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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 źródłaJanjua, Fatima. "Language and cognitive development in very young deaf children". Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/68cb555b-3d31-49da-be84-e71d5b01bcd5.
Pełny tekst źródłaCupples, 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.
Pełny tekst źródłaNightingale, Zoe C. "Cognitive rehearsal, cognitive bias and the development of fear in high trait-anxious children". Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6944/.
Pełny tekst źródłaThomas, Charles Nolan. "The relationships between cognitive deficits and spiritual development". Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
Pełny tekst źródłaMcBride, Michelle L. "Conservation through conflict : do conflicting wrong solutions help children invent the right ones?" Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30857.
Pełny tekst źródłaArts, Faculty of
Psychology, Department of
Graduate
Hinchcliffe, Vivian. "The social-cognitive development of children with severe learning difficulties". Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/6588.
Pełny tekst źródłaBougher, Lori Diane. "Reassessing the family's role in individual political development : a developmental and cognitive approach". Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610623.
Pełny tekst źródłaWalter, 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.
Pełny tekst źródłaByrne, Angela. "The development of reading skills in children with Down syndrome". Thesis, University of Portsmouth, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364338.
Pełny tekst źródłaMorison, Sara J. "Predictors of the cognitive development of children adopted from Romanian orphanages". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24336.pdf.
Pełny tekst źródłaBlanchette, Nicholas. "Cognitive and motor development in children with vertically transmitted HIV infection". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0021/MQ54133.pdf.
Pełny tekst źródłaTaylor, Rebecca Charlotte. "Examining the development of the associative-cognitive hybrid model in children". Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620586.
Pełny tekst źródłaKgomo, Gretta Tumelo. "Cognitive and motor development in HIV infected children : a systematic review". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20089.
Pełny tekst źródłaENGLISH ABSTRACT: The global epidemic of HIV continues with an estimated 2.2 million children under 15 years of age worldwide living with HIV and 640 000 newly infected in 2004 (WHO, 2009). HIV crosses the blood–brain barrier which may lead to neuronal damage and death. There is controversial evidence within available research on effects of HIV on cognitive and motor development in children because of the limitations imposed by study designs, study populations and study methodological quality. The aims of the review were: - To conduct a systematic review of published research to establish the effects and the prevalence of HIV infection on cognitive and motor development in children. - To critically appraise the methodological quality of published research regarding cognitive and motor development of HIV infected children. The objectives of the review were: - To assess evidence on the cognitive and motor development of HIV-1 infected children - To describe anthropometric outcomes including: weight for age, weight for height, height for age and head circumference in children with a HIV infection. - To assess the methodological quality of studies on the cognitive and motor development of HIV infected children. The following databases were searched for identification of articles; MEDLINE, Google Scholar, AIDSTRIALS, AIDSLINE and CINHAL. The search time frame included published works from inception to July 2011 without language restrictions. Analytical observational trials that assessed at least one outcome (cognitive or motor development or 1 of the anthropometric outcomes) between HIV positive and HIV negative children aged 5 years and below or children with a mean age of less than 5 years were employed. Two review authors independently searched for eligible studies, evaluated methodological quality and extracted the data. Meta-analysis was carried out using Rev Man 5.1 using the risk ratio for categorical data and standard mean difference for continuous data. Fifteen studies with a total of 3 086 participants met the inclusion criteria. HIV infected children were 2.45 times at higher risk of developing cognitive developmental delay than HIV negative children (RR, 95% CI, 1.95, 3.07, P < 0.00001). Infected children scored - 0.54 less than HIV negative children (SMD 95% CI, -0.70, -0.39, 97, p < 0.00001) for cognitive development and -0.68 in motor development (SMD 95% CI, -0.82, -0.55, p< 0.00001). The risk of motor developmental delays was 2.95 times in HIV positive compared with HIV negative children (RR 95% CI, 2.19, 3.99, p < 0.00001). HIV infected children are slower in aspects of cognitive and motor development compared to their HIV negative counterparts. They also showed delays in anthropometric outcomes; weight for age and height for age. Study design influenced results of the studies with children scoring more on cross sectional than cohort studies. There is still need to develop culturally appropriate or standardise neurodevelopment tools as most African studies still rely on international tools. More evidence is needed on the effectiveness of HAART in reducing cognitive and motor delay.
AFRIKAANSE OPSOMMING: Die wêreldwye MIV epidemie duur voort met ongeveer 2.2 miljoen kinders onder 15 jarige ouderdom wat wêreldwyd met MIV leef en 640 000 onlangs in 2004 geïnfekteerd (WHO, 2009). MIV strek oor die bloed-brein grens wat kan lei tot neuronale skade en die dood. Daar is kontroversiële bewys binne beskikbare navorsing oor die effek wat MIV het op kognitiewe en motoriese ontwikkeling in kinders, vanweë die beperkinge wat geplaas word deur studie ontwerpe, studie bevolkings en studie metodologiese kwaliteit. Die doelwitte van die oorsig is om - ‘n sistematiese oorsig van gepubliseerde navorsing te doen om sodoende die effek en voorkoms van MIV infeksie op kognitiewe en motoriese ontwikkeling by kinders vas te stel - ’n kritiese waardering van die metodologiese kwaliteit van gepubliseerde navorsing te doen ten opsigte van die kognitiewe en motoriese ontwikkeling van MIV geïnfekteerde kinders. Die doelwitte van die oorsig is om - assessering te doen van die bewyse van kognitiewe en motoriese ontwikkeling by MIV-1 geïnfekteerde kinders - antropometriese uitkomste te beskryf, insluitend: gewig vir ouderdom, gewig vir hoogte, hoogte vir ouderdom en omtrek van die hoof by kinders met ’n MIV infeksie - die metodologiese kwaliteit te assesseer van studies op die kognitiewe en motoriese ontwikkeling van MIV geïnfekteerde kinders. Die volgende databasisse is nagevors vir die identifisering van artikels: MEDLINE, Google Scholar, AIDSTRIALS, AIDSLINE en CINHAL. Die tydraamwerk vir navorsing het gepubliseerde werk ingesluit vanaf aanvang tot Julie 2011 sonder taalbeperkings. Analitiese waarneembare toetse wat ten minste een uitkoms geassesseer het (kognitiewe of motoriese ontwikkeling of 1 van die antropometriese uitkomste) tussen MIV positiewe en MIV negatiewe kinders van 5 jarige ouderdom en jonger, of kinders met ’n gemiddelde ouderdom van minder as 5 jaar is betrek. Twee oorsig outeurs het onafhanklik vir geskikte studies gesoek, metodologies geëvalueer en data getrek. Meta-analise was uitgevoer deur gebruik te maak van Rev Man 5.1 met behulp van die risiko-ratio vir kategoriese data en die standaard gemiddelde verskil vir aaneenlopende data. Vyftien studies met ’n totaal van 3 086 deelnemers met die insluitingskriteria. MIV geïnfekteerde kinders het 2.45 keer ’n hoër risiko gehad om kognitiewe ontwikkelingsvertraging te ontwikkel as MIV negatiewe kinders (RR, 95% CI, 1.95, 3.07, P< 0.0000). Geïnfekteerde kinders het ’n -0.54 telling behaal, minder as MIV negatiewe kinders (SMD 95% CI, -0.70, -0.39,97 p < 0.00001) vir kognitiewe ontwikkeling en -0.68 vir motoriese ontwikkeling (SMD 95% CI, -0.82, -0.55, p< 0.00001). Die risiko van motoriese ontwikkelingsvertragings was 2.95 keer by MIV positiewe in vergelyking met MIV negatiewe kinders (RR 95% CI, 2.19, 3.99. p < 0.00001). MIV geïnfekteerde kinders is stadiger in aspekte van kognitiewe en motoriese ontwikkeling in vergeyking met hulle MIV negatiewe eweknieë. Hulle het ook vertragings getoon in antropometriese uitkomste; gewig vir ouderdom en hoogte vir ouderdom. Studie ontwerpe het uitslae beïnvloed van die kinders wat ’n hoër telling behaal het met deursnee as in kohort studies. Daar is nog ’n behoefte om kultureel geskikte of gestandaardiseerde neuro-ontwikkelingsinstrumente te ontwikkel, omdat die meeste Afrika-studies nog steeds staat maak op internasionale instrumente. Meer bewyse is nodig aangaande die effektiwiteit van HAART om kognitiewe en motoriese vertraging te verminder.
Brennan-Wilson, Aoibheann. "Cognitive development of low- and typically- achieving monolingual and bilingual children". Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669650.
Pełny tekst źródłaVekiari, Konstantina. "The structure of social and cognitive development in Native American children". Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288931.
Pełny tekst źródłaUeba(Kasuya), Yuka. "The Effect of Music Intervention on Attention in Children: Experimental Evidence". Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/263587.
Pełny tekst źródłaMcNeill, Shelby Mae. "Family Environments and Children's Cognitive Skills: Accounting for Heritable Influences Through Comparing Adopted and Biological Children". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6465.
Pełny tekst źródłaOzoran, Dincer. "Cognitive Development Of Turkish Children On The Relation Of Evidentiality And Theory Of Mind". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611446/index.pdf.
Pełny tekst źródłaLiu, 2004) has been cast into three different linguistic forms in order to show the impact of evidential markers on ToM understanding. With Turkish children, we studied (i) a control form without explicit evidential markers, as conducted by Bayramoglu &
Hohenberger (2007), (ii) a verbal form with &ndash
DI (marking factuality in the past ) and (iii) a verbal form with &ndash
MIS (marking hearsay in the past). To predict ToM performance of children, we also conducted a working memory task and two language tasks for complex syntax understanding. Our analysis showed that Turkish children, ranging from 4 to 7 years of age, performed significantly better with the form &ndash
DI than the control form. Also one of the language tasks which measures relative clause understanding was found to be a significant predictor of ToM performance. We conclude that evidential markers may help Turkish children in their online reasoning of ToM. We think that the relation between evidentiality and ToM may be understood clearer with cross-linguistic studies by varying the presence of evidentials and also their linguistic properties (i.e. lexical or morphological) while controlling the materials across languages. Theory of Mind (ToM), Evidentiality, ToM scale, Cognitive Development, Language.
Chinnasamy, Camilla. "The development of athletic pacing in school-children : cognitive and perceptual influences". Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654457.
Pełny tekst źródłaAnderson, Julia Harriet. "The role of storytelling and personal narrative in cognitive, moral, and oral language development". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Anderson_J%20MITthesis%202007.pdf.
Pełny tekst źródłaManson, Iain Munro. "The enhancement of social skills in young children through a programme based on developing social relationships : an evaluation". Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323973.
Pełny tekst źródłaPorter, Kristen M. "An Exploratory Study of the Need for Cognition in Children and Adolescents". University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1290134272.
Pełny tekst źródłaStone, Ellen A. "The Sexualized Girl: The Development of an Expanded (Sexualized) Gender Stereotype Among Children". UKnowledge, 2013. http://uknowledge.uky.edu/psychology_etds/36.
Pełny tekst źródłaGilbert, Marion Grantham Youngs Richard Chalmer. "Cognitive development and humor comprehension with implications for teaching methodology". Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115223.
Pełny tekst źródłaTitle from title page screen, viewed November 23, 2005. Dissertation Committee: Richard C. Youngs (chair), Walter D. Pierce, Elmer A. Lemke, Larry D. Kennedy. Includes bibliographical references (leaves 69-76) and abstract. Also available in print.
Kitching, Marilize Mabel. "Developing an age-appropriate dental care programme for preschool children / Marilize M. Kitching". Thesis, North-West University, 2007. http://hdl.handle.net/10394/1078.
Pełny tekst źródłaThesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2008.
Chamberlain, Adeena M. "How does art, analogy, and mental imagery aid in cognitive development". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Chamberlain_A%20MITthesis%202007.pdf.
Pełny tekst źródłaCritten, Sarah. "Spelling and reading representations in children". Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/2260.
Pełny tekst źródłaGeorge, Nathan R. "The Force of Language: How Children Acquire the Semantic Categories of Force Dynamics". Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/261450.
Pełny tekst źródłaPh.D.
Verbs and prepositions encode relations within events, such as a child running towards the top of a hill or a second child pushing the first away from the top. These relational terms present significant challenges in language acquisition, requiring the mapping of the categorical system of language onto the continuous stream of information in events. This challenge is magnified when considering the complexities of events themselves. Events consist of part-whole relations, or partonomic hierarchies, in which events defined by smaller boundaries, such as the child running up the hill, can be integrated into broader categories, such as the second child preventing the first from reaching the top (Zacks & Tversky, 2001). This dissertation addresses how this partonomic hierarchy in events is paralleled in the structure of relational language. I examine the semantic category of force dynamics, or "how entities interact with respect to force" (Talmy, 1988, p. 49), which introduces broad categories (e.g., help, prevent) that incorporate previously independent relations in events, such as paths, goals, and causality. Two studies ask how children and adults navigate the tension between fine and broad categories in their nonlinguistic representations of force and motion events and whether language - in the form of both labels and syntactic cues - helps children to integrate previously independent relations into these higher order constructs. Participants completed a novel task designed to assess the saliency of force dynamics relations across events. Participants viewed an animated event depicting a force dynamics relation (e.g., prevent, cause) and were asked to identify which of two perceptually varied events (i.e., different characters and setting) depicted the same relation. Study One extends previous research, showing that adults encode force dynamics relations in nonlinguistic contexts. Study Two examined these representations in 4-year-olds, both with and without linguistic cues. Absent linguistic cues, children showed no evidence of encoding force dynamics; however, the presence of language highlighted these relations, improving children's attention to these broader categories in events. The results are the first to explore the problem of hierarchies in relational language and demonstrate a novel role for language in drawing children's attention to the presence of relations between relations.
Temple University--Theses
Gupta, Atika M. "Mothers' Cognitive Empathy Towards Their Biracial Children". Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/768.
Pełny tekst źródłaLoucks, Jeffery Thomas 1979. "Familiarity and organization of action memory in adults and young children". Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10231.
Pełny tekst źródłaAlthough research on action processing indicates people segment action according to a partonomic goal hierarchy, no previous research has investigated whether memory for complex human action is actually organized in the mind with respect to goals. This dissertation explored the primary organization of action memory in adults and young children and explored the role of familiarity in young children's organization of action in memory. Borrowing from the text memory literature, a priming experiment was designed to investigate the degree to which action memory is organized with respect to goals versus veridical temporal structure. In all studies, participants viewed videos in which goals were carried out in an interleaved fashion, such that the execution of a goal was at times interrupted by action related to the other goal. In a first experiment with adults, the results indicated that adults reorganize action information in memory in order to emphasize goal structure relative to verbatim temporal structure. A second control experiment with adults clarified that the goal priming effect observed in the first experiment arose as a result of viewing the action scenario and was not simply due to the stimuli cuing pre-existing semantic memory. The results of a third experiment with adults revealed this process of goal organization is unlikely to be a by-product of goal-based linguistic encoding, but instead reflects encoding of human action itself. Young children's action memory was examined in a fourth experiment, and the role of children's familiarity with the action scenarios in action memory organization was also explored. Children did not display a significant tendency to organize action according to goal inferences (or temporal structure, either, for that matter). As well, children's prior familiarity with action did not modulate their memory organization to any significant degree. Overall, the results of this dissertation suggest that adult memory for action emphasizes goal inferences but cannot speak to how or when this process in achieved developmentally. These findings have implications for contemporary theories of action processing, point to commonalities in the processing of language and human action, and open the door to future research into the development of action memory organization.
Committee in charge: Dare Baldwin, Chairperson, Psychology; Marjorie Taylor, Member, Psychology; Ulrich Mayr, Member, Psychology; Eric Pederson, Outside Member, Linguistics
Nelson, Suchitra Shirley. "A cohort study on Toxocara canis infection and cognitive development in preschool children". Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1060275701.
Pełny tekst źródłaBroce, Iris J. "Brain Networks Supporting Literacy Development". FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3040.
Pełny tekst źródłaPreston, Terry. "Music, cognitive development, and success in the school environment". Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Preston_TMITthesis2009.pdf.
Pełny tekst źródłaSills, Jennifer. "Cognitive development in infant school age children : the impact of collaboration and mindfulness". Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6787/.
Pełny tekst źródłaDyson, Alisa Shook. "Early childhood cognitive development a descriptive study on the effectiveness of preschool curricula /". Lynchburg, Va. : Liberty University, 2006. http://digitalcommons.liberty.edu.
Pełny tekst źródłaPenick, Starrla. "Comparison of Evangelical Christian Children's God-Concepts and Logical Thinking Ability". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3629/.
Pełny tekst źródłaCragg, Lucy. "The development of executive function in childhood". Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:e47c4799-f629-45cf-902c-46377e855024.
Pełny tekst źródłaBarnes, Kelly Anne. "Implicit learning in typical development and children with developmental disorders". Connect to Electronic Thesis (ProQuest), 2008. http://0-gateway.proquest.com.library.lausys.georgetown.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3320707.
Pełny tekst źródłaAlmutairi, Seham M. "THE ROLE OF PARENTING FACTORS IN ACCELERATING OR HINDERING THE DEVELOPMENT OF HEF IN PRESCHOOL CHILDREN". Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1554984908299487.
Pełny tekst źródłaCoon, Tamara. "The effect of parenting stress on children's cognitive development examining the variables of sex and race/ethnic origin /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5032.
Pełny tekst źródłaThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 21, 2008) Vita. Includes bibliographical references.