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Artykuły w czasopismach na temat "Cognitive development in children"
Crotty, Jennifer E., Susanne P. Martin-Herz i Rebecca J. Scharf. "Cognitive Development". Pediatrics In Review 44, nr 2 (1.02.2023): 58–67. http://dx.doi.org/10.1542/pir.2021-005069.
Pełny tekst źródłaLai, Te-Jen, Yue-Liang Guo, Mey-Lin Yu, Huei-Chen Ko i Chen-Chin Hsu. "Cognitive development in Yucheng children". Chemosphere 29, nr 9-11 (listopad 1994): 2405–11. http://dx.doi.org/10.1016/0045-6535(94)90409-x.
Pełny tekst źródłaBarac, Raluca, i Ellen Bialystok. "Cognitive development of bilingual children". Language Teaching 44, nr 1 (3.12.2010): 36–54. http://dx.doi.org/10.1017/s0261444810000339.
Pełny tekst źródłaFriedrich, M. J. "Boosting Cognitive Development in Children". JAMA 317, nr 11 (21.03.2017): 1109. http://dx.doi.org/10.1001/jama.2017.2347.
Pełny tekst źródłaToshtemir Qizi, Rayimova Gulmira, i To'rayeva Dilnoza Ismoilovna. "SPECIFIC TO THE DEVELOPMENT OF SPEECH IN MENTALLY RETARDED CHILDREN FEATURES CHARACTERISTIC OF SPEECH DEVELOPMENT IN MENTALLY RETARDED CHILDREN". European International Journal of Multidisciplinary Research and Management Studies 02, nr 10 (1.10.2022): 117–21. http://dx.doi.org/10.55640/eijmrms-02-10-21.
Pełny tekst źródłaJurayeva, 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.
Pełny tekst źródłaPakpahan, Farida Hanum, i Marice Saragih. "Theory Of Cognitive Development By Jean Piaget". Journal of Applied Linguistics 2, nr 2 (28.07.2022): 55–60. http://dx.doi.org/10.52622/joal.v2i2.79.
Pełny tekst źródłaMillichap, J. Gordon. "Cognitive Development of Children with Craniosynostosis". Pediatric Neurology Briefs 29, nr 6 (30.06.2015): 47. http://dx.doi.org/10.15844/pedneurbriefs-29-6-6.
Pełny tekst źródłaBlack, Jennifer L., Domingo J. Piñero i Niyati Parekh. "Zinc and Cognitive Development in Children". Topics in Clinical Nutrition 24, nr 2 (kwiecień 2009): 130–38. http://dx.doi.org/10.1097/tin.0b013e3181a6b947.
Pełny tekst źródłaMuter, Valerie. "Cognitive and Language Development in Children". Child and Adolescent Mental Health 10, nr 4 (listopad 2005): 213. http://dx.doi.org/10.1111/j.1475-3588.2005.00377_5.x.
Pełny tekst źródłaRozprawy doktorskie na temat "Cognitive development in children"
Ouyang, Sining, i 欧阳斯宁. "Effect of music on children's cognitive development". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193786.
Pełny tekst źródłapublished_or_final_version
Public Health
Master
Master of Public Health
Khan, Manizeh. "Thinking in Words: Implicit Verbal Activation in Children and Adults". Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10786.
Pełny tekst źródłaPsychology
Dawda, Darek. "The literacy hypothesis and cognitive development /". Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2635.
Pełny tekst źródłaMartin, Michelle M. "The development of cognitive inhibition in bilingual children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ56190.pdf.
Pełny tekst źródłaHarvey, Erin M. "Visual development and plasticity in children". Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289850.
Pełny tekst źródłaParker, 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/.
Pełny tekst źródłaStrauss, 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.
Pełny tekst źródłaButler, Stephen M. "Dream development and cognitive processing in reading disabled children". Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5094.
Pełny tekst źródłaCAVALCANTE, LILIAN DE SOUZA. "SOCIOINTERACTIONISM AND COGNITIVE DEVELOPMENT OF CHILDREN WITH INTELECTUAL DESABILITY". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32002@1.
Pełny tekst źródłaCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
A presente pesquisa analisa a configuração do programa educacional Quinta Dimensão, criado por Michael Cole, pesquisador de destaque no campo da psicologia sociohistórico-cultural contemporânea, que promove aprendizagem mediada pelo uso de TIC para o desenvolvimento cognitivo de crianças com deficiência intelectual. Criado, originalmente, nos Estados Unidos, o Programa Quinta Dimensão articula universidades e comunidades e é direcionado a crianças socialmente marginalizadas e com baixo rendimento escolar. Uma característica importante desse programa é sua adaptabilidade às necessidades específicas de cada comunidade de prática. Desse modo, o programa pode ser adaptado em diferentes contextos sociais, linguagens e culturas para atender às demandas locais. O presente estudo analisou a configuração geral do programa e duas de suas adaptações: Programa Dimensão Metacognitiva, implementado pela Rede Sarah, e o programa Cinquena Dimensión, da Casa de Shere Rom, na Espanha. A metodologia utilizada foi, principalmente, análise dos documentos de referência desses programas, em triangulação com: entrevista realizada com a coordenadora do programa da Rede Sarah; entrevista concedida por Michael Cole à professora Zena Eisenberg; e descrição de visita técnica, feita pela pesquisadora, ao Hospital de Reabilitação da Rede Sarah, em Brasília. Na análise documental, identificamos que o Programa Quinta Dimensão apresenta uma estrutura pedagógica definida e delineia a metodologia de implementação, composta por três elementos-chave: tecnologias a serviço do desenvolvimento cognitivo; mediação do par mais capaz e ancoramento cultural. Coerente com a perspectiva sócio-histórico-cultural, o programa é estruturalmente adaptável ao contexto local.
The presente research analyze the configuration of the Fifth Dimension educational program, created by Michael Cole, a prominent researcher in contemporary sociohistorical-cultural psycology studies, promoting mediated learning by the use of ICT for the cognitive development of children with intelectual disabilities. Created in the United States of America, the Fifth Dimension Program joins universities and communities in order to attend socially marginalized children with low school performance. An important feature of this program is its adaptability to the specific requirements of each community of practice. In this way, the program can be adapted to different social settings, languages and cultures. The present study analyze the general configuration of the program and of two adaptations: Metacognitive Dimension Program implemented by the Sarah Network of Neurorehabilitation Hospitals and the Cinquena Dimensión programa of the Shere Rom House in Spain. The research procedures was mainly analysis of the reference documents of these programs, in triangulation with: interview with the coordinator of the Sarah Network program; interview given by Michael Cole to Professor\Zena Eisenberg; and description of technical visit made by the researcher to the Rehabilitation Hospital of the Sarah Network in Brasilia. We identified that the Fifth Dimension presents a defined pedagogical structure and outlines the methodology of implementation, composed of three key elements: technologies for cognitive development; mediation and centrality of centrality of cultural context. Consistent with the sociohistorical-cultural perspective, the program is structurally adaptable to the local requirements.
Ravenscroft, Suzannah. "Anxiety in young children : cognitive biases, development and assessment". Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/82041/.
Pełny tekst źródłaKsiążki na temat "Cognitive development in children"
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.
Znajdź pełny tekst źródłaJerome, Kagan, red. Cognitive development. San Diego: Harcourt Brace Jovanovich, 1990.
Znajdź pełny tekst źródłaCognitive development. Monterey, Calif: Brooks/Cole Pub. Co., 1985.
Znajdź pełny tekst źródła1949-, Bukatko Danuta, red. Cognitive development. New York: Knopf, 1985.
Znajdź pełny tekst źródłaDwyer, Helen. Cognitive development. Tucson, AZ: Brown Bear Books, 2011.
Znajdź pełny tekst źródłaCognitive development. London: Hodder Education, 2013.
Znajdź pełny tekst źródłaReddy, Peter. Cognitive development. Princeton, N.J: Films for the Humanities & Science, 1995.
Znajdź pełny tekst źródłaIntroducing cognitive development. New York, NY: Psychology Press, 2005.
Znajdź pełny tekst źródłaCognitive development. Tucson, AZ: Brown Bear Books, 2011.
Znajdź pełny tekst źródłaHakuta, Kenji. Cognitive development of bilingual children. [Los Angeles, Calif.]: Center for Language Education and Research, University of California, Los Angeles, 1987.
Znajdź pełny tekst źródłaCzęści książek na temat "Cognitive development in children"
Siegler, Robert, Judy DeLoache, Nancy Eisenberg, Jenny Saffran i Campbell Leaper. "Theories of Cognitive Development". W How Children Develop, 129–70. New York: Macmillan Learning, 2014. http://dx.doi.org/10.1007/978-1-319-17494-1_4.
Pełny tekst źródłaGoldstein, Gayle I., i David F. Lancy. "Cognitive Development in Autistic Children". W Springer Series in Cognitive Development, 83–112. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4612-5036-4_5.
Pełny tekst źródłaRobson, Sue. "Theories of cognitive development". W Developing Thinking and Understanding in Young Children, 19–49. Third edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429469442-2.
Pełny tekst źródłaDaehler, Marvin W., i Carolyn Greco. "Memory in Very Young Children". W Springer Series in Cognitive Development, 49–79. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4613-9544-7_2.
Pełny tekst źródłaLehman, Elyse Brauch, i Margaret Bovasso. "Development of Intentional Forgetting in Children". W Emerging Themes in Cognitive Development, 214–33. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4613-9220-0_8.
Pełny tekst źródłaOddy, W. H., G. E. Kendall, E. Blair, N. H. de Klerk, S. Silburn i S. Zubrick. "Breastfeeding and Cognitive Development in Children". W Advances in Experimental Medicine and Biology, 365–69. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4757-4242-8_42.
Pełny tekst źródłaMcCune, Lorraine, Barbara Kearney i Michael Checkoff. "Forms and Functions of Communication by Children with Down Syndrome and Nonretarded Children with Their Mothers". W Springer Series in Cognitive Development, 113–27. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3580-4_6.
Pełny tekst źródłaRader, Barbara L. "The Effect of Renal Neurotoxicity on Cognitive Development". W CAPD/CCPD in Children, 463–78. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-4931-4_26.
Pełny tekst źródłaSiegler, Aaron, i Todd Siegler. "PostFace: Through the eyes of children". W Cognitive Development from a Strategy Perspective, 227–34. Robert Siegler / edited by Patrick Lemaire. Description: New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315200446-16.
Pełny tekst źródłaSmith-Bonahue, Tina, i Kaitlyn Tiplady. "Cognitive–Behavioral Approaches". W Counseling Children and Adolescents: Connecting Theory, Development, and Diversity, 166–90. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2017. http://dx.doi.org/10.4135/9781071801307.n8.
Pełny tekst źródłaStreszczenia konferencji na temat "Cognitive development in children"
Mauzner, Filip, Lidija Mandić, Ana Agić i Jesenka Pibernik. "Development of children´s cognitive abilities through interactive applications". W 10th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design,, 2020. http://dx.doi.org/10.24867/grid-2020-p71.
Pełny tekst źródłaCostescu, Cristina, Adrian Rosan, Alina Petru, Serge Thill, Teodor Stefanut, Ilona Heldal, Attila Kovari, Jozsef Katona i Robert Demeter. "Development of a technological screening platform for children". W 2020 11th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2020. http://dx.doi.org/10.1109/coginfocom50765.2020.9237878.
Pełny tekst źródłaKarelina, Inna B., i Ulyana V. Tikhvinskaya. "The development of cognitive mental processes in preschool children with severe speech impairments". W Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-266-270.
Pełny tekst źródłaИбахаджиева, Лайса Алиевна, i Марьям Руслановна Хакимова. "FUNDAMENTALS OF COGNITIVE AND COMMUNICATIVE DEVELOPMENT IN EARLY CHILDREN UNDER DYSONTOGENESIS". W Сборник избранных статей по материалам научных конференций ГНИИ «Нацразвитие» (Санкт-Петербург, Март 2021). Crossref, 2021. http://dx.doi.org/10.37539/mar314.2021.40.43.012.
Pełny tekst źródłaNa, Zang, Xinyuan Huang i Dayan Shangguan. "Animation Creation of Preschool Children Based on Cognitive Development". W Proceedings of the 4th International Conference on Humanities Science, Management and Education Technology (HSMET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hsmet-19.2019.12.
Pełny tekst źródłaBabulicová, Zuzana. "INTENTIONAL DEVELOPMENT OF COGNITIVE FUNCTIONS OF PRESCHOOL-AGED CHILDREN". W 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1301.
Pełny tekst źródłaVanags, Edmunds, Ņikita Bezborodovs, Līga Riekstiņa, Armands Zelčs, Lelde Ūlupe, Dana Skara, Ance Vecgrāve, Marta Celmiņa i Jurģis Strautmanis. "Cognitive Abilities in Children with ADHD, Comorbid Epilepsy and Typically Developed Children". W 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.01.
Pełny tekst źródłaBabkina, N. V. "Children with developmental delay: self-regulation development through education". W INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.777.789.
Pełny tekst źródłaRigaki, Anastasia, Anastasia Ntagianta, Asterios Leonidis, Danai Ioannidi, Maria Korozi i Constantine Stephanidis. "LEARNING ANALYTICS FOR AMI EDUCATIONAL GAMES TARGETING CHILDREN WITH COGNITIVE DISABILITIES". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2220.
Pełny tekst źródłaDenisova, V. A. "Features of cognitive development of children of younger preschool age". W All-Russian scientific-practical conference of young scientists, graduate students and students, Chair L. V. Mamedova. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-140.
Pełny tekst źródłaRaporty organizacyjne na temat "Cognitive development in children"
Zakharova L.M., Zakharova V.S. Physical Activity Influence on Cognitive Development of Late Pre-School Age Children. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, wrzesień 2017. http://dx.doi.org/10.14526/03_2017_244.
Pełny tekst źródłaBlau, 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.
Pełny tekst źródłaBaker, 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.
Pełny tekst źródłaHamermesh, 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.
Pełny tekst źródłaNäslund-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.
Pełny tekst źródłaFiglio, David, Jonathan Guryan, Krzysztof Karbownik i Jeffrey Roth. The Effects of Poor Neonatal Health on Children's Cognitive Development. Cambridge, MA: National Bureau of Economic Research, luty 2013. http://dx.doi.org/10.3386/w18846.
Pełny tekst źródłaGilligan, Daniel O., i Shalini Roy. The effect of transfers and preschool on children’s cognitive development in Uganda. International Initiative for Impact Evaluation, marzec 2016. http://dx.doi.org/10.23846/tw11071.
Pełny tekst źródłaMacintyre, Alison, i Clare Strachan. Sanitation, Hygiene and Environmental Cleanliness for Child Development. Institute of Development Studies (IDS), listopad 2021. http://dx.doi.org/10.19088/slh.2021.022.
Pełny tekst źródłaSun, 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.
Pełny tekst źródłaHudson, Kesha N., i Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, sierpień 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.
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