Gotowa bibliografia na temat „Cognition in children”
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Artykuły w czasopismach na temat "Cognition in children":
Jurayeva, Mokhinur S. "CHILDREN OF PRESCHOOL AGE DEVELOP COGNITIVE PROCESSES AND CRITICAL COGNITION AND DEVELOP EFFECTIVE REFLEXIVE ACTIVITIES". Oriental Journal of Education 02, nr 01 (1.05.2022): 130–36. http://dx.doi.org/10.37547/supsci-oje-02-01-20.
Parke, Elyse M., Megan L. Becker, Stacey J. Graves, Abigail R. Baily, Michelle G. Paul, Andrew J. Freeman i Daniel N. Allen. "Social Cognition in Children With ADHD". Journal of Attention Disorders 25, nr 4 (13.12.2018): 519–29. http://dx.doi.org/10.1177/1087054718816157.
Westfall, Daniel R., Nicole E. Logan, Naiman A. Khan i Charles H. Hillman. "Cognitive Assessments in Hydration Research Involving Children: Methods and Considerations". Annals of Nutrition and Metabolism 74, Suppl. 3 (2019): 19–24. http://dx.doi.org/10.1159/000500341.
O’Neill, Rachel. "Deaf children and cognition". Deafness & Education International 24, nr 2 (3.04.2022): 97–99. http://dx.doi.org/10.1080/14643154.2022.2067465.
James, Clara E., Sascha Zuber, Elise Dupuis-Lozeron, Laura Abdili, Diane Gervaise i Matthias Kliegel. "How Musicality, Cognition and Sensorimotor Skills Relate in Musically Untrained Children". Swiss Journal of Psychology 79, nr 3-4 (grudzień 2020): 101–12. http://dx.doi.org/10.1024/1421-0185/a000238.
Johnston, Judith R., Linda B. Smith i Peggy Box. "Cognition and Communication". Journal of Speech, Language, and Hearing Research 40, nr 5 (październik 1997): 964–74. http://dx.doi.org/10.1044/jslhr.4005.964.
Connolly, K. J., i J. D. Kvalsvig. "Infection, nutrition and cognitive performance in children". Parasitology 107, S1 (styczeń 1993): S187—S200. http://dx.doi.org/10.1017/s0031182000075612.
Olson, Kristina R., Aidan C. Key i Nicholas R. Eaton. "Gender Cognition in Transgender Children". Psychological Science 26, nr 4 (5.03.2015): 467–74. http://dx.doi.org/10.1177/0956797614568156.
Davidoff, Jules, i Peter Mitchell. "The colour cognition of children". Cognition 48, nr 2 (sierpień 1993): 121–37. http://dx.doi.org/10.1016/0010-0277(93)90027-s.
Sadeghi, Saeid, Sajad Ayoubi i Serge Brand. "Parenting Styles Predict Future-Oriented Cognition in Children: A Cross-Sectional Study". Children 9, nr 10 (20.10.2022): 1589. http://dx.doi.org/10.3390/children9101589.
Rozprawy doktorskie na temat "Cognition in children":
Lindquist, Barbro. "Hydrocephalus in children : cognition and behaviour /". Göteborg : Department of Pediatrics, Institute of Clinical Sciences, Sahlgrenska Academy at Göteborg University, 2007. http://hdl.handle.net/2077/2557.
Heaton, Pamela Florence. "Musical cognition in children with autism". Thesis, Goldsmiths College (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396246.
Heaton, Pamela Florence. "Musical cognition in children with autism". Online version, 1998. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.396246.
Cupples, Sarah Anne. "Social cognition in children with visual impairment". Thesis, Goldsmiths College (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248371.
Tillman, Carin. "Working Memory and Higher-Order Cognition in Children". Doctoral thesis, Uppsala University, Department of Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9271.
Higher-order cognitive functions, such as executive function (EF) and intelligence, are crucial to the everyday functioning of human beings. Gaining knowledge about these functions is important for our general understanding of human nature as well as for our ability to help those who may not develop these processes optimally. The present thesis focused particularly on the EF component working memory (WM), described as the ability to maintain informa-tion in consciousness during short time periods with the purpose of using that information in complex cognition. The major aims of the thesis were to increase our understanding of higher-order cognition in children as well as of deficiencies in intelligence found in children with Attention Deficit Hyperactivity Disorder (ADHD). We approached these aims by studying the interrelations among EF-related components in terms of their independent contributions to intellectual functioning. We also studied whether the lower intelligence in children with ADHD was mediated by fundamental EF-related components or whether these deficiencies went beyond the weaknesses in these specific cognitive functions.
Interpreting the present data, we suggest that intellectual functioning in children is best viewed as representing a system of primarily independent parts that may be accompanied by an overarching common mechanism. The multiple components involve, but are surely not limited to, WM functions, inhibitory functions, sustained attention, and processing speed. One of these functions, WM, was found to be further partitioned into domain-specific executive WM processes and domain-specific short-term storage processes, all of which constitute important aspects of higher-order cognitive functioning. We have further learned that deficits in fluid intelligence in children with ADHD may entail more than weaknesses in specific central cognitive functions. This additional deficit is cautiously interpreted as involving supe-rior executive attention functions setting the stage for the development and integration of the EF system as well as the “intelligence system”.
Williamson, Meagan. "Deconstructing visual-spatial cognition in typically developing children". Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32275.
Visual-cognition spatiale a été examinée dans le développement général des enfants. Cinquante-six enfants âgés de 3 - à 10 ans, mené à bien une batterie de tâches cognitives qui écoute 8 composantes de l'espace visuel fonctionnement. Les résultats démontrent la complexité de cette tâche et de l'âge d'interagir à travers la majorité de l'espace visuel sous-domaines, avec des compétences visuo-spatiales croissant linéairement avec l'âge. L'examen des taux d'acquisition a montré que, après 8 ans d'âge, les enfants sont capables d'effectuer des chaque mesure nettement mieux que la chance. Entre les sexes liées à l'âge résultats suggèrent hommes démontrer supérieure visuelle-spatiale mental rotation compétences que jusqu'à 9-10 ans, que les femmes commencent à dépasser les hommes. Visual-cognition spatiale et de mathématiques de performance a également été étudiée dans le type d'enfants. Children's visuelle-spatiale de rotation et de la manipulation mentale et visuelle-spatiale directionalité capacités ont été positivement corrélé avec la performance mathématique.
Wass, Malin. "Children with Cochlear Implants : Cognition and Reading Ability". Doctoral thesis, Linköpings universitet, Institutet för handikappvetenskap (IHV), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-51735.
Avhandlingens övergripande syfte var att studera kognitiva förmågor hos barn med grav hörselskada eller dövhet som fått cochleaimplantat (CI). Auditiv stimulering från CI i tidig ålder påverkar de flesta kognitiva funktioner som en följd av hjärnans plasticitet hos små barn. Det är viktigt att förstå de kognitiva konsekvenserna av auditiv stimulering från CI för att kunna ge dessa barn bästa möjliga stöd. Avhandlingen undersökte tre specifika aspekter av kognitiv förmåga (arbetsminne, fonologiska förmågor och lexikal aktivering), samt läsförmåga hos barn med CI, i jämförelse med barn med normal hörsel i samma åldrar. Relationerna mellan kognitiva förmågor och läsförmåga studerades också, liksom sambanden mellan demografiska faktorer (t ex implantationsålder och kommunikationssätt) och kognitiva förmågor samt läsfärdigheter. Barnen med CI hade generellt lägre prestationsnivå än barnen med normal hörsel i uppgifter som mäter fonologiskt och generellt arbetsminne, fonologiska förmågor och lexikal aktivering. De hade specifika problem i uppgifter som i hög grad belastar fonologiskt arbetsminne, medan deras visuospatiala arbetsminneskapacitet var jämförbar med den hos barnen med normal hörsel. Majoriteten av barnen med CI hade läsfärdigheter i nivå med normalhörande barn, för både avkodning och läsförståelse. Sambanden mellan demografiska faktorer och kognitiva förmågor och läsförmåga varierade mellan studierna. Resultatmönstren diskuteras utifrån teorier om arbetsminne, fonologiska färdigheter och lexikal aktivering.
Jones, Anna. "Emotion processing and social cognition in deaf children". Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/323072/.
Jones, Anna. "Emotion processing and social cognition in deaf children". Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/323072/1/PhD%20Thesis%20Anna%20Jones.pdf.
Marcello, Angelica. "Contemplating the evolution of attachment and cognition in a collaborative learning environment". Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3213074.
Title from first page of PDF file (viewed June 26, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 192-213).
Książki na temat "Cognition in children":
Bearison, David J. Collaborative cognition: Children negotiating ways of knowing. Westport, Conn: Ablex Pub., 2002.
Croker, Steve. The development of cognition. Andover: Cengage Learning, 2012.
Siegal, Michael. Knowing children: Experiments in conversation and cognition. Wyd. 2. Hove, East Sussex, UK: Psychology Press, 1997.
Angus, Gellatly, Rogers Don i Sloboda John A, red. Cognition and social worlds. Oxford [England]: Clarendon Press, 1989.
Tamar, Globerson, Zelniker Tamar i Universiṭat Tel-Aviv. Yeḥidah le-sotsyologyah shel ha-ḥinukh ṿeha-ḳehilah., red. Cognitive style and cognitive development. Norwood, N.J: Ablex Pub. Corp., 1989.
C, Friedman Reva, i Shore Bruce M, red. Talents unfolding: Cognition and development. Washington, DC: American Psychological Association, 2000.
Kang, Lee, red. Childhood cognitive development: The essential readings. Malden, Mass: Blackwell, 2000.
Maxwell, Laurie. Eight pointers on teaching children to think. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1987.
1923-, Izard Carroll E., red. Development of emotion-cognition relations. Hove: Erlbaum, 1989.
Daehler, Marvin W. Cognitive development. New York: Knopf, 1985.
Części książek na temat "Cognition in children":
Bellugi, Ursula, Helene Sabo i Jyotsna Vaid. "Spatial Deficits in Children with Williams Syndrome". W Spatial Cognition, 273–98. New York: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315785462-16.
Crowe, Louise, Simone Darling i Jennifer Chow. "Assessing social cognition in children". W Clinical Disorders of Social Cognition, 307–26. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003027034-10.
Stiles-Davis, Joan. "Spatial Dysfunctions in Young Children with Right Cerebral Hemisphere Injury". W Spatial Cognition, 251–72. New York: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315785462-15.
Smith, Linsey, Raedy M. Ping, Bryan J. Matlen, Micah B. Goldwater, Dedre Gentner i Susan Levine. "Mechanisms of Spatial Learning: Teaching Children Geometric Categories". W Spatial Cognition IX, 325–37. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11215-2_23.
Landau, Barbara. "The Construction and Use of Spatial Knowledge in Blind and Sighted Children". W Spatial Cognition, 343–71. New York: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315785462-19.
Iwasaki, Sumie, i Reiki Kishimoto. "Studies of Prospective Information-Seeking in Capuchin Monkeys, Pigeons, and Human Children". W Comparative Cognition, 255–67. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2028-7_15.
Mounoud, P. "Action and Cognition". W Motor Development in Children: Aspects of Coordination and Control, 373–90. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4460-2_21.
Rector, Monica. "A Note on Teaching Writing to Rio Slum-Children". W Neuropsychology and Cognition, 59–65. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-015-8285-8_4.
Murphy, Kerry. "Cognition and learning needs". W Supporting the Wellbeing of Children with SEND, 135–58. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003138365-6.
Zhu, Liqi. "Do Chinese Children Believe in an Afterlife?" W Religious Cognition in China, 151–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62954-4_10.
Streszczenia konferencji na temat "Cognition in children":
Yi, Peiqi, Yunzhu Hu, Xiaoxue Zhang, Hui Wang i Xin He. "Myopia Prevention Game Interface Design Based on Children's Cognition". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002072.
Joseph, Mr Ebenezer, Dr Veena Easvaradoss, Dr Sumathi Chandrasekaran, Ms Anita Kennedy i Mrs Miriam Kalpana Simon. "Chess training increases cognition in children". W Annual International Conference on Cognitive and Behavioral Psychology. Global Science & technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-1865_cbp16.50.
Silva, Cláudia, Catia Prandi, Marta Ferreira, Valentina Nisi i Nuno Jardim Nunes. "Towards Locative Systems for, and by, Children". W C&C '19: Creativity and Cognition. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3325480.3326568.
Ali, Safinah, Tyler Moroso i Cynthia Breazeal. "Can Children Learn Creativity from a Social Robot?" W C&C '19: Creativity and Cognition. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3325480.3325499.
Xu, Meng, Bo Liu i Yue Shi. "AR Experimental Game Design of Children Character Based on Etymon Literacy Method". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001795.
Xu, Jing, i Duoduo Zhang. "From disembodied to embodied: the embodied transformation of children's architectural education learning situation design". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002386.
Giannakos, Michail N., i Letizia Jaccheri. "What motivates children to become creators of digital enriched artifacts?" W C&C '13: Creativity and Cognition 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2466627.2466634.
Seo, Jinsil Hwaryoung, Pavithra Aravindan i Annie Sungkajun. "Toward Creative Engagement of Soft Haptic Toys with Children with Autism Spectrum Disorder". W C&C '17: Creativity and Cognition. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3059454.3059474.
Buchanan, Benjamin, Konstantinos Tsiakas i Morris Bell. "Towards an automated assessment for embodied cognition in children". W PETRA '19: The 12th PErvasive Technologies Related to Assistive Environments Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3316782.3322744.
Sedighian, Kamran, i Maria M. Klawe. "An interface strategy for promoting reflective cognition in children". W Conference companion. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/257089.257244.
Raporty organizacyjne na temat "Cognition in children":
Amanda Cremone, Amanda Cremone. Can extending sleep improve cognition in children with ADHD? Experiment, maj 2016. http://dx.doi.org/10.18258/7043.
Sun, Yang, Jing Zhao, PanWen Zhao, Hui Zhang, JianGuo Zhong, PingLei Pan, GenDi Wang, ZhongQuan Yi i LILI Xie. Social cognition in children and adolescents with epilepsy: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, marzec 2022. http://dx.doi.org/10.37766/inplasy2022.3.0011.
Hamermesh, Daniel, Rachel Gordon i Robert Crosnoe. O Youth and Beauty: Children’s Looks and Children’s Cognitive Development. Cambridge, MA: National Bureau of Economic Research, październik 2019. http://dx.doi.org/10.3386/w26412.
Blau, Francine, i Adam Grossberg. Maternal Labor Supply and Children's Cognitive Development. Cambridge, MA: National Bureau of Economic Research, grudzień 1990. http://dx.doi.org/10.3386/w3536.
Gehrig, Anne. A study of factors affecting cognitive style in Mexican-American children. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.3171.
Näslund-Hadley, Emma, Michelle Koussa i Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, kwiecień 2021. http://dx.doi.org/10.18235/0003205.
Currie, Janet, i Duncan Thomas. Race, Children's Cognitive Achievement and The Bell Curve. Cambridge, MA: National Bureau of Economic Research, sierpień 1995. http://dx.doi.org/10.3386/w5240.
Baker, Michael, i Kevin Milligan. Maternity Leave and Children's Cognitive and Behavioral Development. Cambridge, MA: National Bureau of Economic Research, czerwiec 2011. http://dx.doi.org/10.3386/w17105.
Buczyłowska, Dorota, Tianyu Zhao, Nitika Singh, Agnieszka Siry, Anna Jurczak i Iana Markevych. Exposure to greenspace and bluespace and cognitive functioning in children - a systematic review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, luty 2022. http://dx.doi.org/10.37766/inplasy2022.2.0018.
Ylvisaker, Mark. Rehabilitation of Children and Adults With Cognitive-Communication Disorders After Brain Injury. Rockville, MD: American Speech-Language-Hearing Association, 2003. http://dx.doi.org/10.1044/policy.tr2003-00146.