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Tesi sul tema "Cognitive development of the child"
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1
Wacharasin, Chintana. "Predicting child cognitive development in low-income families /". Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7252.
Testo completo
2
Watson-Jones, Rachel. "The ritualistic child : imitation, affiliation, and the ritual stance in human development". Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:2b00ce6b-f281-4644-83fb-ef484701b5f6.
Testo completoAbstract (sommario):
Researchers have long argued that ritual plays a crucial role in marking social identities and binding individuals together in a system of shared actions and beliefs. The psychological processes underlying how and why ritual promotes group bonding and influences in- and out-group biases have not yet been fully elucidated. The research presented in this thesis was designed to examine the social and cognitive developmental underpinnings of conventional/ ritualistic behavior. Because learning cultural conventions is essential for participation in group behavior and for signaling group membership and commitment, I propose that conventional/ ritualistic learning is motivated by a drive to affiliate. Experiment 1 investigated the affiliative nature of ritualistic learning by examining the effects of third-party ostracism on imitation of an instrumental versus ritual action sequence and prosocial behavior. Individuals who do not participate in shared group conventions often face the threat of ostracism from the group. Given that attempting re-inclusion is an established response to ostracism, I predicted that the threat of ostracism increases affiliative motivations and thus will increase imitative fidelity, especially in the context of conventional learning. Experiment 2 examined the effects of first-person ostracism in the context of in- and out-groups on children’s imitation of a ritualistic action sequence and pro-social behavior. I predicted that the experience of ostracism by an in-group versus an out-group has important implications for the construal of social exclusion and affiliative behavior. I hypothesized that children would be motivated to re-affiliate by imitating the model and acting pro-socially towards the group, especially when ostracized by in-group members. Based on the findings of this research and insight from anthropology, and social and developmental psychology, I will present a picture of how children acquire the conventions of their group and how these conventions influence social group cognition.
3
Strauss, Clara Yolanda. "Depression and the development of cognitive coping". Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364546.
Testo completo
4
Gudbjornsdottir, G. "Cognitive development, gender, class and education : A longitudinal study of Icelandic early and late cognitive developers". Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377067.
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5
Meakin, Peter Timothy. "Sociodramatic play and child development". Thesis, n.p, 2004. http://ethos.bl.uk/.
Testo completo
6
Ingle, Sarah J. "An exploration of parental sensitivity and child cognitive and behavioral development". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5794/.
Testo completoAbstract (sommario):
The current study attempted to show the relationship of paternal sensitivity and maternal sensitivity and their possible influences on child cognitive and behavioral development. This study used data collected as part of the National Institute for Child Health and Human Development (NICHD) Study of Early Child Care, which is a longitudinal, multi-site study. Correlation and regression analyses were computed to examine relationships between the variables at child age 6 and 36 months. Results indicated paternal sensitivity was a significant positive predictor of child cognitive abilities and a negative predictor of both fathers' reports of children's externalizing and internalizing behaviors. Maternal sensitivity was a significant negative predictor of mothers' reports of children's externalizing behaviors. Interpretations of these results and directions for future research are discussed.
7
Hanvey, Aimee Nicole. "Child cognitive development as examined using the family stress model". Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252937777/.
Testo completo
8
Hill, Roslyn. "Young children's understanding of the cognitive verb forget". Thesis, University of Warwick, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389451.
Testo completo
9
Feld, Jason Kane. "Validating cognitive skill sequences in the early social development domain using path-referenced technology and latent trait models". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184476.
Testo completoAbstract (sommario):
The present study was a systematic investigation of hierarchical skill sequences in the early social development domain. Recent research has suggested that social development may be conceptualized as a phenomena involving a hierarchical sequencing of competencies. In particular, social development may involve sequential changes in capability, reflecting successively higher levels of functioning within these competencies. The conceptual problem of this study focused on the construction and validation of a meaningful representation of ability in early social development. Ability was conceptualized as a composite of cognitive procedures governing the performance of specific tasks. The process for constructing skill sequences to reflect ability involved identifying task characteristics or demands which imposed various requirements on cognitive functioning. Hierarchical skill sequences were constructed to tap a variety of capabilities within the early social development domain. These skill sequences included understanding emotions, identifying and mediating needs, understanding friendships, and understanding fairness in decision making. Assessment items were developed to reflect each of these skill sequences based on the cognitive processes that are necessary for correct performance. This involved varying the task demands imposing various requirements on cognitive processing. The data were from 18,305 Head Start children ranging from 30 to 83 months of age. Latent trait models were constructed to reflect the hypothesized skill sequences by allowing the discrimination and difficulty parameters to be free to vary or by constraining them to be equal to other parameters. To arrive at a preferred model, each latent trait model was statistically compared against alternative latent trait models. In general, the results from the present investigation supported the hypothesis that the acquisition of social skills is a developmental phenomena involving a hierarchical sequencing of competencies. Moreover, the study supports the assumption that changes in capability can be defined by progress toward abstraction, complexity, stability, and the handling of increasing quantities of information. While the results provide a deeper understanding of early social development, future research is needed to extend the developmental structure to higher levels of ability. Moreover, research is needed to determine how the information gleaned from developmental assessment can be utilized in planning learning experiences to enhance development.
10
Pine, Karen Jane. "Implicit and explicit representations in children's learning". Thesis, University of Hertfordshire, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361261.
Testo completo
11
Plocha, Aleksandra Helena. "The Importance of Imaginative Play in Child Development". Thesis, Boston College, 2007. http://hdl.handle.net/2345/502.
Testo completoAbstract (sommario):
Thesis advisor: Julia FisherThe future of imaginative playtime in the lives of children today is at great risk. Currently, 40% of schools are considering eliminating- or have already eliminated- recess from the school day. The goal of this essay is to argue the irreplaceable value that imaginative play has in contributing to the cognitive, emotional, and social growth of a child. In making a case for the importance of play in child development, all three of these areas of potential growth will collectively be considered as true development of the child. To lay the foundation for these specific categories of benefits, it is necessary to understand the general biological background supporting the innate importance of play, as well as the previous work of those who have researched this subject. Once this information is presented, the cognitive, emotional, and social benefits of imaginative play will be explored in more detail, and the effects of play deprivation and play reintroduction will be discussed. In this manner, it is the aim of this presentation to demonstrate the exceptional importance of imaginative play
Thesis (BA) — Boston College, 2007
Submitted to: Boston College. College of Arts and Sciences
Discipline: Psychology
Discipline: College Honors Program
12
Parker, Deborah A. (Deborah Ann). "Children's Cognitive and Moral Reasoning: Expressive Versus Receptive Cognitive Skills". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331176/.
Testo completoAbstract (sommario):
Past research has shown that there are differences between children's ability to express verbally moral judgment or social cognitive principles (cognitive-expression) and their ability to understand and utilize these principles when making evaluations about others (cognitive-reception). This study investigated these differences.
13
Chorlton, Elizabeth Jane. "A qualitative study exploring children's illness representations : a developmental and cultural perspective". Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325882.
Testo completo
14
Newton, Paul Edward. "Preschool prevarication : an investigation of the cognitive prerequisites for deception". Thesis, University of Portsmouth, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261258.
Testo completo
15
Lynch, Jamie L. "Child Health and Cognitive Development at the Onset of the Life Course". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1310147160.
Testo completo
16
Subara-Zukic, E. "Locomotor-Cognitive Dual-Tasking in Children with and without Developmental Coordination Disorder". Phd thesis, Australian Catholic University, 2024. https://acuresearchbank.acu.edu.au/download/a2bf467a90eb1bdd00660e4bf2d0bcb2ddb7bda9320b967ecffda5acef4b5d9f/7533507/Subara-Zukic_2024_Locomotor-Cognitive_dual-tasking_in_children.pdf.
Testo completoAbstract (sommario):
Aetiological accounts recognise the impairment in predictive motor control and cognitive control, as evident in children with Developmental Coordination Disorder (DCD). Given that DCD is defined by a deficit in the development of motor skills, the broad aim of this thesis was to investigate the current underlying explanations for compromised predictive motor control and cognitive control in DCD and its implications for dual-tasking using a hybrid approach.
Cognitive control, synonymous with executive functioning, includes a complex set of neurocognitive and self-regulatory processes, which include attention, and inhibitory control, cognitive flexibility, working memory, and processing speed. These abilities are divided into shifting, updating, and inhibiting components which accumulate into the ability to plan, reason and problem-solve goal-directed actions. Researchers theorise the intertwined nature of cognitive control and predictive motor control as they are both developed in early life and work to reach a mutual goal of action control. Predictive motor control encompasses the ability to estimate the dynamics of limb trajectory, anticipate consequences, rapidly control movements in real-time and internally model behaviour. The capacity to predictively control movements may have a neural underpinning and exists as one of the core deficits of DCD. This predictive control deficit creates various challenges for children with DCD when confronting novel tasks, especially those that require the ability to complete two tasks at once. Dual-tasking is vital for human behaviour and involves the parallel performance of two tasks with distinct goals, the outcome of which can be measured separately. Dual-task performance is typically assessed by the concurrent performance of a motor and cognitive task (e.g., walking by responding to an auditory stimulus). For a child to successfully dual-task they require an ability to share cognitive resources between tasks, enlist control of cognitive functions, prioritise tasks, and automatise motor skills to maintain safety. Therefore, dual-task paradigms are a valuable method of assessing the integration of motor and cognitive control in real time. In light of known deficits, the experimental assessment of dual-task performance was predicted to reveal dual-task performance impairments for children with DCD compared to their typically developing (TD) peers.
Study 1 comprises a systematic review and meta-analysis of literature on the latest behavioural and neuroimaging research to clarify the underlying mechanisms and neurocognitive basis of DCD (Chapter 2). This review established fundamental deficits for those with DCD in areas of integration, including visual-motor and cognitive-motor integration. The interpretations of these results highlight that those with DCD may aim to reduce uncertainty by visually guiding each phase of the movement with shorter gaze targets and more frequent fixations than their typical peers. Greater dual-task costs for those with DCD compared to TD peers were also found across locomotor and manual tasks. Patterns of dual-task performance were understood to demonstrate evidence of poor motor skill automatization and, thus, an energy-intensive approach to motor planning and control, which reduced the capacity to share cognitive resources towards an additional task. The reduced automatization, paired with pervasive deficits in cognitive control, particularly during tasks that demand an efficient response or response inhibition is predicted to underlie these areas of difficulty across visual-motor and cognitive-motor integration. Consistent with prior research, individuals with DCD exhibited increased motor variability compared to their TD peers, as evidenced by cautious walking patterns and slower manual control movements. Greater motor variability for individuals with DCD was discussed in light of adaptive benefits (reduced risk of injury) and implications for safety under specific conditions, such as road crossing. Continued areas of exploration were highlighted for cognitive-motor integration as a potential area of impairment in DCD. Thus, this meta-analytical review demonstrated the need for a well-developed dual-task paradigm to explore the underlying areas of potential deficit in DCD.
Study 2 examined locomotor-cognitive dual-task performance in children with and without DCD (6-12 years) (Chapter 6). The participants were required to walk along a straight 12m path and completed a cognitive visual discrimination task at two levels of complexity under single and dual-task conditions. As this study was exploratory, various cognitive and motor metrics were included to explore performance differences. Standard evaluation of dual-task interference (proportional dual-task cost - pDTC) showed that TD children spent a greater proportion of time in double support while dual-tasking. In contrast, children with DCD walked faster when dual-tasking. Within-trial comparison of gait (using proportional within-trial costs - p-WTC) showed that both the TD and DCD groups walked slower before presentation of the cognitive task compared to after the task. Children with DCD showed this pattern for simple and complex cognitive stimuli, whereas for the TD group, it was only confined to the simple condition. Across both typically developing and children with DCD, a potential expectancy effect was observed in relation to the impending cognitive task. The findings of this study were interpreted to reflect the specific task factors, methodology of the chosen dual-task paradigm and participant sample of developing children. Of particular clinical relevance, this research demonstrates how children with DCD can successfully dual-task similarly to their TD peers when their visual systems are not constrained. This study highlighted the need to consider forward modelling (predictive motor control), a known area of deficit in DCD within a dual-task paradigm, to probe the limits of performance in children with DCD.
Study 3 (Chapter 7) extended on the findings of Study 2 by examining locomotor-cognitive obstacle negotiation using an augmented reality dual-task paradigm. The same participants were included in both Study 2 and Study 3. During the Study 3 paradigm, the participants were required to walk along a straight 12m path, step over an obstacle (low and high) at the mid-point while completing the cognitive visual discrimination task (simple and complex), and then walk to the end of the pathway. The findings of this study demonstrated a similar pattern to Study 2, with greater costs on the motor rather than the cognitive outcomes across groups and task combinations. Performance costs are seen across cognitive and gait metrics with the most substantial costs observed at the point of obstacle step-over, seen by leading leg clearance. At the obstacle step-over phase, the DCD group in particular, were observed to negotiate over the obstacle with consistently larger clearance margins and adopted this pattern before their TD peers. The findings of this study established that a complex motor task (obstacle negotiation) appears to be an underlying challenge for children with DCD and that both groups were similarly impaired by the challenging cognitive task while negotiating an obstacle. Future research is suggested to consider task conditions such as challenging terrain or precise stepping and measure vision and visual tracking to examine potential area of difficulty for children with DCD. By assessing dual-task performance under conditions that involve reduced opportunities for motor planning, greater difficulties may be observed for children with DCD.
In sum, the overall findings have supported the aims of this thesis by reviewing the current mechanism-focused research in DCD and assessing the implications for cognitive-motor interference. A hybrid approach to dual-task performance was adopted to improve the rigour and relevance of tasks to a population of children with DCD. The novelty of the dual-task paradigm was seen in the use of an augmented-reality headset to present a newly created discrete cognitive paradigm. Both single, dual, proportional dual-task costs and proportional within-task costs were assessed across various task metrics to provide an exploratory overview of how dual-task performance may differ for children with DCD. Thus, the findings of the two experimental studies have progressed the specificity and relevance of dual-task designs and improved our knowledge of differences in DCD. When children completed dual-task paradigms, those with DCD performed similarly to their typical peers when pairing involved the relatively simple motor task of locomotion. As the motor task demands efficient predictive motor control (high obstacle negotiation), dual-task performance costs on obstacle clearance metrics were greater for the DCD group. Whilst inconsistent group differences were found, the innovative dual-task paradigm demonstrates an effect of cognitive task demands that is observable at discrete points of the motor task. The findings of this body of work highlight that those with DCD are able to perform similarly to typically developing children under simple motor task demands, and during increasingly challenging obstacle negotiation demands, they may adaptively compensate for their known difficulties in predictive motor control. In sum, future research is recommended to explore dual-task paradigms with increasingly complex motor task conditions that also consider visuomotor integration for children with DCD. With this knowledge, we can inform the continued evolution of theory, assessment and clinical intervention.
17
Walter, Sarah E. "One for you, two for me : quantitative sharing by young children". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:bdf38c29-1fda-41ab-b1c1-c675bc1d39c4.
Testo completoAbstract (sommario):
The current research aimed to examine children’s understanding of cardinality by looking at their ability to use several quantitative concepts that underpin this understanding: correspondence, counting and equivalence in the context of sharing. Understanding cardinality requires children to develop knowledge about the relations between these quantitative concepts which is important for the development of mathematical reasoning. The first study aimed to investigate how flexibly children can use correspondence to build equivalent sets in different types of sharing scenarios: equal sharing, reciprocity and equity. In some situations two characters each received one object at a time, and in others one character received double units while the other character received single units. After children shared blocks between the two characters, they were asked to make a number inference about the cardinal of one set after counting a second, equivalent set. Children had more difficulty sharing in the reciprocity and equity conditions than the equal sharing condition. The majority of children were able to make number inferences in the equal sharing and reciprocity conditions where both characters received equivalent shares in the end. A second study with new groups of four and five- year-olds investigated whether children were using visual cues about the relation between double and single blocks to help build equivalent sets and make number inferences. It was predicted that the use of coins would be difficult and would increase the difference between the equal sharing and reciprocity conditions. In half of the trials children shared Canadian $2 and $1 coins and in half they shared blocks. There are no visual cues about the relation between $2 and $1 coins because they are the same size. Children were allowed to use counting or correspondence to build equivalent sets to compare their use of both strategies. Contrary to the first study, the reciprocity and equal sharing conditions were not significantly different. This may be due to the appearance of a new sharing strategy in the reciprocity condition termed “equalizing” where children first counted each set, dealt singles to make the two sets equal and then shared blocks or coins on a one-to-one basis. There was also no significant difference between the trials using coins and trials using blocks. The majority of children were able to answer the number inference questions correctly, however 25% of children made the number inference after sharing all singles but not after sharing doubles and singles, suggesting that using different units did impact their understanding of the equivalence of the two sets. A third study aimed to investigate children’s ability to coordinate cardinal and ordinal information to determine the cardinal of a single set, and their ability to coordinate counting principles with knowledge of equivalence to determine the cardinal of an equivalent set. Children in this study were asked to make a numerical inference about a set of blocks after watching a puppet correctly or incorrectly count an equivalent set of blocks. Many children were able to identify that the puppet did not count correctly, but struggled to correct the mistake. This indicates a gap in their knowledge about ordinality and cardinality in the context of a single set. The miscount also impacted their ability to make a correct number inference. Children performed significantly better on trials where the puppet counted correctly than trials where he made a counting error. This suggests that while children have good knowledge of counting principles in isolation, they are still developing an understanding of how to coordinate these principles with ordinal information and knowledge of equivalence to establish the cardinal of one set and to infer the cardinal of an equivalent set.
18
Dahan, Jessica. "Individual Child Cognitive Behavioral Treatment versus Child-Parent Cognitive Behavioral Treatments for Anxiety Disorders in Children and Adolescents: Comparative Outcomes". FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/963.
Testo completoAbstract (sommario):
Anxiety disorders; such as separation anxiety disorder, generalized anxiety disorder, social phobia and specific phobia, are widespread in children and adolescents. Cognitive behavioral therapy (CBT) has been shown to be effective in reducing excessive fears and anxieties in children and adolescents. Research has produced equivocal findings that involving parents in treatment of child anxiety enhances effects over individual CBT (ICBT). The present dissertation study examined whether parental involvement can enhance individual treatment effect if the parent conditions are streamlined by targeting specific parental variables. The first parent condition, Parent Reinforcement Skills Training (RFST), involved increasing mothers’ use of positive reinforcement and decreasing use of negative reinforcement. The second parent condition, Parent Relationship Skill Training (RLST), involved increasing maternal child acceptance and decreasing maternal control (or increasing autonomy granting). Results of the present dissertation findings support the use of all three treatment conditions (ICBT, RLST, RFST) for child anxiety; that is, significant reductions in anxiety were found in each of the three treatment conditions. No significant differences were found between treatment conditions with respect to diagnostic recovery rate, clinician rating, and parent rating of child anxiety. Significant differences between conditions were found on child self rating of anxiety, with some evidence to support the superiority of RLST and RFST to ICBT. These findings support the efficacy of individual, as well as parent involved CBT, and provide mixed evidence with respect to the superiority of parent involved CBT over ICBT. The conceptual, empirical, and clinical implications of the findings are discussed.
19
Newman, James E. "Exploring Early Adolescents' Adjustment across the Middle School Transition: The Role of Peer Experiences and Social-cognitive Factors". Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/NewmanJE2003.pdf.
Testo completo
20
Yanakieva, Elena R. "Fathers' Involvement in their Young Children's Everyday Life: A Look at Father's Involvement in his Preschool Child's Physical, Social, Cognitive, and Emotional Development". Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/YanakievaER2004.pdf.
Testo completo
21
Terada, Jaimie. "The effect of art education on affective and cognitive development". Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Terada_JMITthesis2009.pdf.
Testo completo
22
Bygrave, Patricia, e n/a. "Music as a cognitive developing activity : implications for learning and for the learning disabled child". University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060622.143654.
Testo completoAbstract (sommario):
Various cognitive learning theories have been examined for the purpose of considering music
as an activity developing cognitive processes.
It was felt that an exploration of these
theories could offer insights into how music
can be used to demonstrate cognitive
development in learning and in children with
learning disabilities. In an attempt to
illustrate the relationship between music and
cognition, concepts in the theories of Piaget,
the Neo-Piagetians (Case, Pascaul-Leone, Biggs
and Collis), Bruner, Ausubel, Vygotsky, Luria
and Leont'ev have been discussed in association
with music activities. It is argued that
music can be identified as a cognitive activity
and applied to learning and to learning
disabilities through recognised special
education approaches; these include
perceptual-motor, multi-sensory, languagedevelopment
related, developmental and
behavioural.
The theories of Vygotsky, Luria and Leont'ev -
the 'troika' - are considered in greater
detail. Their theories, although focussing on
concepts of language in cognitive development,
appear to offer a means for the wider
application of music to cognitive development.
Vygotsky's developmental hierarchy, Luria's
brain functional system, and Leont'ev's theory
of activity have been amalgamated into a
theoretical framework demonstrating the
processing of information through music
activity leading to cognitive development.
This framework provides for an investigation
into learning capacities and learning
potential, relevant to cognitive development in
learning and in the learning disabled child.
23
El-Sayed, Eman Mohamed. "Brain maturation, cognitive tasks, and quantitative electroencephalography : a study in children with attention deficit hyperactive disorder /". Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-407-0/.
Testo completo
24
DeLorenzi, Leigh de Armas. "The relationship between caregiver intimate partner violence, posttraumatic stress, child cognitive self-development, and treatment attrition among child sexual abuse victims". Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5188.
Testo completoAbstract (sommario):
Child sexual abuse (CSA) is a worldwide problem, with two-thirds of all cases going unreported. A wealth of research over the last 30 years demonstrates the negative emotional, cognitive, physical, spiritual, academic, and social effects of CSA. As a result, researchers and mental health professionals frequently attempt to measure the efficacy of treatment modalities in order to assess which treatments lead to better outcomes. However, in order to effectively study treatment outcomes, researchers must be able to track the status of child functioning and symptomology before, during, and after treatment. Because high levels of treatment attrition exist among CSA victims, researchers are unable to effectively study outcomes due to large losses in research participants, loss of statistical power, and threats to external validity (Kazdin, 1990). Moreover, due to the high prevalence of concurrent family violence, caregivers with intimate partner violence are more than twice as likely to have children who are also direct victims of abuse (Kazdin, 1996). Caregivers ultimately make the decisions regarding whether or not a child stays in treatment, and therefore, it is important to examine the influence of both parent factors (e.g., intimate partner violence) and child factors (e.g., traumatization and/or disturbances in cognitive self-development) on treatment attrition. This two-pronged approach of examining both child and family characteristics simultaneously with attrition patterns offers a more complete picture for the ways concurrent family violence influences treatment than looking at child and caregiver factors separately. The purpose of this study was to investigate the relationships between caregiver intimate partner violence, child posttraumatic stress (Trauma Symptom Checklist for Children [TSCC]; Briere, 1996), child cognitive self-development (Trauma and Attachment Belief Scale [TABS]; Pearlman, 2003), and treatment attrition. The statistical analyses in this study included (a) Logistic Regression, (b) Poisson Regression, and (c) Chi-square Test for Independence. Elevated TSCC subscale scores in posttraumatic stress predicted both an increased number of sessions attended and increased number of sessions missed. Elevated TABS subscale scores in self-trust predicted an increased number of sessions attended and decreased number of sessions missed. Elevated TABS subscale scores of other-intimacy and self-control predicted an increased number of sessions missed. Moreover, the presence of past or current caregiver intimate partner violence predicted a decrease in number of sessions attended. While no relationship existed between child posttraumatic stress or cognitive self-development and whether a child graduated or prematurely terminated from treatment, children with parents who confirmed past or current intimate partner violence were 2.5 times more likely to prematurely terminate from treatment.ID: 031001420; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed June 18, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 213-247).
Ph.D.
Doctorate
Education and Human Performance
Education; Counselor Education
25
Pike, Christopher D. "The internalisation of adult-child conversation in children's cognitive development : a microgenetic single-case study". Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322804.
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26
Zvara, Bharathi Jayanthi. "Can fathers' education level moderate relations between low birth weight and child cognitive development outcomes?" Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243447958.
Testo completo
27
Dixon, Wallace E. Jr, Hannah Lawman, Allison Lowe, Hannah Abel e Holly Stott. "Temperament Moderates Cognitive Function at 15 Months". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4938.
Testo completoAbstract (sommario):
It is becoming increasingly clear that infants’ and toddlers’ temperament may play a central role in their cognitive and linguistic functioning. Research has found, for example, that at 21 months of age, children’s “attentional focus” moderates the extent that environmental distractions prevent them from learning novel words or solving nonlinguistic problems. The purpose of the present investigation was to explore the extent that dimensions of temperament moderate the performance of 15-month-olds on two typical nonlinguistic problemsolving tasks in the presence of environmental distractions. Forty-two 15-month olds visited the lab and were presented two tasks: “feed bear” and “make a rattle.” Infants were familiarized with the two sets of props initially, and then were presented models of desired action sequences. Half the children experienced a distraction during the feed bear task, the remaining were distracted during make a rattle. For each task, four dependent variables were scored: number of target actions performed, variety of target actions performed, longest chain of target actions performed, and number of pairs of actions performed in order. Temperament was measured via maternal report using the Early Child Behavior Questionnaire. Multivariate analyses revealed that children’s performance varied as a function of task [F(5, 24) = 5.42, p = .001]. The distractions also attenuated the effects of the model for both feed bear [univariate Fs(1, 40) = 4.21 to 9.22, ps = .047 to .018] and make a rattle [univariate Fs (1, 40) = 4.08 to 6.08, ps = .050 to .018]. Interactions of these effects with temperament were many, but complex. For example, low intensity pleasure moderated distracter effects, but only for feed bear [Fs(1, 27) = 5.19 to 9.73, ps = .031 to .004]. In other analyses, toddlers low in perceptual sensitivity benefited more from the model than did children high on that dimension [F’s(1, 28) = 3.71 to 6.67, p’s = .064 to .015)]. A number of additional temperament related findings also obtained. There is considerable reason to continue explorations into potential roles that temperament may play in infants’ cognitive and language development. Results from the present study extend previous findings to the 15-month age period, which, to our knowledge, has not been investigated in previous research. The present results also suggest that roles played by temperament may be exceptionally complex, and highlight the multifaceted internal and external experiences through which children must navigate to become competent thinkers and communicators in an adult world.
28
Kang, Min Ju. "Quality of Mother-Child Interaction Assessed by the Emotional Availability Scale: Associations With Maternal Psychological Well-Being, Child Behavior Problems and Child Cognitive Functioning". Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124158815.
Testo completo
29
Gupta, Atika M. "Mothers' Cognitive Empathy Towards Their Biracial Children". Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/768.
Testo completoAbstract (sommario):
Limited research has been conducted on biracial people. Of the current research that examines mother’s cognitive empathy towards her child, there is little focus on how the differences in perceived racialization of the child (child is perceived as racially similar, dissimilar, or mixed in comparison to his or her mother) may influence mother’s cognitive empathy towards her child. The current study will question whether perceived phenotypic racialization of the child, race of the mother, gender of the child, and diversity of the neighborhood that the mother and child live in influence mothers’ cognitive empathy towards their children. The participants will be 480 mothers who are Asian (120), Black (120), Hispanic (120), and White (120), whose first-born child is biracial, male or female, and between the ages of 7 and 10. Participants will complete an adapted version of the Parent Development Interview (PDI), coded with a modified version of the Parent Affective and Cognitive Empathy Scale (PACES). The results will show that there are significant differences in how mothers empathize with their children due to a range of variables. The findings will add to the literature on biracial people and may help aid future studies on the implications that differing levels of cognitive empathy have on mother-child relationships and development.
30
Sundell, Knut. "Day care and children's development the relations among direct teaching, communicative speech, cognitive performance, and social participation /". Uppsala : Stockholm, Sweden : Academia Ubsaliensis ; Distributor, Almqvist & Wiksell International, 1988. http://catalog.hathitrust.org/api/volumes/oclc/25318452.html.
Testo completo
31
Coleman, Priscilla K. "Maternal self-efficacy beliefs as predictors of parenting competence and toddlers' emotional, social, and cognitive development". Morgantown, W. Va. : [West Virginia University Libraries], 1998. http://etd.wvu.edu/templates/showETD.cfm?recnum=219.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--West Virginia University, 1998.Title from document title page. Document formatted into pages; contains x, 93 p. Vita. Includes abstract. Includes bibliographical references (p. 62-72).
32
Cannell-Cordier, Amy Lynn. "The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development". PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2366.
Testo completoAbstract (sommario):
The quality of children's daily experiences in preschool classrooms is predictive of their school readiness and later achievement (Duncan et al., 2007; La Paro & Pianta, 2000). One particularly important aspect of these experiences is the quality of emotional support provided by teachers and peers in the classroom (Hamre & Pianta, 2005; Howes et al., 2008; Mashburn, 2008; National Center on Quality Teaching and Learning, 2012). Traditionally, emotional support quality has been calculated as the average of ratings taken across the school year and is meant to represent children's average daily experience, without regard to any variability which exists within the ratings over time.
The bioecological model of development (Bronfenbrenner & Morris, 1998; 2006) points out the necessity of considering in what ways learning experiences occur over time when drawing links between children's daily lives and later outcomes. In addition, attachment theory (Bowlby, 1973; Ainsworth, 1979) highlights the foundational nature of caregivers' consistency of emotional responses over time in helping young children develop skills and competencies. This study continues a line of research focused on investigating the stability of high-quality interactions as a possible mechanism through which children's optimal cognitive and social-emotional development occurs in preschool classrooms (Curby, Brock, & Hamre, 2013; Curby et al., 2011; Zinsser, Bailey, Curby, Denham, & Bassett, 2013).
The current study examined the role of children's socioeconomic and behavioral risk factors, teachers' mean emotional support, and teachers' emotional support consistency in predicting children's cognitive and social-emotional development in preschool. Children's socioeconomic and behavioral risk factors (socioeconomic status, gender, age, race, ethnicity, English Language Learner status, and self-regulation) negatively predicted both baseline scores and development over the course of the year on the cognitive measures (early math and language and literacy). Low levels of teacher-rated student self-regulation at the beginning of the year significantly negatively predicted baseline scores and development on all academic and social-emotional measures. Contrary to most previous research, teachers' mean emotional support was not found to be a significant contributor to children's development when considered with child risk factors, except in the case of receptive vocabulary. The consistency of teachers' emotional support, however, was predictive of several measures of children's development of academic skills when controlling for child risk factors. A significant interaction between English Language Learner status and emotional support consistency was found in predicting development of expressive vocabulary skills. Multilevel models combining child characteristics, mean emotional support, and emotional support consistency suggest that child risk factors and emotional support consistency predict language and literacy development, above and beyond mean emotional support. Follow-up analyses also suggest that, under conditions of relatively high emotional support, consistency is especially important in predicting children's development of cognitive and social-emotional skills.
33
Böhm, Birgitta. "Risk and resilience in children born preterm : cognitive and executive functioning at 5 1/2 years of age /". Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-729-0/.
Testo completo
34
Ulfarsdóttir, Lilja Ósk. "The effects of short term interpersonal cognitive problem solving therapy with young children". Thesis, University of Northampton, 2002. http://nectar.northampton.ac.uk/2691/.
Testo completoAbstract (sommario):
The primary aim of this study is to investigate the effects of short term Interpersonal Cognitive Problem Solving (ICPS) training with pre-school children compared to an alternative treatment of Music Therapy (MT). The MT treatment served to investigate the relationship between creativity and Alternative Solutions Thinking (AST). No treatment control was included in the design (Study 1). Seven-month follow-up measures of effects from the treatments are included (Study IT), to determine the stability of therapeutic gains. The results reveal a successful elevation of AST and Consequential Thinking (CT) following ICPS training, stable over at least seven months and a sleeper effect from the MT treatment. Behavioural observation revealed improved social interactive behaviours following treatment, but there is some indication that behavioural gains may not be stable. The influence of music on AST and CT was further examined in Study III by comparing AST and CT fluency of children who attended a musically enriched pre-school to that of the children who received short term MT treatment and a non-treatment Control group. The children in Study III proved significantly better at AST and CT than the children in the previous studies were. Finally, in Study IV, an alternative mode of mediating ICPS skills was attempted. This involved a short training of pre-school staff to apply ICPS training techniques in daily dealings with the children. Girls benefited more from this treatment, and only CT skills were elevated. Results are related to previous findings in ICPS research and discussed in terms of developmental theories, especially Vygotsky’s conception of thought development and Crick and Dodge’s (1994) social information processing model. A developmental relationship between AST and CT is suggested and it is argued that AST may be a form of creative thought. Implications of the results for education and therapy are discussed
35
GAO, Jie. "Body Perception in Chimpanzees: A Comparative-Cognitive Study". Kyoto University, 2020. http://hdl.handle.net/2433/258989.
Testo completoAbstract (sommario):
付記する学位プログラム名: 霊長類学・ワイルドライフサイエンス・リーディング大学院Kyoto University (京都大学)
0048
新制・課程博士
博士(理学)
甲第22721号
理博第4630号
新制||理||1665(附属図書館)
京都大学大学院理学研究科生物科学専攻
(主査)准教授 足立 幾磨, 准教授 後藤 幸織, 教授 高田 昌彦
学位規則第4条第1項該当
36
Rybanska, Veronika. "Ritual in development : improving children's ability to delay gratification". Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:36c2e04a-1d99-4147-b693-b6a3d3b1c085.
Testo completoAbstract (sommario):
To be accepted into social groups, individuals must internalise and reproduce appropriate group conventions, such as rituals. The high fidelity copying of such rigid and socially stipulated behavioural sequences places heavy demands on executive function abilities. Given previous research showing that challenging executive functioning also improves it, it was hypothesised that prolonged engagement in ritualistic behaviours would improve executive functioning in children, in turn improving their ability to delay gratification. A three month circle-time-games intervention with primary school children in two contrasting cultural environments (Slovakia and Vanuatu) was conducted. In both environments we found the intervention improved children's executive function and in turn their ability to delay gratification. Moreover, these effects were amplified when the intervention task was imbued with ritual, rather than instrumental, cues. The findings presented in this thesis have potentially far-reaching implications for child-rearing and educational practices, suggesting ritual participation may be necessary for the cultivation of future mindedness.
37
Choi, Jeong-Kyun. "Father-involvement and child behavior and cognitive development in poor and near-poor African American single-mother families". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835545421&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Testo completo
38
id, julia suleeman@ui ac, e Julia Suleeman Chandra. "A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions". Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090209.101855.
Testo completoAbstract (sommario):
This thesis examines how mothers, as primary caretakers, might promote the development of critical thinking of their 4- and 5-year-olds. Interest in critical thinking in very young children can be traced back to the early years of the 20th century with views expressed by philosophers such as John Dewey and John Stuart Mill that were in favour of giving young children opportunities that might encourage their free expression and inquiring, critical nature in the school context. Educators like Frobel and Montessori who developed programs for kindergartens worked on similar assumptions. However, how the home environment especially maternal support might foster the development of critical thinking in young children has received only minimal attention. The rise of the critical thinking movement in the 1970s enhanced the conceptualization of critical thinking, and how to assess the critical thinking ability. But studies of the precursors of critical thinking in young children received only minimal attention.
Two theoretical perspectives, the constructivist and the socio-cultural, represented by their most authoritative figures, Piaget and Vygotsky, respectively, have provided the conceptual basis for this research. While Piaget viewed childrens cognition as developing through active construction while dealing with concrete, practical problems, Vygotsky considered childrens cognitive development as evolving through the internalization of interactions with more able people in their immediate environment. In this thesis, Piagets approach to investigating childrens higher thinking processes was applied to the design of tasks that assessed critical thinking features in very young children whilst Vygotskys notion of the zone of proximal development was used to design the overall intervention program to develop very young childrens critical thinking through meaningful interactions with their mothers.
How critical thinking in young children might develop through mothers interaction strategies was investigated in the context of Indonesian participants in their home settings. In that cultural context, critical thinking is not nurtured, and even childrens curiosity is often regarded as irritating by adults. The challenge for this study, therefore, was to design a program that would challenge the mothers personal and cultural assumptions and to empower them to support the development of critical thinking in their young children. The effectiveness of the intervention was evaluated against whether and, if so, how the childrens precursors of critical thinking improved across the intervention period.
The main contributions this study was expected to make are: (1) advance the conceptualization of the nature of critical thinking in very young children (2) develop and test innovative methods to identify the features of critical thinking in very young children; and (3) identifying how mothers, having been empowered through the metacognitive program, may promote the development of critical thinking in very young children.
The nature of critical thinking in very young children was operationalised through two different assessment methods specifically developed for this purpose. One was a dynamic qualitative assessment where each child interacted with his or her mother in a teaching-learning setting. The other consisted of a series of quantitative, Piagetian-like assessments, using play settings. The research used a pre- and post-intervention control group design in order to allow for comparisons both within-subjects, across the intervention period, and between-subjects as another group of mother-child pairs served as control receiving no intervention.
The findings revealed that very young children are able to show precursors of critical thinking consisting of both cognitive and affective elements, such as questioning, authentication, moral reasoning, and appropriate emotion. Features indicating inhibitors of critical thinking (such as passivity and over-compliance) were also found. Through the intervention program, the experimental group mothers learned to notice, encourage and support children's attempts at inquiry as the children grappled with making sense of their environment. Although the precursors of critical thinking identified before the intervention continued to develop over time due to maturation (as shown by the performance of the control group children), the experimental group children performed even better over time. In addition, the mothers of children with better performance in critical thinking tasks were observed to emphasize informing and reasoning, and to enjoy interacting with their children, rather than pressuring or commanding them.
This research has highlighted conceptual and methodological issues in identifying and assessing very young childrens critical thinking, as well as the educational implications for the promotion of childrens critical thinking at home and in schools through similar metacognitive programs for parents and teachers. More research into the assessment of very young childrens critical thinking in different settings and with persons other than mothers is indicated, as is a focus on other factors that may influence the development of critical thinking.
39
Trumpff, Caroline. "Association of Neonatal Thyroid Stimulating Hormone Concentration with Intellectual, Psychomotor and Psychosocial Development of Preschool Children". Doctoral thesis, Universite Libre de Bruxelles, 2015. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/221567.
Testo completoAbstract (sommario):
Iodine is necessary for thyroid hormones synthesis which in turn are essential for brain development during fetal and early postnatal life. In these critical periods, severe iodine deficiency can induce irreversible brain damage in the fetus and the infant, resulting in retarded cognitive and/or psychomotor development. Despite the introduction of salt iodization programs such as national measures to control iodine deficiency, some European countries, including Belgium, are still affected by Mild Iodine Deficiency (MID) and MID during pregnancy may affect neurodevelopment of the offspring. Elevated thyroid stimulating hormone (TSH) concentration (>5mU/l) at birth has been used as an indicator of iodine deficiency during late pregnancy and at the population level. This doctoral research aimed to investigate the association between neonatal TSH level, used as a surrogate marker of MID during late pregnancy, and cognitive, psychomotor and psychosocial development of preschool children. It was hypothesized that elevation of TSH at birth is associated with impaired intellectual and psychomotor development and with behavioral problems at 4-5 years. As the use of TSH as an indicator of iodine deficiency has been criticized, we have also set out to assess the potential factors influencing neonatal TSH level measured through neonatal screening using a representative sample of TSH values between 0 and 15 mIU/L. Additionally, we aimed to reevaluate the neonatal TSH cut-off (5mIU/L) used to monitor iodine status in the population. The objective was to evaluate the cut-off point from which we can observe the impairment of children’s neurodevelopment. We hypothesized that this is a good way to establish the best cut-off value for identifying iodine deficiency.The study included 315 Belgian preschool children with a TSH concentration between 0 and 15 mU/L at screening. For each sex and TSH-interval (0-1 mU/L, 1-2 mU/L, 2-3 mU/L, 3-4 mU/L, 4-5 mU/L, 5-6 mU/L, 6-7 mU/L, 7-8 mU/L, 8-9 mU/L, 9-15 mU/L) 19 newborns were randomly selected after excluding infants with congenital hypothyroidism, low birth weight and premature infants. Neonatal TSH was measured in dried blood spots collected by heel stick 3 to 5 days after birth using the Autodelphia method. Cognitive abilities and psychomotor development were assessed using respectively the Wechsler Preschool and Primary Scale of Intelligence-III and the Charlop-Atwell scale of motor coordination. Psychosocial development was measured using the Child Behavior Check List for ages 1½-5 years. In addition, the mothers completed a self-administered questionnaire in order to account for confounding factors. No association between neonatal TSH within the range of 0 to 15 mIU/L - a surrogate marker for mild iodine deficiency during pregnancy and neurocognitive development was present in Belgian preschool children. The current level of iodine deficiency in Belgium is probably not severe enough to affect the neurodevelopment of children. In this study, we were able to identify several maternal and pregnancy related determinants of neonatal TSH levels. Higher TSH levels were associated with a lifetime (up to child birth) smoking behavior in the mother, a lower weight gain during pregnancy, a longer pregnancy duration. Higher TSH levels were found in spring and winter compared to summer and autumn. It is not advised to use elevated neonatal TSH levels at birth as an indicator of iodine deficiency during late pregnancy without taking potential covariates into account. Given the fact that no association was found between TSH and developmental scores in the children, we cannot evaluate the cut-off point from which we can observe the impairment of children’s neurodevelopment.Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
40
Chong, Betty Haw. "Early childhood gifted education : relationship of screening tests with measured intelligence /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974616.
Testo completo
41
Clausell, Andria R. "Maternal Scaffolding and First Graders' Near and Far Transfer on Problem-Solving Tasks". CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/283.
Testo completoAbstract (sommario):
This study examined correlations between four dimensions of maternal scaffolding, maternal beliefs and values, children’s temperament, and children’s performance and use of self‑regulation strategies on problem‑solving tasks. There are two foci of this study: examining factors that predict the quality of maternal scaffolding, and assessing the relationship between quality of maternal scaffolding and children’s problem solving. Participants consisted of 10 mother‑child dyads in the experimental group and 10 children in the control group. Using a pre- and post‑test design, children were given near and far transfer independent problem‑solving tasks. The experimental group also worked with their mothers on one task during a scaffolded interaction. Maternal beliefs predicted quality of maternal scaffolding, and quality of maternal scaffolding predicted children’s monitoring during the post‑test. Mothers’ scaffolding techniques appear to be related to their beliefs about parenting and educating children, and children appear to learn certain self‑regulation strategies during optimal scaffolded interactions.
42
Karakitsou, Chrisoula. "Assessment of cognitive development in four to eight year old children by means of drawing tasks". Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/22859.
Testo completoAbstract (sommario):
The present thesis explores the link between children's drawings and cognitive development. The aim of this study is to investigate the intellectual abilities of the child draughtsman with good depiction skills and to evaluate the merit of the drawing technique in the assessment of conceptual maturity. The standardised Goodenough-Harris Drawing Test (GHDT) of intellectual maturity was administered to 115 children between 4 to 8 years of age against criterion ability measures (Wechsler scales). Its psychometric properties are examined in respect to its norms and scales, its reliability and validity at different age levels and ranges of intelligence. Early theories in the area of pictorial representation were directed towards identifying features characteristic of different developmental periods (Kerschensteiner, 1905; Luquet, 1927/1977). At the same time Piaget and Inhelder (1948/1967) incorporated these stage theories into their model of spatial intelligence. Yet, the recent experimental study of children's drawings has disclosed a number of variables which interfere during the course of production, challenging the view that drawings can be seen as the royal route to access children's concepts. Stage theories are re-evaluated by means of fourteen experimental drawing tasks with various degree of difficulty. The tasks - administered to the same children tested with the standardised instruments -are spatial in nature and have been sampled from two widely researched areas related to the pictorial representation of partial occlusion and of spatial axes (horizontal/vertical). The acquisition of the pertinent spatial concepts by means of drawings is examined, considering competence-deficiency and competence-utilisation accounts of children's performance at different ages. Finally, overall perfomance on spatial tasks is compared with performance on conventional (Wechsler scales) and non-verbal (GHDT) measures of intellectual functioning, considering the optimum method to assess children's abilities by means of drawings. In general, drawing performance is reasonably sensitive to children's level of intelligence, yet the significance of drawing varies at different ages and ranges of IQ. Finally, the establishment of steadfast developmental trajectories falls short in the field of pictorial representation. The variable performance, particularly from the children at intermediate ages, suggests that the stages of intellectual or visual realism should be seen as relative and not as absolute.
43
Rasnake, L. Kaye. "Anxiety reduction with children receiving medical care : cognitive developmental considerations /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487325740719711.
Testo completo
44
Wills, Jeremiah B. "Maternal Employment, Relative Income, and Child Well-Being: The Effects of Gendered Household Resource Allocation on Children's Cognitive Development Trajectories". NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03222007-133600/.
Testo completoAbstract (sommario):
In this study, I extend the scholarship on maternal employment and the allocation of household resources by evaluating the effects of mothers? time spent in the labor force and mothers? relative income on children?s cognitive development. I use a gendered resource allocation model that recognizes differences in investment preferences between men and women and how women can use increases in their relative earnings to direct greater amounts of family resources towards enrichment goods and services that promote child well-being. Support for this model comes mostly from research conducted outside of the United States. This study contributes to this research literature by using an American sample drawn from the Children of the National Longitudinal Survey of Youth 1979. In addition, I contribute to the research on maternal employment and child outcomes with a longitudinal analysis of children?s cognitive development trajectories from age five to 14. I find some negative effects on children?s initial levels of cognitive skills for measures of both early and current maternal employment hours. Some of these effects are moderated by race, the supportiveness of children?s home environment, and mothers? cognitive skills. Contrary to predictions from a gendered resource allocation model, I find that children?s cognitive development is lowest in households in which mothers? and fathers? incomes approximate parity, likely because of a lack of clear specialization in such households. I discuss these findings in terms of theoretical, research, and policy applications.
45
Wells, Michael Benjamin. "Father-Child Play: A Longitudinal Study on fathers' Parenting and Cognitive Development and Academic Achievement across the Transition to School". The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396363850.
Testo completo
46
Mireku, Michael Osei. "The effects of anemia during pregnancy and its risk factors on the cognitive development of one-year-old children in Benin". Thesis, Paris 6, 2016. http://www.theses.fr/2016PA066156/document.
Testo completoAbstract (sommario):
L'objectif était d'évaluer l'effet de l'anémie pendant la grossesse et ses facteurs de risque sur le développement cognitif d'enfants à un an.Notre cohorte a inclus 636 couples de mères et d'enfants singletons nés de femmes enceintes incluses dans un essai clinique antipaludiques au Bénin. Les prélèvements sanguins ont été réalisés lors des 1er et 2nd visites prénatales (VP) et à l'accouchement (AC) afin d'évaluer la concentration en hémoglobine (Hb) et la ferritine sérique. Les selles ont été testé la présence d'oeufs d'helminthes par la technique de Kato-Katz. Toutes les femmes ont reçu 600mg de mébendazole lors de la 1er VP. À l'âge d'un an, le développement psycho-moteur des enfants a été évalué par le Mullen Scales of Early Learning.La prévalence de la carence en fer (CF) chez les femmes 1er et 2nd VP et à l'AC était de 30,5%, 34,0% et 28,4%, respectivement. La prévalence des infections helminthiques était de 11,5%, 7,5% et 3,0 % à la 1er, la 2nd VP et à l'AC, respectivement. La prévalence de l'anémie a diminué de 67,1% à la 1er VP à 40,1% à l'AC. L'infection par ankylostomes à la 1er VP était associée avec un score de motricité globale (MG) inférieure -4,9 (IC 95%:-8,6;-1,3). Nous avons observé une relation quadratique négative significative entre la MG de l'enfant et la concentration d'Hb à la première et la 2nd VP.Dans ce contexte de supplémentation en fer des femmes enceintes, la CF maternelle n'était pas associée au développement neurocognitif de l'enfant. De plus, il semble que des concentrations en Hb légèrement en-dessous de la normale (comprises entre 90 et 110 g/L) soient optimales pour la motricité des enfants à un anThe aim was to investigate the impact of anemia during pregnancy and its risk factors on the cognitive development children.Our cohort included 636 mother-singleton child pairs from 828 eligible pregnant women who were enrolled during their first antenatal care (ANC) visit in Allada, Benin, into a clinical trial comparing two malarial drugs. Ferritin and hemoglobin (Hb) level were assessed at the first and second ANC visit of at least one-month interval and at delivery. Stool samples of pregnant women were tested for helminths using the Kato-Katz method. All women were given 600 mg of mebendazole to be taken after the first ANC visit. Cognitive and motor functions of one-year-old children were assessed using Mullen Scales of Early Learning.The prevalence of iron deficiency (ID) at first and second ANC visits, and at delivery was 30.5%, 34.0% and 28.4%, respectively. Prevalence of helminth infection was 11.5%, 7.5% and 3.0% at first, second ANC visits and at delivery, respectively. Prevalence of anemia decreased from 67.1% at first ANC visit to 40.1% at delivery. Hookworm infection at first ANC was associated with lower mean gross motor (GM) scores -4.9 (95% CI:-8.6;-1.3) in the adjusted model. We observed a significant negative quadratic relationship between infant GM function and Hb concentration at first and second ANC visits.Prenatal helminth infection is associated with poor with infant cognitive and motor development. However, in the presence of iron supplementation, ID is not associated with infant neurocognitive development. Further, there appears to be an Hb concentration range (90-110 g/L) that may be optimal for better GM function of one-year-old children
47
Shpizner, Cara A. "Theory of Mind and Moral Theme Comprehension in Preschool Children Ages 3-4". Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/393.
Testo completoAbstract (sommario):
Research suggests that there is a relationship between theory of mind and moral development in young children. However, the nature of this relationship is still unclear, specifically in regards to the relationship between theory of mind and moral theme comprehension, which has yet to be studied. The current study attempted to begin to fill this gap in the research by examining the relationship between 8 preschool children’s false belief understanding, as determined by the Sally-Anne task, and moral theme comprehension. Results were not significant, but suggest a trend that children who pass the false belief task may be more able to understand the moral themes of stories. A larger sample size and further research on this topic is necessary.
48
Newman, Nellis Leah M. "The effects of peer interaction and cognitive ability on the planning skills of preschool children". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/952812.
Testo completoAbstract (sommario):
The ability related differences and the role of peer interaction in preschool children's planning skill on a sociocultural task was investigated. Shopping routes through a model grocery store were planned by 50 children ranging in age from 3 years, 2 months to 5 years, 11 months. There were 30 children with average ability (Differential Ability Scales GCA score 85-115) and 20 children with high ability (DAS scores above 120). All subjects planned a total of five shopping trips. The first and last trips were completed alone, while the three middle trips were either completed alone, with a same-ability peer, or with a mixed-ability peer.Data were analyzed with a series of multivariate analyses of variance (MANOVA) with a within-subjects factor representing the measures of planning skill across Lists 2, 3, and 4. Preschool-aged children did not differ in planning skill on the basis of cognitive ability at the onset of the task. Dyads planned more efficient routes than individuals and also employed a more mature item location strategy. Children of average ability improved in planning performance from List One to List Five regardless of the ability level of their partner during Lists 2, 3, and 4. High ability preschoolers performed equally well when working alone, with a peer of same ability, or with a peer of less ability.Dyads of average children working together engaged in arguments and disagreements concerning the task but planned less efficient routes than did dyads of high-ability children. Mixed-ability dyads and those of high ability peers planned more efficient routes but engaged in little discussion. Thus, average children working together may have experienced growth in social competence as a result of social conflict concerning the social problem solving task. Such advances were most likely minimal for children in mixed-ability and high ability dyads. Advances in social competence may be of primary importance for preschool aged children. Future research should seek to clarify the relationship between ability and peer interaction in an effort to identify the features of social interaction which are necessary for cognitive growth.Department of Educational Psychology
49
Andrews, Samantha Lee. "The general development and cognitive ability of a sample of children in specialized education". Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1015714.
Testo completoAbstract (sommario):
The main aim of this study was to explore and describe the development and cognitive ability of a sample of children aged six to eight enrolled in specialised education, in the category of specific learning disability (SLD). This was achieved through the utilization of the Griffiths-Mental Development Scales – Extended Revised, the Wechsler Intelligence Scales for Children – Fourth Edition and input from the trans-disciplinary team. A non-probability, purposive sampling method was employed and the sample consisted of eight participants. The multiple case study method was used in order to achieve the aim of the study. Both qualitative and quantitative data were incorporated to provide a holistic description of the participants. Quantitative data was obtained from the Griffiths-Mental Development Scales – Extended Revised, the Wechsler Intelligence Scales for Children – Fourth Edition while qualitative data was obtained from the Biographical Questionnaire, input from members of the trans-disciplinary team, data from the participants‟ archives as well as clinical observations made during the assessment process. The data was analysed according to the domains of childhood development.The results obtained revealed that the general development of the sample as measured by the Griffiths-Mental Development Scales – Extended Revised was average. The Eye and Hand Co-ordination Subscale was the most problematic for the participants. The majority of the sample obtained below average scores on the Wechsler Intelligence Scales for Children – Fourth Edition‟s full scale IQ (FSIQ). The Verbal Reasoning Index and the Working Memory Index yielded the lowest scores amongst the sample. The results indicated that the majority of the participants are stronger with non-verbal as opposed to verbal reasoning. The study revealed that the two measures, the Griffiths-Mental Development Scales – Extended Revised, the Wechsler Intelligence Scales for Children – Fourth Edition complement one another. The developmental and intellectual nature of the measures allow for gaps left by the one measure to be filled by the other. The study highlighted the importance of gaining information from the trans-disciplinary team and not relying purely on psychometric measures. It was made clear through the study that deficits often exist that are not picked up by assessment measures alone. In order to gain a comprehensive, holistic picture of a child, one needs to consult a variety of sources. Questions regarding the classification system of high needs learners as well as the current system of specialised education were raised.
50
Tan, Lynne S. C. "Numerical understanding in infancy". Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388999.
Testo completo