evaluated by varying the degree of lexical overlap that test items had with exposure items. We found that both child groups were less proficient than adults, but seven-year-olds showed evidence of across-the-board generalization whereas five-year-olds were sensitive to lexical overlap at test. This outcome is consistent with more conservative, item-based learning of syntactic patterns in younger children. Additionally, unlike adults and seven-year-olds, five-year-olds showed no evidence of having mastered the novel construction's linking rules. Thus, younger learners are less likely to generalize abstract argument structure constructions when exposed to the same systematic input as older learners.
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BOHNACKER, UTE. "Tell me a story in English or Swedish: Narrative production and comprehension in bilingual preschoolers and first graders." Applied Psycholinguistics 37, no. 1 (December 9, 2015): 19–48. http://dx.doi.org/10.1017/s0142716415000405.
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ABSTRACTThis study examines macrostructural aspects of narrative skills in 52 bilingual Swedish- and English-speaking children age 5–7. Elicited fictional story production and comprehension tasks were administered in parallel fashion in both Swedish and English (Multilingual Assessment Instrument for Narratives; Gagarina et al., 2012). Scores on the Multilingual Assessment Instrument for Narratives were compared across languages; moreover, story structure components in the narratives and answers to probe questions were qualitatively analyzed. Age effects (5-year-olds vs. 6- to 7-year-olds) for macrostructure production and narrative comprehension were evident, but no effect for language (Swedish/English). The results suggest that story structure is invariant across a bilingual child's two languages at a given age, with similar awareness of the intentions and goal-directed behavior of the story protagonists, irrespective of language.
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Smolyar, N. I., N. I. Bodnaruk, T. Yu Lysak, and I. V. Han. "ASSESSMENT OF CARIES IN DECIDUOUS TEETH IN CHILDREN WITH SOMATIC PATHOLOGY (LITERATURE REVIEW)." Ukrainian Dental Almanac, no. 3 (September 23, 2020): 53–61. http://dx.doi.org/10.31718/2409-0255.3.2020.09.
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The purpose of the research is to analyze the data of scientific literature on the correlation of caries in deciduous teeth with various somatic diseases in children.
Research materials and methods. The bibliosemantic method was used to analyze the results of previous research based on literature sources and electronic resources.
Results of the research. Worldwide rates of general and dental morbidity, namely the incidence of caries, are constantly growing among the pediatric population, Ukraine being no exception. According to the results of research by leading domestic scientists, caries in children is 5 times more common than asthma, 4 times more common than obesity, and 20 times more common than diabetes. The caries of deciduous teeth deserves particular attention as its incidence increases with age. It is established that at the age of 1 caries is diagnosed in 12-15% of infants; after a year this figure doubles, in 3-year-olds it is diagnosed in every second child and increases to 85-95% in 6-7-year-old patients. The high incidence of dental caries is facilitated by the fact that caries is a multifactorial disease and one of the main causes of caries is the presence of somatic pathology in a child. According to the state statistics, the age dynamics in relation to disease accumulation index is as follows: among children 0-6 years, the index is 1,15; among children aged 7–14 - 1,46 and among adolescents - 1,7.
Numerous scientific studies of domestic and foreign scientists reveal the relationship between the development of dental caries and somatic pathology. Since the body is a holistic system, this problem needs to be considered using a comprehensive approach of pediatricians and dentists.
Kuzmina DA and co-authors identified four groups at risk of developing carious disease. The first group included children with diseases associated with impaired bone metabolism, the second – with dysbiotic disorders, the third – with trophic and the fourth group included children with chemical injuries of the oral cavity.
At the same time, Murlanova TP found that the highest prevalence of caries of deciduous teeth is observed in children with diseases of the respiratory system (97.60%) and gastrointestinal tract (86.70%), the highest intensity (6.52 teeth) being observed in children with musculoskeletal system disorders.
The dental status of children with type 1 diabetes was studied by Wang Y, Xing L, Yu H, Zhao L. The researchers analyzed 358 world publications and found that the prevalence of caries is on average 67%, with the highest rates (84%) in South America.
Significantly more caries-affected teeth compared with somatically healthy children were found in the hepatobiliary system pathology. Systemic enamel hypoplasia is often diagnosed in children with hereditary and congenital diseases along with multiple caries lesions. The negative impact on children’s dental system has been established in adenoid hypertrophy. There have been conducted many studies on the dental status of children with disabilities associated with CNS diseases and different levels of anxiety, as well as children with mental retardation and severe speech disorders. The mass incidence of caries of deciduous teeth among 5-6 year old children according to WHO criteria was recorded in children with autism.
The results of our research suggest a significantly higher incidence of caries of temporary teeth in children with pathology of the musculoskeletal system (MSS) than in somatically healthy children. The analysis of dental caries considering the nature of MSS disorders showed more caries-affected teeth in children with combined pathology than in children with flat feet and posture disorders.
The results of the study confirm the correlation between dental caries and somatic pathology and will be aimed at addressing the development of a differentiated program for the prevention of dental caries in children with somatic status in the future.
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Bayat, Nihat, and Esra Kuz. "Examining children’s simile comprehension skills." Cypriot Journal of Educational Sciences 15, no. 3 (June 29, 2020): 458–68. http://dx.doi.org/10.18844/cjes.v15i3.4911.
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This study aimed to determine the children’s skills of comprehending similes. The participants of the research consisted of 120 children that were aged 5-6 and enrolled in preschool education institutions. The data were collected with a 16-item success test. The items in the test were orally administered to the participants during the interviews. The responses were recorded, and the analysis was carried out through the evaluation of the content of the recordings by two experts. The answers were encoded and transferred to the statistics program. Depending on the research questions, descriptive statistics were calculated, and a series of Mann Whitney U test was performed. According to the findings, the success rate of the item about simile comprehension at which participants were most successful appeared to be 56.7%. In addition, it was found that the participants’ levels of simile comprehension did not differ based on gender, but they differed based on their duration of continuing preschool education. Participants attending public schools were more successful than those attending private preschools, and the 6-year-old children appeared to be more successful than the 5-year-olds.
Keywords: Comprehension, figurative language, language acquisition, simile, metaphor;
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Hahne, Anja, Korinna Eckstein, and Angela D. Friederici. "Brain Signatures of Syntactic and Semantic Processes during Children's Language Development." Journal of Cognitive Neuroscience 16, no. 7 (September 2004): 1302–18. http://dx.doi.org/10.1162/0898929041920504.
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Developmental aspects of language comprehension were investigated using event-related brain potentials. Children between the ages of 6 and 13 listened to passive sentences that were correct, semantically incorrect, or syntactically incorrect, and data in each condition were compared with those of adults. For semantic violations, adults demonstrated a negativity (N400), as did children, but the latency decreased with age. For syntactic violations, adults displayed an early left anterior negativity (ELAN) and a late centro-parietal positivity (P600). A syntactic negativity and a late positivity were also present for children between 7 and 13 years, again with latency decreasing with age. Six-year-olds, in contrast, did not demonstrate an ELAN effect, but a late, reduced P600 pattern for the syntactic violation condition. In the early time window, the 6-year-olds displayed a widely distributed negativity that was larger for the correct than for the syntactically incorrect condition. These data indicate that the neurophysiological basis for semantic processes during auditory sentence comprehension does not change dramatically between early childhood and adulthood. Syntactic processes for passive sentences appear to differ between early and late childhood, at least with respect to those processes reflected in the ELAN component. As there is evidence that the ELAN reflects highly automatic structure building processes, we conclude that these processes are not yet established at age 7, but gradually develop toward adult-like processing during late childhood.
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Banasik, Natalia, and Kornelia Podsiadło. "Comprehension of Ironic Utterances by Bilingual Children." Psychology of Language and Communication 20, no. 3 (December 1, 2016): 316–35. http://dx.doi.org/10.1515/plc-2016-0019.
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Abstract This study investigates verbal irony comprehension by 6-year old bilingual children speaking Polish and English and living in the USA. Researchers have predominantly focused on monolingual populations when examining non-literal language in young children. This is the first exploratory study of how irony is comprehended by children growing up in a bilingual setting. Results suggest that 6-year olds from this population score high in decoding the intended meaning behind an ironic utterance and that there is a relation between this ability and the development of their theory of mind (ToM). Interestingly, the data suggests that in the tested sample, no difference could be observed between comprehension of sarcastic irony (i.e., irony containing the element of blame directed towards the addressee) and non-sarcastic irony (irony without criticism towards the interlocutor). The results may be a basis for assuming that irony comprehension may be different in bilingual, compared to monolingual, samples.
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Zadnik, Katarina. "Primary Music School Education in Slovenia and Montenegro." Musicological Annual 55, no. 1 (June 20, 2019): 195–210. http://dx.doi.org/10.4312/mz.55.1.195-210.
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Comparison of primary music school education in Slovenia and Montenegro showed distinctive historical development. Contemporary education lasts for 10 years in Slovenia, 9 years in Montenegro. Enrolment in Slovene system is available for 5-year-olds, in Montenegro, for 6-year-olds. Curricula encompass music-theoretical and instrumental subjects, Slovene concept includes more instrumental areas.
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SHENG, LI, YING LU, and PUI FONG KAN. "Lexical development in Mandarin–English bilingual children." Bilingualism: Language and Cognition 14, no. 4 (April 7, 2011): 579–87. http://dx.doi.org/10.1017/s1366728910000647.
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Two groups of Mandarin–English bilingual children (3–5-year-olds, 6–8-year-olds) participated in a picture identification task and a picture naming task in both languages. Results revealed age-related growth in English, but not Mandarin vocabulary. Composite vocabulary was larger than either single-language vocabulary in the younger children but was similar to English vocabulary in the older children. Furthermore, children showed a larger receptive–expressive modality difference in their weaker language (Mandarin) than in their stronger language (English). These patterns indicate rapid growth in English vocabulary along with early stabilization of Mandarin vocabulary despite considerable Mandarin input in the home setting.
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Strangmann, Iris, Anneke Slomp, and Angeliek van Hout. "Development of Dutch children’s comprehension of subject and object wh-questions." Linguistics in the Netherlands 31 (November 10, 2014): 129–44. http://dx.doi.org/10.1075/avt.31.10str.
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While Dutch welke ‘which’-questions are structurally ambiguous, number agreement cues can disambiguate them. Despite such agreement cues, children misinterpret object questions as subject questions (Metz et al. 2010, 2012; Schouwenaars et al. 2014). We investigated if adding another cue, specifically, topicality in a discourse context, helps the interpretation of which-questions in two groups of Dutch children (5;5, n = 15 and 8;5, n = 21). Using a referent-selection task, we manipulated number on the verb and postverbal NP to create unambiguous wh-questions. Moreover, the questions were preceded by a discourse which established a topic, relating either to the wh-referent or the postverbal NP referent. Nevertheless, both 5- and 8-year-olds misinterpreted object questions as subject questions, ignoring the number and topicality cues to resolve the (local) ambiguity of which-questions. Our results confirm the effect of a subject-first bias in children’s interpretation of wh-questions. We conclude that topicality, in combination with number agreement, is not strong enough to overrule this subject-first bias.
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Domaneschi, Filippo, Simona Di Paola, and Nausicaa Pouscoulous. "The development of presupposition: Pre-schoolers’ understanding of regret and too." Intercultural Pragmatics 19, no. 3 (May 11, 2022): 345–79. http://dx.doi.org/10.1515/ip-2022-3004.
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Abstract Little is known about presuppositional skills in pre-school years. Developmental research has mostly focused on children’s understanding of too and evidence is mixed: some studies show that the comprehension of too is not adult-like at least until school age, while more recent findings suggest that even pre-schoolers can interpret too-sentences in more age-appropriate tasks. Importantly, no study has tested directly, within the same experiment, pre-schoolers’ presupposition understanding in satisfaction versus accommodation, nor with respect to other trigger types. Yet, it is well known that adults’ processing of a presupposition is costlier when accommodation is required and that the type of trigger influences the processing demands. Therefore, both the trigger type and the contextual availability of a presupposition might influence young children’s comprehension. We tested this with a story completion task that assessed 3–5-year-olds’ comprehension of presuppositions activated by either regret or too in contexts that either satisfied the presupposition or required accommodation. Results reveal that pre-schoolers overall exhibit an understanding of presupposition. Crucially, this starkly improves between the age of 3 and 5 and the developmental trajectory depends on both context and trigger type: understanding the presupposition of regret seems easier than that of too for younger children, and less difficulties emerge when the context satisfies the presupposition. Thus, the development of presupposition comprehension in pre-schoolers depends both on the type of trigger and the contextual availability of the presupposition – satisfied versus requiring failure repair.
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PEROVIC, ALEXANDRA, JASMINA VUKSANOVIĆ, BOBAN PETROVIĆ, and IRENA AVRAMOVIĆ-ILIĆ. "The acquisition of passives in Serbian." Applied Psycholinguistics 35, no. 1 (August 8, 2012): 1–26. http://dx.doi.org/10.1017/s0142716412000240.
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ABSTRACTThis study examined the comprehension of actional and psychological verbs in both their active and passive (short and long) forms by 99 Serbian-speaking children. The children, whose age ranged between 3 years, 6 months (3;6) and 7 years, 6 months (7;6), were divided into three groups: 3;6–5 (M = 4.3), 5;1–6;1 (M = 5.6), and 6;2–7;6 (M = 7.0). All groups reached ceiling performance on actives of both actional and psychological verbs. They showed a good performance on passives of actional verbs, both short and long, but an exceptionally low performance on passives of psychological verbs: only the oldest group, 7-year-olds, reached 80% correct performance on psychological passives. There were no differences in the children's performance on short versus long passives of either type of the verb. These results are in line with studies reporting delayed passive comprehension in children younger than 5 in a number of languages, suggesting a delay in the comprehension of this structure cross-linguistically. The discrepancy observed in the comprehension of psychological passives, as opposed to actional actives, fits neatly into Borer and Wexler's account, which relates children's difficulties in this area to their underlying knowledge of argument chains created by movement of sentential elements.
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Ghossainy, Maliki E., Laith Al-Shawaf, and Jacqueline D. Woolley. "Epistemic Vigilance in Early Ontogeny: Children’s Use of Nonverbal Behavior to Detect Deception." Evolutionary Psychology 19, no. 1 (January 1, 2021): 147470492098686. http://dx.doi.org/10.1177/1474704920986860.
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This study examines the development of children’s ability to modulate their trust in verbal testimony as a function of nonverbal behavior. Participants included 83 children (26 four-year-olds, 29 five-year-olds, and 28 six-year-olds) that were tasked with locating a toy hidden in one of two boxes. Before deciding the location, participants watched a video of an adult providing verbal and nonverbal cues about the location of the toy. We hypothesized that older children would display epistemic vigilance, trusting nonverbal information over verbal information when the two conflict. Consistent with our expectations, when sources were consistent, all children trusted the verbal testimony. By contrast, and as predicted, when they were inconsistent, only 6-year-olds distrusted verbal testimony and favored nonverbal cues; 4- and 5-year-olds continued to trust verbal testimony. Thus, 6-year-old children demonstrate an ability to modulate their trust in verbal testimony as a function of nonverbal information. Younger children's inability to do this is not due to their being unaware of non-verbal behavior; indeed, when nonverbal information was offered exclusively, children of all ages used it to find the object.
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Roy-Charland, Annie, Marie-Michelle Collin, and Jacques Richard. "The Development of the Missing-Letter Effect Revisited." Experimental Psychology 69, no. 5 (September 2022): 275–83. http://dx.doi.org/10.1027/1618-3169/a000565.
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Abstract. When participants read a text for comprehension while identifying a target letter, the letter is more often missed in a frequent function word than in a less frequent content word. This is the missing-letter effect. Studies have shown the importance of both frequency and word function. The role of each of these factors in development is less understood. The goal of this study was to revisit the influence of frequency and word function in the missing-letter effect in development with better-controlled stimuli. Two hundred sixteen participants took part in this study and were divided into five groups (6–7 years, 8 years, 9 years, 10–11 years, and university students). They were asked to read four experimental texts for comprehension and to circle a target letter. The results showed a basic missing-letter effect with more omissions for a frequent function word than a less frequent content word for every group. When frequency was controlled, we found a word function effect as early as 6–7 years of age, with more omissions for a function word than a content word. In contrast, when word function was controlled, an effect of frequency was only significant for adults and 8-year-olds. These results clarify discrepancies in the literature and support the importance of rigorous stimuli control.
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Fergus, Abigail, Kaitlyn Harrigan, and Anya Hogoboom. "The development of vowel length as a subphonemic cue." Proceedings of the Linguistic Society of America 7, no. 1 (May 5, 2022): 5273. http://dx.doi.org/10.3765/plsa.v7i1.5273.
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Previous research has shown that English speakers use vowel length (VL) as a subphonemic cue to obstruent voicing. Many studies have demonstrated adults’ ability to make a voicing judgment based upon VL but studies with children have provided mixed results. In the present study, we sought to first determine whether adults would exhibit varying sensitivity to VL based upon whether it could serve as a strong subphonemic cue. Second, we sought to better understand children’s sensitivity to subphonemic VL from 4 to 6 years by removing top-down information and isolating the acoustic system. Adults (NN=73, MEAN AGE=5;5.6) treat subphonemic VL differently from adults in two ways. First, they fail to show sensitivity at the same level as adults. 5- and 6-year-olds require VL differences that are twice as large and 4-year-olds do not show sensitivity even at the larger lengths. Second, children do not reveal varying sensitivity based upon the vowel’s position as a potential subphonemic cue. This suggests that children have not fully developed their native phonology by the time they are 6-years-old.
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van Hoogmoed, Anne H., Joost Wegman, Danielle van den Brink, and Gabriele Janzen. "Development of Landmark Use for Navigation in Children: Effects of Age, Sex, Working Memory and Landmark Type." Brain Sciences 12, no. 6 (June 13, 2022): 776. http://dx.doi.org/10.3390/brainsci12060776.
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The use of landmarks for navigation develops throughout childhood. Here, we examined the developmental trajectory of egocentric and allocentric navigation based on landmark information in an on-screen virtual environment in 39 5–6-year-olds, 43 7–8-year-olds, and 41 9–10-year-olds. We assessed both categorical performance, indicating the notion of location changes based on the landmarks, as well as metrical performance relating to the precision of the representation of the environment. We investigated whether age, sex, spatial working memory, verbal working memory, and verbal production of left and right contributed to the development of navigation skills. In egocentric navigation, Categorical performance was already above chance at 5 years of age and was positively related to visuo-spatial working memory and the production of left/right, whereas metrical performance was only related to age. Allocentric navigation started to develop between 5 and 8 years of age and was related to sex, with boys outperforming girls. Both boys and girls seemed to rely more on directional landmark information as compared to positional landmark information. To our knowledge, this study is the first to give insight into the relative contribution of different cognitive abilities to navigation skills in school-aged children.
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Pinkham, Ashley M., Tanya Kaefer, and Susan B. Neuman. "Taxonomies Support Preschoolers’ Knowledge Acquisition from Storybooks." Child Development Research 2014 (March 25, 2014): 1–10. http://dx.doi.org/10.1155/2014/386762.
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For young children, storybooks may serve as especially valuable sources of new knowledge. While most research focuses on how extratextual comments influence knowledge acquisition, we propose that children’s learning may also be supported by the specific features of storybooks. More specifically, we propose that texts that invoke children’s knowledge of familiar taxonomic categories may support learning by providing a conceptual framework through which prior knowledge and new knowledge can be readily integrated. In this study, 60 5-year olds were read a storybook that either invoked their knowledge of a familiar taxonomic category (taxonomic storybook) or focused on a common thematic grouping (traditional storybook). Following the book-reading, children’s vocabulary acquisition, literal comprehension, and inferential comprehension were assessed. Children who were read the taxonomic storybook demonstrated greater acquisition of target vocabulary and comprehension of factual content than children who were read the traditional storybook. Inferential comprehension, however, did not differ across the two conditions. We argue for the importance of careful consideration of book features and storybook selection in order to provide children with every opportunity to gain the knowledge foundational for successful literacy development.
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Newman, Rochelle S., Emily Shroads, and Monita Chatterjee. "The use of piecewise linear regression to explore development of children's listening-in-noise ability." Journal of the Acoustical Society of America 151, no. 4 (April 2022): A168. http://dx.doi.org/10.1121/10.0010998.
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To explore the development of speech-in-noise comprehension, we tested children 15–48 months in a preferential-looking paradigm; children saw two images and were told which to attend to ( “Find the keys!”). The target voice was masked either by a 9-voice blend (primarily energetic masking) or a single talker (providing informational masking; IM). We used piecewise linear-mixed-effects modeling to identify phases of developmental growth and their corresponding changepoints. Based on 51 participants to date, performance in multitalker babble was best described by a linear model with gradual improvement over time, but the 1-voice-masker condition was well-fit by a combination of three phases: a period of rapid growth until 25.3 months, followed by a period of relative stagnation until 43.4 months, then a second growth period. Bonino et al. (2021) argued that substantial development in IM ability occurs prior to 30 months, which corresponds well with our first phase. The second growth period may represent an increase in the ability to integrate “acoustic glimpses”; prior studies found that 5-year-olds, but not 30-month-olds, can restore interrupted speech, and our elbow at 43 months fits with this timeline. This demonstrates the usefulness of piecewise linear-mixed-effects as an approach to studying development.
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Jensen, Janet K., and Donna L. Neff. "Development of Basic Auditory Discrimination in Preschool Children." Psychological Science 4, no. 2 (March 1993): 104–7. http://dx.doi.org/10.1111/j.1467-9280.1993.tb00469.x.
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Intensity (loudness), frequency (pitch), and duration discrimination were examined in 41 normal-hearing children, aged 4 to 6 years, and 9 adults. A second study retested 25 of the youngest children 12 to 18 months later. Intensity discrimination showed the least improvement with age and was adultlike by age 5 for most of the children. In contrast, frequency and duration discrimination showed highly significant improvement with age, hut remained poorer than adults' discrimination for many 6-year-olds. Large individual differences were observed within alt tasks and age groups.
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Zhu, Liqi, and Fuxi Fang. "Development of Chinese preschoolers’ understanding of biological phenomena: Growth and aliveness." International Journal of Behavioral Development 24, no. 1 (March 2000): 105–10. http://dx.doi.org/10.1080/016502500383539.
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Chinese preschoolers’ understandings of the biological phenomena “growth” and “aliveness” were investigated. Seventy-two 4-, 5-, and 6-year-old subjects with equal numbers of boys and girls in each age group were selected from different socioeconomic backgrounds. The same children participated in the three experiments reported in this study so that both individual and intra-individual differences could be explored. Multiple methods, including picture-choice, retrieval, and classification tasks were used. The results show that 6-year-old children could distinguish living and nonliving things on both the growth and aliveness tasks, even when tested by different methods, whereas 4- and 5-year-olds’ performance varied across tasks and methods. Children whose parents had higher levels of formal education performed better than their counterparts, but the difference declined as age increased.
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Mačiulskienė, Vita, Jaunė Razmienė, Vilija Andruškevičienė, and Eglė Bendoraitienė. "Estimation of Caries Treatment Needs in First Permanent Molars of Lithuanian 5–6-Year-Old Children, Based on Caries Lesion Activity Assessment." Medicina 56, no. 3 (March 2, 2020): 105. http://dx.doi.org/10.3390/medicina56030105.
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Background and Objectives: Early detection of dental caries lesions at active stages of development can facilitate their monitoring and reduce needs for restorative dental care. This study aimed to describe the prevalence and caries treatment needs in first permanent molars of pre-school children, based on a caries lesion activity assessment, and in relation to participants’ ages, dental plaque levels and toothbrushing habits. Materials and Methods: Large cross-sectional dental caries survey using multistage cluster sampling was conducted among Lithuanian 4–6-year-old children attending kindergartens. For the present study purpose, all individuals presenting erupted permanent molars were selected. Thus, only 5–6-year-olds (n = 453) took part in this study. They were examined for caries by one calibrated examiner using Nyvad clinical diagnostic criteria that differentiate between active and inactive caries lesions. Dental plaque was assessed by the Silness-Löe index, and parents’ reports about toothbrushing frequency were collected. Results: Overall, 41% of permanent molars were affected by caries; 6-year-olds had more caries lesions than 5-year-olds (p < 0.05). Mean number of decayed and filled surfaces (DF-S) of all participants was 1.79 (SD 2.93), half of lesions were noncavitated, more than one-third were cavitated and fillings comprised less than one surface per child. Majority of lesions were active; prevalence of inactive lesions (all noncavitated) was 1% and 6% in 5- and 6-year-olds, respectively. Prevalence of active lesions increased with age; it correlated with plaque levels and with toothbrushing frequency (<0.001). Likelihood to detect active lesions was up to nine times higher in teeth with abundant plaque (odds ratio (OR) 8.73; confidence interval (CI) 5.35–14.25), and up to seven times higher in individuals brushing teeth irregularly (OR 6.88; CI 2.21–21.41). Conclusions: The obtained data indicate high treatment needs in the erupted permanent molars of the Lithuanian pre-school population and imply that caries management should primarily focus on improved biofilm removal, accompanied with regular use of fluoridated toothpaste.
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Kyuchukov, Hristo. "A PSYCHOLINGUISTIC STUDY OF THE “THEORY OF MIND” OFTURKISH BILINGUAL CHILDREN." Social Communications: Theory and Practice 12, no. 1 (July 20, 2021): 74–82. http://dx.doi.org/10.51423/2524-0471-2021-12-1-9.
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This article presentsthe results of a study with Turkish preschool bilingual children living in Berlin, Germany. This article aims to examine the influence between the level of proficiency in the mother tongue (first language L1) and the official language (second language L2) on the one hand and the “theory of mind” on the other, or more precisely, how the lexical knowledge of L1 and L2 and the understanding of interrogative sentences used with a verb indicating mental states helps to understand the ToM.Research methods and techniques. The study included 18 Turkish-German bilingual children attending a kindergarten in Berlin, Germany. The children were divided into two age groups: 1 g of 4–5 year-olds (8 children) and 2 gr. of 5-6 year-olds (10 children) and were tested in their native Turkish and then in German. The testing was performed in the kindergarten in a separate room, where only the experimenter and the examined child were present. The children are offered the classical tests for “theory of mind”, as well as language tests related to the comprehension of interrogative sentences, containing a verb showing a mental state and comprehension and production of vocabulary in native Turkish and German as a second language for them.The resultsshow that vocabulary is not an important factor, and mastery of interrogative sentences is the factor that helps to understand the “theory of mind”. The results obtained were analyzed statistically by means ofthe t-test.Children with German-Turkish bilingualism understand the vocabulary of their mother tongue well and it is obviously in their passive vocabulary, but this knowledge has not yet passed into their active vocabulary. German vocabulary predominates in the children's active vocabulary. With regard to the level of mastery of interrogative sentences, children are equally good at interrogative sentences in both languages.
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McDuffie, Andrea, Paul Yoder, and Wendy Stone. "Prelinguistic Predictors of Vocabulary in Young Children With Autism Spectrum Disorders." Journal of Speech, Language, and Hearing Research 48, no. 5 (October 2005): 1080–97. http://dx.doi.org/10.1044/1092-4388(2005/075).
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Purpose: The goal of the current study was to identify a predictive model of vocabulary comprehension and production in a group of young children with autism spectrum disorders. Four prelinguistic behaviors were selected for consideration as predictors based on theoretical and empirical support for the relationship of these behaviors to language development. Method: The study used a longitudinal correlational design. Participants were twenty-nine 2- and 3-year-olds diagnosed with autism spectrum disorders. The prelinguistic behaviors—attention-following, motor imitation, commenting, and requesting—were measured at the initial visit. Vocabulary comprehension and production were measured 6 months later. Results: Commenting was the only unique predictor of comprehension after the degree of cognitive delay was controlled. Both commenting and motor imitation of actions without objects were unique predictors of production over and above the other skills and when the degree of cognitive delay was controlled. Conclusions: The finding that both commenting and motor imitation simultaneously accounted for unique variance in vocabulary production is new to the literature and requires replication. However, results suggest that increasing behaviors that allow children with autism to make their current focus of attention obvious to social partners may be an effective approach for supporting word learning in young children with autism.
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Bian, Xiaoying, Yifang Wang, and Xiaolu Zhong. "Development of understanding of intentionality and moral judgments in preschoolers." Social Behavior and Personality: an international journal 45, no. 5 (June 6, 2017): 859–72. http://dx.doi.org/10.2224/sbp.6296.
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To explore the development of preschoolers' understanding of intentionality and moral judgments, we administered 3 tasks (classic intentionality, skill intentionality, and awareness intentionality) to 344 children aged between 3 and 6 years. The results showed that children's understanding of intentionality and moral judgments developed with increasing age. That is, the intentionality and moral judgments made by 3- to 5-year-olds were generally based on behavioral outcomes. In contrast, 6-year-old children started to make judgments by combining behavioral outcomes with intentionality conditions, which meant that they had started to consider different factors so as to analyze and judge the intentionality and morality of behaviors objectively. The developmental trajectory of intentionality and morality revealed by our study provides theoretical support for guiding children's intentionality and moral judgments.
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Rasbold, Andrea H., Ruth Adamiec, Michael P. Anderson, Janis E. Campbell, Diane M. Horm, Leslie K. Sitton, and Susan B. Sisson. "Macronutrient and micronutrient intakes of children in Oklahoma child-care centres, USA." Public Health Nutrition 19, no. 8 (August 17, 2015): 1498–505. http://dx.doi.org/10.1017/s1368980015002372.
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AbstractObjectiveTo determine macronutrients and micronutrients in foods served to and consumed by children at child-care centres in Oklahoma, USA and compare them with Dietary Reference Intakes (DRI).DesignObserved lunch nutrients compared with one-third of the age-based DRI (for 1–3 years-olds and 4–8-year-olds).SettingsOklahoma child-care centres (n25), USA.SubjectsChildren aged 3–5 years (n415).ResultsRegarding macronutrients, children were served 1782 (sd686) kJ (426 (sd164) kcal), 22·0 (sd9·0) g protein, 51·5 (sd20·4) g carbohydrate and 30·7 (sd8·7) % total fat; they consumed 1305 (sd669) kJ (312 (sd160 kcal), 16·0 (sd9·1) g protein, 37·6 (sd18·5) g carbohydrate and 28·9 (sd10·6) % total fat. For both age-based DRI: served energy (22–33 % of children), protein and carbohydrate exceeded; consumed energy (7–13 % of children) and protein exceeded, while carbohydrate was inadequate. Regarding micronutrients, for both age-based DRI: served Mg (65·9 (sd24·7) mg), Zn (3·8 (sd11·8) mg), vitamin A (249·9 (sd228·3) μg) and folate (71·9 (sd40·1) µg) exceeded; vitamin E (1·4 (sd2·1) mg) was inadequate; served Fe (2·8 (sd1·8) mg) exceeded only in 1–3-year-olds. Consumed folate (48·3 (sd38·4) µg) met; Ca (259·4 (sd146·2) mg) and Zn (2·3 (sd3·0) mg) exceeded for 1–3-year-olds, but were inadequate for 4–8-year-olds. For both age-based DRI: consumed Fe (1·9 (sd1·2) mg) and vitamin E (1·0 (sd1·7) mg) were inadequate; Mg (47·2 (sd21·8) mg) and vitamin A (155·0 (sd126·5) µg) exceeded.ConclusionsLunch at child-care centres was twice the age-based DRI for consumed protein, while energy and carbohydrate were inadequate. Areas of improvement for micronutrients pertain to Fe and vitamin E for all children; Ca, Zn, vitamin E and folate for older pre-schoolers. Adequate nutrients are essential for development and the study reveals where public health nutrition experts, policy makers and care providers should focus to improve the nutrient density of foods.
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Kiselev, S. "Age-related differences in processing speed in children can be explained by heterochronicity of human brain development." European Psychiatry 64, S1 (April 2021): S486. http://dx.doi.org/10.1192/j.eurpsy.2021.1300.
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IntroductionAge-related differences in the processing speed have been observed in a great variety of tasks. In spite of the great amount of researches in this area, we know relatively little about the nature of this developmental tendency.ObjectivesThe aim of this study was to assess whether age-related differences in reaction time (RT) can be explained satisfactorily in terms of a global age-related differences in processing speed alone.MethodsThe sample consisted of 48 4-year-olds, 50 5-year-olds, 46 6-year-olds children, and 35 adults. To investigate processing speed in children and adults we used the test battery consisted of three types of RT tasks: simple, discrimination, and choice.ResultsWe have revealed clear age-related differences in processing speed not only between children and adults but also between three age groups of children. However, using transformation method proposed by Madden et al. (2001) and Ridderinkhoff & van der Molen (1997) we have revealed that there are not only global age-related differences but also process-specific age-related differences in processing speed. Among children, age-related differences larger than predicted by the global difference hypothesis were evident when tasks required spatial orientation discrimination and stimulus–response rule complexity, but not for response suppression or reversal of stimulus–response contingencies.ConclusionsIt can be assumed that the observed process-specific, age-related differences in processing speed generally can be explained by the principle of heterochronicity of human brain development (Casey et al., 2005).
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Tursunov, Mirshod Sh. "METHODOLOGY OF CHOOSING ACTIVE GAMES ACCORDING TO CHILDREN'S AGE." Oriental Journal of Education 02, no. 01 (March 1, 2022): 22–28. http://dx.doi.org/10.37547/supsci-oje-02-01-04.
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The determination of movement games according to the age of the child is made taking into account his mental abilities and abilities. 3-4 year olds have the ability to imitate the movements of different objects and animals and to distinguish different colors. For children aged 5-6, a slightly more complex form of movement games is recommended: climbing on cubes, throwing the ball away, jumping. 7-10 year olds, on the other hand, are much older and have developed relatively good skills in games, so at this age, movement games are the foundation of school physical education. In such competitions, the teacher plays the leading role. The increasing number and complexity of such movement games in the physical and mental development of growing children has a positive effect on their brain and body.
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DURRLEMAN, STEPHANIE, THEODOROS MARINIS, and JULIE FRANCK. "Syntactic complexity in the comprehension of wh-questions and relative clauses in typical language development and autism." Applied Psycholinguistics 37, no. 6 (March 29, 2016): 1501–27. http://dx.doi.org/10.1017/s0142716416000059.
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ABSTRACTThis study investigates effects of syntactic complexity operationalized in terms of movement, intervention, and noun phrase (NP) feature similarity in the development of Aʹ-dependencies in 4-, 6-, and 8-year-old typically developing (TD) French children and children with autism spectrum disorder. Children completed an offline comprehension task testing eight syntactic structures classified in four levels of complexity: Level 0: no movement; Level 1: movement without (configurational) intervention; Level 2: movement with intervention from an element that is maximally different or featurally “disjoint” (mismatched in both lexical NP restriction and number); and Level 3: movement with intervention from an element similar in one feature or featurally “intersecting” (matched in lexical NP restriction, mismatched in number). The results show that syntactic complexity affects TD children across the three age groups, but also indicate developmental differences between these groups. Movement affected all three groups in a similar way, but intervention effects in intersection cases were stronger in younger than in older children, with NP feature similarity affecting only 4-year-olds. Complexity effects created by the similarity in lexical restriction of an intervener thus appear to be overcome early in development, arguably thanks to other differences of this intervener (which was mismatched in number). Children with autism spectrum disorder performed less well than the TD children although they were matched on nonverbal reasoning. Overall, syntactic complexity affected their performance in a similar way as in their TD controls, but their performance correlated with nonverbal abilities rather than age, suggesting that their grammatical development does not follow the smooth relation to age that is found in TD children.
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Wong, Puisan, and Carrie Tsz-Tin Leung. "Suprasegmental Features Are Not Acquired Early: Perception and Production of Monosyllabic Cantonese Lexical Tones in 4- to 6-Year-Old Preschool Children." Journal of Speech, Language, and Hearing Research 61, no. 5 (May 17, 2018): 1070–85. http://dx.doi.org/10.1044/2018_jslhr-s-17-0288.
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Purpose Previous studies reported that children acquire Cantonese tones before 3 years of age, supporting the assumption in models of phonological development that suprasegmental features are acquired rapidly and early in children. Yet, recent research found a large disparity in the age of Cantonese tone acquisition. This study investigated Cantonese tone development in 4- to 6-year-old children. Method Forty-eight 4- to 6-year-old Cantonese-speaking children and 28 mothers of the children labeled 30 pictures representing familiar words in the 6 tones in a picture-naming task and identified pictures representing words in different Cantonese tones in a picture-pointing task. To control for lexical biases in tone assessment, tone productions were low-pass filtered to eliminate lexical information. Five judges categorized the tones in filtered stimuli. Tone production accuracy, tone perception accuracy, and correlation between tone production and perception accuracy were examined. Results Children did not start to produce adultlike tones until 5 and 6 years of age. Four-year-olds produced none of the tones with adultlike accuracy. Five- and 6-year-olds attained adultlike productions in 2 (T5 and T6) to 3 (T4, T5, and T6) tones, respectively. Children made better progress in tone perception and achieved higher accuracy in perception than in production. However, children in all age groups perceived none of the tones as accurately as adults, except that T1 was perceived with adultlike accuracy by 6-year-olds. Only weak association was found between children's tone perception and production accuracy. Conclusions Contradicting to the long-held assumption that children acquire lexical tone rapidly and early before the mastery of segmentals, this study found that 4- to 6-year-old children have not mastered the perception or production of the full set of Cantonese tones in familiar monosyllabic words. Larger development was found in children's tone perception than tone production. The higher tone perception accuracy but weak correlation between tone perception and production abilities in children suggested that tone perception accuracy is not sufficient for children's tone production accuracy. The findings have clinical and theoretical implications.
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Laval, Virginie, and Josie Bernicot. "“Tu es dans la lune”." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 12, no. 4 (December 1, 2002): 399–413. http://dx.doi.org/10.1075/prag.12.4.01lav.
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From a psychological point of view, this study looks at children’s and adult’s comprehension of idiomatic expressions, and most particularly at the underlying cognitive processes needed for comprehension. Idiomatic expressions are expressions where there is a considerable difference between what is said (literal interpretation) and what is meant (idiomatic interpretation). In other words, the meaning of an idiomatic expression depends largely on a convention that relates a given linguistic form to a given meaning. Conducted in this framework, the present study was aimed at determining the role of contextual characteristics and the linguistic convention in the comprehension of idiomatic expressions by 6- and 9-year-old children, and by adults. The subject’s task was to complete stories. Twelve stories were presented in comic strip format by the experimenter, who told the story in the first three frames and then instructed the subject to choose one of the two possible endings. Two features of the stories were varied : The utterance production context (idiomatic vs. literal) and the idiom familiarity level (familiar vs. unfamiliar). Regardless of age, the context had a substantial impact on idiom comprehension: This reinforces the idea of the necessity of taking the context and the extra-linguistic conventions into account in order to explain language functioning, not only in children but also in adults. The role of the linguistic convention began at the age of 9 and was particularly strong in adults: They appear to reconstruct the communication situation solely on the basis of the linguistic convention. The role of familiarity also appeared in the 9-year-olds and continued on into adulthood. These results suggest that the period of adolescence is crucial for the development of certain pragmatic aspects of language.
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Negayama, Koichi. "Development of Reactions to Pain of Inoculation in Children and their Mothers." International Journal of Behavioral Development 23, no. 3 (September 1999): 731–46. http://dx.doi.org/10.1080/016502599383775.
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This is a naturalistic study focusing on developmental changes in the immediate reactions of 183 Japanese children under 7 years old and their mothers to pain caused by inoculation of the children. Under the age of 5 crying was a typical child behaviour, whereas 5- and 6-year-olds showed facial expressions instead. Their mothers were generally empathetic to the children’s distress on inoculation, but the empathetic reactions tended to decrease as the children grew older. However, children’s crying per se did not necessarily cause the reactions, and the mothers of the older children tended to react to the children’s pain with a smile. A greater proportion of 3-year-old females cried than males of the same age, but despite this their mothers had a stronger tendency to respond with a smile in comparison with the mothers of male children. The results were discussed with respect to development of emotional independence and competence of social manipulation by children.
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Tsujimoto, Satoshi, Mariko Kuwajima, and Toshiyuki Sawaguchi. "Developmental Fractionation of Working Memory and Response Inhibition During Childhood." Experimental Psychology 54, no. 1 (January 2007): 30–37. http://dx.doi.org/10.1027/1618-3169.54.1.30.
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Abstract. The lateral prefrontal cortex (LPFC) plays a major role in both working memory (WM) and response inhibition (RI), which are fundamental for various cognitive abilities. We explored the relationship between these LPFC functions during childhood development by examining the performance of two groups of children in visuospatial and auditory WM tasks and a go/no-go RI task. In the younger children (59 5- and 6-year-olds), performance on the visuospatial WM task correlated significantly with that in the auditory WM task. Furthermore, accuracy in these tasks correlated significantly with performance on the RI task, particularly in the no-go trials. In contrast, there were no significant correlations among those tasks in older children (92 8- and 9-year-olds). These results suggest that functional neural systems for visuospatial WM, auditory WM, and RI, especially those in the LPFC, become fractionated during childhood, thereby enabling more efficient processing of these critical cognitive functions.
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Tūbele, Sarmīte, and Egija Laganovska. "Drama Elements in the Prevention of Phonological Awareness Disorders in 5 – 6 Year Old Children." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 254. http://dx.doi.org/10.17770/sie2013vol2.577.
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This article contains theoretical analysis about how to develop phonological awareness in children 5–6 years of age and analysis of empirical findings. Elements of drama provide the great opportunity to improve phonological awareness.Reading and writing are the two most important techniques which pupils must achieve at school. Phonological awareness training has significant effects on overall reading ability, spelling, and reading comprehension. There are several well-established lines of argument for the importance of phonological skills to reading and spelling. Phonemic awareness is the ability to notice, think about, and work with the individual sounds in words. We know that children’s skills in phonological awareness is a good predictor of later reading success or difficulty. Some conclusions were drawn from theoretical and empirical findings. In this article, analysis of scientific and methodological literature is used as a method. Main findings –development of phonological awareness in children 5–6 years of age is possible and effective when using drama elements.
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Wang, Michael, Michael Recht, Neeraj Iyer, David L. Cooper, and John Michael Soucie. "The Relationship of Joint Range of Motion to Factor Activity in Patients with Hemophilia A and B without Prophylaxis: A Longitudinal Assessment of the CDC-UDC Hemophilia Dataset." Blood 130, Suppl_1 (December 7, 2017): 756. http://dx.doi.org/10.1182/blood.v130.suppl_1.756.756.
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Abstract Background: Recurrent joint bleeding in severe congenital hemophilia results in arthropathy and functional impairment. Clinical and epidemiologic evidence suggest that patients with moderate and mild hemophilia also experience joint bleeding, particularly with factor activity (FA) levels below 15-20%. While arthropathy and joint interventions have been reported in mild-moderate hemophilia, the longitudinal assessment of arthropathy development and relationship to FA has not been reported. Methods: During the Centers for Disease Control and Prevention (CDC) Universal Data Collection (UDC) surveillance initiative (1998-2011), joint range of motion (ROM) measurements were taken on each of 10 joints (shoulders, elbows, hips, knees and ankles) by trained care providers using standardized methods at each comprehensive visit. Data were extracted from male patients with hemophilia (PWH) age ≥2 years with baseline FA levels ≤ 40%, excluding those who had been prescribed prophylaxis or had evidence of an inhibitor at any time. ROM measures from all 10 joints combined for each subject and data collected similarly on a population without bleeding or joint disorders (Soucie JM, Haemophilia 2012) age 12-20 males) were used to calculate a proportion of normal ROM (PN-ROM) measure for each study subject and each normal male using the 12-20 year old normals as the reference. Because very young subjects have greater ROM than 12 - 20 year olds, the PN-ROM value for these subjects could exceed 100%. Least square means of the PN-ROM values for subjects in categories of these characteristics were compared using general linear regression. Data collected from 2 to 14 UDC visits for each subject were analyzed using mixed model repeated measures linear regression to evaluate the effects of patient characteristics on the rate of ROM loss over time. Results: There were 6,703 (4,807 hemophilia A) eligible PWH with 30,102 UDC visits (mean 4.5 per patient). Of these, 26% had severe and 31% moderate hemophilia, 52% were youth or teens, 10% were either black or Hispanic, and 45% were overweight or obese. PN-ROM declined with age (106% for youngest to 85% for oldest subjects), and was associated with hemophilia severity, race/ethnicity, obesity, and viral illnesses. The relationship between PN-ROM and the combination of age and baseline FA level (Table) showed values for most PWH were within 10 percent of similarly aged normals. Only PWH ≥30 years old with FA ≤2% and those ≥50 years old with FA ≤5% had mean PN-ROM values >10% less than controls; those ≥40 years old with FA <1% had PN-ROM values >20% less than controls. The figures demonstrate that the loss in PN-ROM is linear with the steepest decline among subjects with severe disease, and the overall magnitude of the decline appears to be greater for subjects with hemophilia A than B. In the multivariate analysis subjects with <1% FA had a 0.428 percent greater decrease in PN-ROM each year relative to those with 16% - 40% FA and this excess decrease was highly statistically significant (p < 0.001). A similar significant effect was seen among subjects with either 1% - 5% or 6% - 9% FA, however, the magnitude of the decrease in the PN-ROM (0.126 for both) was about one-fourth that seen among those with severe hemophilia. FA levels from 10% to 15% did not significantly influence the rate of PN-ROM change over time relative to those with FA >15%. Those with hemophilia B lost PN-ROM at a 0.05 percent slower rate than those with hemophilia A (p < 0.001). Conclusion: The effect of FA level on ROM loss is far greater than that of any of the other characteristics, but only for patients with FA levels less than 10%. This emphasizes the need to maintain a high index of suspicion in individuals with moderate and low-mild hemophilia and of older age. The effect of hemophilia type (A vs B) on rate of ROM loss is about one-tenth that of having severe disease, and may be one reason for the difficulty in proving that hemophilia B has a less severe phenotype. Figure Figure. Disclosures Wang: Acerta Pharma: Consultancy, Research Funding; Asana Biosciences: Research Funding; BeiGene: Research Funding; Celgene: Honoraria, Research Funding; Dava Oncology: Honoraria; Janssen: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding; June Therapeutics: Research Funding; Kite Pharma: Research Funding; Onyx: Research Funding; Pharmacyclics: Research Funding; Proteolix: Honoraria, Research Funding. Recht: Biogen: Membership on an entity's Board of Directors or advisory committees, Research Funding; CSL Behring: Membership on an entity's Board of Directors or advisory committees; Genentech: Research Funding; Kedrion: Membership on an entity's Board of Directors or advisory committees; NovoNordisk: Research Funding; Pfizer: Membership on an entity's Board of Directors or advisory committees; Shire: Membership on an entity's Board of Directors or advisory committees, Research Funding. Iyer: Novo Nordisk Inc.: Employment. Cooper: Novo Nordisk Inc.: Employment.
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Zubrick, S. R., D. Lawrence, F. Mitrou, D. Christensen, and C. L. Taylor. "Early mental health morbidity and later smoking at age 17 years." Psychological Medicine 42, no. 5 (October 20, 2011): 1103–15. http://dx.doi.org/10.1017/s0033291711002182.
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BackgroundWe examined the relationship between the onset and pattern of childhood mental health disorders and subsequent current smoking status at age 17 years.MethodData were from a prospective cohort study of 2868 births of which 1064 supplied information about their current smoking at 17 years of age. The association between the onset and pattern of clinically significant mental health disorders in the child and subsequent smoking at age 17 years was estimated via multivariable logistic regression.ResultsRelative to 17 year olds who never had an externalizing disorder, 17-year-olds who had an externalizing disorder at age 5, 8 or 14 years were, respectively, 2.0 times [95% confidence interval (CI) 1.24–3.25], 1.9 (95% CI 1.00–3.65) or 3.9 times (95% CI 1.73–8.72) more likely to be a current smoker. Children with an ongoing pattern of externalizing disorder were 3.0 times (95% CI 1.89–4.84) more likely to be smokers at the age of 17 years and those whose mothers reported daily consumption of 6–10 cigarettes at 18 weeks' gestation were 2.5 times (OR 2.46, 95% CI 1.26–4.83) more likely to report smoking at 17 years of age. Associations with early anxiety and depression in the child were not found.ConclusionsCurrent smoking in 17-year-olds may be underpinned by early emergent, and then, ongoing, externalizing disorder that commenced as young as age 5 years as well as exposure to early prenatal maternal smoking. The associations documented in adults and adolescents that link tobacco smoking and mental health are likely to be in play at these early points in development.
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Kwon, Miji, Eun-Mi Jang, and Wonyoung Yang. "Mask-Wearing Perception of Preschool Children in Korea during the COVID-19 Pandemic: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 19, no. 18 (September 11, 2022): 11443. http://dx.doi.org/10.3390/ijerph191811443.
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As the COVID-19 pandemic continues, wearing a mask has become a daily routine in Korea over the last two years. This study aims to investigate the mask-wearing perception of preschoolers (ages 4–6). The questionnaire comprised 17 yes-no closed-ended questions and two open-ended questions, and interviews of the children were conducted from January to February 2022, 15 months after mandatory mask wearing. Results showed that children were aware of the need to wear a mask to protect themselves and others from the coronavirus, and they perceived it as necessary and a good thing. Most children responded that they did not feel uncomfortable wearing a mask at preschool. This perception was thought to be influenced by the caregivers’ perceptions of the mask in Korea. The way in which 4–5-year-olds perceived the mask differed from the way 6-year-olds did. Children aged between four and five seemed to perceive the mask as a physical self, while children aged six did not. As children who have experienced COVID-19 are growing up, attention is being focused on how the experience of wearing a mask affects their early childhood development.
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Ortiz-Pinto, Maira A., Honorato Ortiz-Marrón, Isabel Ferriz-Vidal, María V. Martínez-Rubio, María Esteban-Vasallo, María Ordobás-Gavin, and Iñaki Galán. "Association between general and central adiposity and development of hypertension in early childhood." European Journal of Preventive Cardiology 26, no. 12 (June 12, 2019): 1326–34. http://dx.doi.org/10.1177/2047487319839264.
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Objectives To evaluate the association of general and abdominal obesity with high blood pressure in young children. Methods A longitudinal study including 1796 participants from the Madrid region (Spain) with baseline at age 4 years and a follow-up 2 years later. Blood pressure, body mass index and waist circumference were measured during a physical examination. We evaluated the association between obesity at baseline and weight changes between the ages of 4 and 6 years and high blood pressure. Data were analysed using linear and logistic regressions adjusted for covariates. Results Obese 4 year olds (general or abdominal obesity) experienced an average 4–5 mmHg increase in systolic blood pressure and a 2.5–3 mmHg increase in diastolic blood pressure by the age of 6 years. Compared to children maintaining a non-excess weight (based on body mass index) during follow-up incident and persistent cases of excess weight (overweight or obesity) had an odds ratio (OR) for high blood pressure of 2.49 (95% confidence interval (CI) 1.50–4.13) and OR 2.54 (95% CI 1.27–5.07), respectively. Regarding abdominal obesity we estimated OR 2.81 (95% CI 0.98–8.02) for incident cases and OR 3.42 (95% CI 1.38–8.49) for persistent cases. Similar estimates for the waist–height ratio were observed. Individuals who experienced remission to non-excess weight did not have an increased risk of high blood pressure. Conclusions We observed an increased risk for high blood pressure among 4-year-olds who presented with persistent or incident cases of excess weight (body mass index) or abdominal obesity after 2 years of follow-up. Children with excess weight or obesity at baseline who remitted to non-excess weight did not exhibit an increased risk of high blood pressure.
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McCarthy, Elaine K., Mairead E. Kiely, Geraldine Hannon, Caroline Ahearne, Louise C. Kenny, Jonathan O’B Hourihane, Alan D. Irvine, and Deirdre M. Murray. "Microcytosis is associated with low cognitive outcomes in healthy 2-year-olds in a high-resource setting." British Journal of Nutrition 118, no. 5 (September 13, 2017): 360–67. http://dx.doi.org/10.1017/s0007114517001945.
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AbstractFe deficiency in early childhood is associated with long-term consequences for cognitive, motor and behavioural development; however explorations in healthy children from low risk, high-resource settings have been limited. We aimed to explore associations between Fe status and neurodevelopmental outcomes in low risk, healthy 2-year-olds. This study was a secondary analysis of a nested case–control subgroup from the prospective, maternal-infant Cork Babies after Screening for Pregnancy Endpoints: Evaluating the Longitudinal Impact using Neurological and Nutritional Endpoints (BASELINE) Birth Cohort Study. At 2 years, serum ferritin, Hb and mean corpuscular volume (MCV) were measured and neurodevelopment was assessed using the Bayley Scales of Infant and Toddler Development (n 87). Five children had Fe deficiency (ferritin <12 µg/l) and no child had Fe deficiency anaemia (Hb<110 g/l+ferritin<12 µg/l). Children with microcytosis (MCV<74 fl, n 13) had significantly lower mean cognitive composite scores (88·5 (sd 13·3) v. 97·0 (sd 7·8), P=0·04, Cohen’s d effect size=0·8) than those without microcytosis. The ferritin concentration which best predicted microcytosis was calculated as 18·4 µg/l (AUC=0·87 (95% CI 0·75, 0·98), P<0·0001, sensitivity 92 %, specificity 75 %). Using 18·5 µg/l as a threshold, children with concentrations <18·5 µg/l had significantly lower mean cognitive composite scores (92·3 (sd 10·5) v. 97·8 (sd 8·1), P=0·012, Cohen’s d effect size=0·6) compared with those with ferritin ≥18·5 µg/l. All associations were robust after adjustment for potential confounding factors. Despite a low prevalence of Fe deficiency using current diagnostic criteria in this healthy cohort, microcytosis was associated with lower cognitive outcomes at 2 years. This exploratory study emphasises the need for re-evaluation of the diagnostic criteria for Fe deficiency in young children, with further research in adequately powered studies warranted.
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Roch, Maja, Kate Cain, and Christopher Jarrold. "Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?" Brain Sciences 11, no. 7 (June 22, 2021): 828. http://dx.doi.org/10.3390/brainsci11070828.
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Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely been investigated in these populations: a better understanding of the nature of reading comprehension difficulties may inform both theory and practice. The aim of this study was to determine whether reading comprehension in the two populations is accounted for by the same component skills and to what extent the reading profile of the two atypical groups differs from that of typically developing children (TD). Fifteen individuals with DS (mean age = 22 years 4 months, SD = 5 years 2 months), 21 with ASD (mean age = 13 years 2 months, SD = 1 year 6 months), and 42 TD children (mean age = 8 years 1 month, SD = 7 months) participated and were assessed on measures of receptive vocabulary, text reading and listening comprehension, oral language comprehension, and reading accuracy. The results showed similar levels in word reading accuracy and in receptive vocabulary in all three groups. By contrast, individuals with DS and ASD showed poorer non-word reading and reading accuracy in context than TD children. Both atypical groups showed poorer listening and reading text comprehension compared to TD children. Reading for comprehension, investigated through a homograph reading accuracy task, showed a different pattern for individuals with DS with respect to the other two groups: they were less sensitive to meaning while reading. According to the SVR, the current results confirm that the two atypical groups have similar profiles that overlap with that of poor comprehenders in which poor oral language comprehension constrains reading for comprehension.
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Bedrosian, Jan L., and Tracy L. Willis. "Effects of Treatment on the Topic Performance of a School-Age Child." Language, Speech, and Hearing Services in Schools 18, no. 2 (April 1987): 158–67. http://dx.doi.org/10.1044/0161-1461.1802.158.
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The effects of a pragmatic treatment program on the topic performance of a 5-year-old child were examined. Cognitive and language comprehension levels of development were normal, with a delay in language production. Treatment goals involved an increase in the frequency of memory- and future-related topic initiations. A multiple baseline design across behaviors was employed. Within a 6-month period, the child met criteria for both goals. A clinically significant increase in the child's general level of syntactic development was also exhibited. Clinical implications are discussed.
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McGuire, Rosie, Rachel M. Hiller, Anke Ehlers, Pasco Fearon, Richard Meiser-Stedman, Sophie Leuteritz, and Sarah L. Halligan. "A Longitudinal Investigation of Children’s Trauma Memory Characteristics and Their Relationship with Posttraumatic Stress Disorder Symptoms." Research on Child and Adolescent Psychopathology 49, no. 6 (February 3, 2021): 807–16. http://dx.doi.org/10.1007/s10802-021-00773-5.
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AbstractWhile trauma memory characteristics are considered a core predictor of adult PTSD, the literature on child PTSD is limited and inconsistent. We investigated whether children’s trauma memory characteristics predict their posttraumatic stress symptoms (PTSS) at 1 month and 6 months post-trauma. We recruited 126 6–13 year olds who experienced a single-incident trauma that led to attendance at an emergency department. We assessed trauma memory disorganisation and sensory-emotional qualities through both narrative recall and self-report questionnaire, and PTSS at 1-month post-trauma and at 6-month follow-up. We found that, after controlling for age, children’s self-reported trauma memory characteristics were positively associated with their concurrent PTSS, and longitudinally predicted symptoms 6-months later. However, observable trauma memory characteristics coded from children’s narratives were not related to PTSS at any time. This suggests that children’s perceptions of their trauma memories are a more reliable predictor of the development and maintenance of PTSS than the nature of their trauma narrative, which has important implications for clinical practice.