Littérature scientifique sur le sujet « CognitiveDevelopment »

Introduction.Much attention is paid to the analysis of problems that arise during the initial stage of children's education in school in recent years. Preschool age is one of the sensitive and critical stages of individual development. Explicit structural and functional changes occur during this period. These changes are accompanied by an increase in the functional stress of psychovegetative mechanisms of regulation. Both psychological and physical stress are considered to be the cause of autonomic disorders. Such a provoking factor may be the beginning of school for a child. Formation of visual and auditory perception is one of the leading functions of cognitivedevelopment for older preschool children. This function provides the child's interaction with the external environment and its orientation in space. This function is also an indicator of the child's readiness for school.Therefore, the importance of studying the features of the functional state of the cardiovascular system during the audio-visual load of educational and developmental nature is relevant.Thepurposewas to study the features of autonomic regulation of heart rhythm of children 5-6 years old under conditions of cognitive load.Methods.Observation was carried out on children 5-6 years of age of preparatory groups of preschool educational institutions of the Sumy city (n = 192). We assume that changes in autonomic functions may be influenced bythe immaturity of motor-motor, visual-auditory, speech-auditory and visual-graphic components. An important component of educational and cognitive activities in preschool age is the development of reading and writing. Visual information was studied from two positions pictorial (elements of writing) and verbal (recognition of letters and words elements of reading).The method of phasography was used to study the state of the cardiovascular system. This method was used using the device "Phazagraph". This device is designed for recording and analysis of the electrocardiogram in the phase space to estimate the amplitude and speed parameters of any elements of the electrocardiogram, which allows you to accurately estimate the graph of the electrocardiogram.Results.It was found that sympathicotonia is manifested among the examined children aged 5 and 6 years during cognitive load. Activation of the sympathetic part of the autonomic nervous system occurs during writing compared to reading. That is, the adaptive mechanisms of the autonomic nervous system correspond to lower rates during writing compared to reading. The reason for this may be the immaturity of autonomous supply systems and mechanisms for their regulation and indicate an imbalance of autonomicsupply. In turn, the dominance of sympathetic influence on heart rate is accompanied by signs of dysregulation of cardiovascular functions during writing for children. The reason may be the immaturity of the functional systems of the interconnected brain areas, which is accompanied by a deterioration in the coordination of autonomic functions of the body. Originality. The idea of the formation of psychophysiological features in ontogenesis is expanded.Conclusion. A comprehensive assessment of children's adaptation to exercise was justified.

The present article involves an empirical psycholinguistic study aimed at examining syntactic complexity in English as a Foreign Language (EFL) by early balanced Bosnian/Swedish bilingual EFL learners. 15 early balanced bilingual Bosnian/Swedish EFL learners were recruited for the study and matched with their respective control groups of intermediate EFL learners (15 speakers of Bosnian as their first language (L1) and 15 speakers of Swedish as their L1). The experimental task involved an unprepared writing assignment in English about the most significant invention of the 20th century. The corpus of the participants’ written assignments was analysed in L2 Syntactic Complexity Analyzer and SPSS software programs respectively. Data analysis involved measures of syntactical complexity. It has been found that the participants’ written assignments are characterised by statistically significant number of T-units scores in comparison with the Swedish L1 monolingual controls. 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It is rewarding to begin this discussion by first of all reflecting on the concept of education. The termeducation is quite elusive and very difficult to pin down to a single definition. This is because numerousauthorities in different fields define and describe education as it appeals to them and their background.In any case, education is what help us to acquire suitable appreciation of our cultural heritage and tolive a fully more satisfying life. This includes the acquisition of desirable knowledge, skills, habits,values for productive living in the society. It equips the members of any human group with thecapabilities of personal survival in and contributing to other group survival in the wider world. (Alade,2006). The foregoing explains that the end and purposes of education include the cognitivedevelopment, the development of deeper intellectual skills, the acquisition of mechanical skills andcharacter training concerned with the appreciations, feelings and values of those educated.

Il movimento è fondamentale nelle nostre vite di tutti i giorni, e ha grande influenza sul mondo sociale. Fin dai primi giorni di vita, il movimento è fonte di informazioni attraverso l’esperienza sia del proprio corpo che dell’ambiente che ci circonda. Questa tesi analizzerà il contributo del movimento nello sviluppo socio-emotivo, partendo da caratteristiche più di base (la cinematica) arrivando a situazioni più complesse, inserite in un contesto multi-personale. In primo luogo, verrà analizzata la capacità di bambini di 7 e 10 anni di identificare due emozioni (felicità e paura) attraverso la cinematica, per esplorare se le caratteristiche dinamiche del linguaggio del corpo siano diversamente coinvolte nel riconoscimento delle emozioni rispetto a quelle statiche (Capitolo 1). In secondo luogo, saranno prese in considerazione le espressioni emotive del volto. In particolare, indagheremo se l'osservazione di volti che esprimono dinamicamente felicità o rabbia sia in grado di attivare la corteccia sensomotoria (indicato da una modulazione differenziale della desincronizzazione del ritmo mu) a 7 mesi di vita (Capitolo 2). Il movimento sarà in seguito preso in esame negli scambi sociali. L'obiettivo dello studio presentato sarà quello di indagare se un'associazione azione-suono venga percepita come essenziale per la costruzione di script interattivi da parte di bambini di 10 mesi (capitolo 3). La pianificazione del movimento e delle azioni verso nuovi oggetti è inoltre influenzata dai messaggi sociali altrui. Infine studieremo quindi come le due azioni di avvicinare a sé un oggetto o di spingerlo via siano elaborate a livello neurale dai bambini di 10 mesi, e se il contesto emotivo in cui queste azioni hanno avuto luogo alteri la loro percezione (Capitolo 4).
Movement pervades our daily life and affects our social world. From the very beginning of human life, it provides information through active experience of the body and the environment. This thesis will analyze the contribution of movement in the socio-emotional development, from the most fundamental features (i.e., the kinematics) to more complex ones, embedded in a multi-personal context. First, the focus will be on how the kinematics of two emotions (happiness and fear) can be identified by 7- and 10-year-old children, to explore whether dynamic features of body language are differently involved in the recognition of emotions compared to static ones (Chapter 1). Secondly, facial emotional displays will be considered. Specifically, we will investigate whether the observation of faces expressing dynamically happiness or anger is able to activate the sensorimotor cortex (reflected by a differential modulation of mu-rhythm desynchronization) at 7-months of life (Chapter 2). Movement will be then examined in social exchanges. The aim of the presented study will be to investigate whether an action-sound association is perceived as key towards the construction of interactive scripts by 10-month-old infants (Chapter 3). Planning movement and actions towards novel objects is also influenced by social messages provided by others. We will then finally investigate how the two actions of holding an object or pushing it away are processed at a neural level by 10-month-olds, and whether providing an emotional context in which those actions took place alters their perception (Chapter 4).

La Riserva Cognitiva è un costrutto teorico elaborato per spiegare le discrepanze tra l’integrità dei tessuti neurali e il funzionamento cognitivo. E’ infatti stato spesso osservato che il rapporto tra danno neurale e manifestazione clinica o funzionale è estremamente variabile. La Riserva Cognitiva spiega questa variabilità in termini di efficienza e flessibilità delle reti neurali: una maggiore adattabilità nell’esecuzione dei compiti cognitivi permette di rispondere meglio ad eventuali danni o invecchiamento cerebrale. Lo sviluppo della Riserva Cognitiva è influenzato sia da fattori innati che dalle esperienze incontrate durante tutto l’arco della vita: principalmente educazione, attività lavorativa, ed attività di svago. Proprio per questa natura “cumulativa” della Riserva Cognitiva, in questa tesi sottolineiamo l’importanza di esplorare i fattori che ne determinano lo sviluppo fin dalla giovinezza. Proponiamo quindi il concetto di Potenziale di Riserva Cognitiva (Cognitive Reserve Potential, CRP), come insieme delle risorse funzionali presenti durante l’adolescenza, prima che le esperienze educative e lavorative siano concluse, o anche solo iniziate. Nel primo dei lavori presentati utilizziamo dati provenienti da uno studio longitudinale di coorte per studiare l’impatto del funzionamento cognitivo giovanile in una prospettiva longitudinale. Modellando curve di crescita latenti, indaghiamo l’associazione tra cambiamento cognitivo in un primo periodo di vita (11-70 anni) e cambiamento in età avanzata (70-82 anni). Mostriamo dunque per la prima volta come le traiettorie di cambiamento cognitivo tra infanzia e tarda età adulta predicano in modo significativo il declino nei 12 anni successivi. Ciò fa luce sulla natura dell'invecchiamento cognitivo e conferisce una rilevanza aggiuntiva alle esperienze precoci, il cui impatto può ripercuotersi su tutto l’arco della vita, fino ad un’età avanzata. L’obiettivo del secondo studio è fare chiarezza sul rapporto tra fattori ambientali, esperienziali e funzionamento cognitivo in adolescenza. In esso, analizziamo il sistema complesso costituito da misure di intelligenza cristallizzata, intelligenza fluida e indicatori relativi a varie dimensioni ambientali: status socio-economico, possedimenti familiari, capitale culturale, e abitudini di lettura. Una network analysis evidenzia come il capitale culturale e le abitudini di lettura siano associati alle abilità verbali indipendentemente dallo status socio-economico e dai possedimenti. I risultati di questo studio confermano l’importanza di adottare una visione più articolata rispetto al solo status socio-economico nella considerazione dei fattori ambientali ed esperienziali in relazione allo sviluppo cognitivo. Per rispondere a quest’esigenza, nello studio 3 ci occupiamo dello sviluppo di un questionario dedicato alla valutazione del Potenziale di Riserva Cognitiva negli adolescenti, il CRPq. Lo strumento misura atteggiamenti e abitudini nell’ambito delle attività di svago, dell’ambiente familiare, delle relazioni coi pari e delle abitudini alimentari. Un’analisi delle componenti principali, confermata da un’analisi fattoriale eseguita su un campione indipendente, mostra che il CRPq misura in maniera affidabile 12 sottoscale, fornendo inoltre un punteggio di CRP globale. Lo strumento ha quindi reso possibile una prima esplorazione delle associazioni tra CRP e misure di intelligenza, funzionamento esecutivo e fattori socio-economici, anch’essa presentata e discussa nell’ambito dello Studio 3. Quello della Riserva Cognitiva nei giovani è un fenomeno complesso, che ha iniziato ad essere studiato solo di recente. Il presente lavoro di tesi rappresenta pertanto un primo approccio. Nelle conclusioni riflettiamo sulle sfide che abbiamo incontrato e sulle possibili prospettive future.
Cognitive Reserve is a theoretical construct elaborated to explain discrepancies between brain integrity and cognitive functioning. Indeed, high interindividual variability has been observed in the relationship between neural damage and its clinical and functional manifestation. Cognitive Reserve explains this variability in terms of efficiency and flexibility of brain processes: greater adaptability in the execution of cognitive tasks grants a better response to brain damage or ageing. The development of Cognitive Reserve is influenced on the one hand by innate factors and on the other by experiences encountered throughout the lifespan: mainly education, work activity, and leisure activities. Because of this "cumulative" nature of Cognitive Reserve, in this dissertation, we emphasise the importance of investigating the factors that determine its development from a young age. Thus, we propose the concept of Cognitive Reserve Potential (CRP) to represent the set of functional resources available during adolescence, before educational and work experiences are concluded or even started. In the first work presented here, we use data from a longitudinal birth cohort study to examine the impact of youth cognitive functioning in a longitudinal perspective. Our analysis relies on latent growth curve models to investigate the association between earlier (11-70 years) and later (70-82 years) cognitive change. We thus show for the first time how trajectories of cognitive change between childhood and late adulthood significantly predict decline over 12 subsequent years. This finding sheds light on the nature of cognitive ageing and lends additional relevance to early life experiences, the impact of which may reverberate across the lifespan into later life. The second study aims to clarify the relationship between environmental and experiential factors and cognitive functioning in adolescence. In it, we analyse the complex system consisting of measures of crystallised intelligence, fluid intelligence, and indicators of several environmental dimensions, namely, socioeconomic status, home possessions, cultural capital, and reading habits. A network analysis shows that cultural capital and reading habits are associated with verbal abilities independently of socioeconomic status and possessions. Thus, this study confirms the importance of taking a more nuanced view than just socioeconomic status when considering environmental and experiential factors in relation to cognitive development. To address this need, in Study 3, we develop a questionnaire dedicated to the assessment of Cognitive Reserve Potential in adolescents, the CRPq. The instrument measures attitudes and habits pertaining to leisure activities, family environment, peer relations and eating habits. A principal component analysis, confirmed by a factor analysis performed on an independent sample, shows that the CRPq reliably measures 12 subscales while also providing a global CRP score. Thus, we could perform an initial exploration of associations between CRP and measures of intelligence, executive functioning, and socioeconomic factors, which was also presented and discussed in Study 3. Cognitive Reserve in youth is a complex phenomenon that has only recently begun to be studied. The present dissertation, therefore, represents an initial approach. In our concluding remarks, we reflect on the challenges encountered so far and on possible future perspectives.