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Bibliografias temáticas / Cognition in children

Literatura científica selecionada sobre o tema "Cognition in children"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 4 de março de 2023

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Artigos de revistas
Teses / dissertações
Livros
Capítulos de livros
Trabalhos de conferências
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Artigos de revistas sobre o assunto "Cognition in children":

1

Jurayeva, Mokhinur S. "CHILDREN OF PRESCHOOL AGE DEVELOP COGNITIVE PROCESSES AND CRITICAL COGNITION AND DEVELOP EFFECTIVE REFLEXIVE ACTIVITIES". Oriental Journal of Education 02, n.º 01 (1 de maio de 2022): 130–36. http://dx.doi.org/10.37547/supsci-oje-02-01-20.

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In ontogenesis, the period from 3 to 7 years is the age period of the kindergarten. Taking into account that there are very rapid qualitative changes in the psychology of preschool children, it is possible to divide the pre-school age into 3 periods (3-4 years), the junior preschool period (4-5 years), the junior kindergarten period (6-7 years), and the senior kindergarten period into 6-7 years. The child in the process of development begins a relationship with the world of subjects and phenomena created by the generation of personality. The child actively mastered and mastered all the achievements that humanity has achieved. Basically, from this period, the independent activity of the child begins to intensify. The education given to children of kindergarten age is a period of mastering their complex movements, formation of elementary hygiene, cultural and labor skills, development of speech and formation of the R with the first bud of social morality and aesthetic taste.

2

Parke, Elyse M., Megan L. Becker, Stacey J. Graves, Abigail R. Baily, Michelle G. Paul, Andrew J. Freeman e Daniel N. Allen. "Social Cognition in Children With ADHD". Journal of Attention Disorders 25, n.º 4 (13 de dezembro de 2018): 519–29. http://dx.doi.org/10.1177/1087054718816157.

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Objective: Despite evidence of social skill deficits in children with ADHD, there is no consensus regarding a social cognitive profile and whether these skills predict behavior. Therefore, a comprehensive battery was used to investigate the relationship between social cognition and behavioral functioning. Method: Children ages 7 to 13 with ADHD ( n = 25) and controls ( n = 25) completed tests assessing social cognitive domains (affect recognition and theory of mind [ToM]). Parents completed measures of social cognition (pragmatic language ability and empathy), behavioral symptoms, and adaptive functioning. Results: Children with ADHD performed significantly worse on measures of cognitive ToM and affect recognition and received lower ratings of pragmatic language and cognitive empathy than typically developing peers. These domains, particularly pragmatic language, predicted parent ratings of problematic and adaptive behaviors. Conclusion: Results establish a relationship between specific social cognitive abilities and daily functioning, which has implications for treatment.

3

Westfall, Daniel R., Nicole E. Logan, Naiman A. Khan e 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.

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The effects of optimal and insufficient hydration on human health have received increasing investigation in recent years. Specifically, water is an essential nutrient for human health, and the importance of hydration on cognition has continued to attract research interest over the last decade. Despite this focus, children remain a relatively understudied population relative to the effects of hydration on cognition. Of those studies investigating children, findings have been inconsistent, resulting from utilizing a wide variety of cognitive domains and cognitive assessments, as well as varied hydration protocols. Here, our aim is to create a primer for assessing cognition during hydration research in children. Specifically, we review the definition of cognition and the domains of which it is composed, how cognition has been measured in both field- and laboratory-based assessments, results from neuroimaging methods, and the relationship between hydration and academic achievement in children. Lastly, future research considerations are discussed.

4

O’Neill, Rachel. "Deaf children and cognition". Deafness & Education International 24, n.º 2 (3 de abril de 2022): 97–99. http://dx.doi.org/10.1080/14643154.2022.2067465.

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5

James, Clara E., Sascha Zuber, Elise Dupuis-Lozeron, Laura Abdili, Diane Gervaise e Matthias Kliegel. "How Musicality, Cognition and Sensorimotor Skills Relate in Musically Untrained Children". Swiss Journal of Psychology 79, n.º 3-4 (dezembro de 2020): 101–12. http://dx.doi.org/10.1024/1421-0185/a000238.

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Abstract. Whereas a growing corpus of research has investigated the impact of music practice on several domains of cognition, studies on the relationships between musicality and other abilities and skills in musically untrained children are scarce. The present study examined the associations between musicality, cognition, and sensorimotor skills in 69 musically untrained primary school children of around 10 years of age, using a test battery of musical, cognitive, and sensorimotor abilities. We analyzed the results using nonparametric correlations and an exploratory factor analysis. It was our anticipation that basic cognitive resources (short-term and working memory, attention, processing speed) would relate to both higher-order cognition and musicality. Results indicated that, in musically untrained children, the interconnections between musical and cognitive abilities restrain to auditory short-term and working memory. Direct associations between musicality and higher-order cognitive processes did not occur. An interesting secondary finding comprised associations between sensorimotor function, as measured by the Purdue Pegboard test, and higher-order cognition. Specifically, we found an association between bimanual coordination of fine finger dexterity and matrix reasoning. This outcome suggests that higher-order cognitive function benefits from an efficient mastering of procedural aspects of sensorimotor skills.

6

Johnston, Judith R., Linda B. Smith e Peggy Box. "Cognition and Communication". Journal of Speech, Language, and Hearing Research 40, n.º 5 (outubro de 1997): 964–74. http://dx.doi.org/10.1044/jslhr.4005.964.

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Ten children with specific language impairment and 10 children with normal language development were asked to describe objects so that a listener could select them. Each trial targeted two out of a group of three toys. The targeted objects were identical or were similar in size or color. Children in the two groups did not differ in referential success, although children in both groups found the size items more difficult. Content analysis of the messages did reveal differences in the referential strategies used most frequently. Children with specific language impairment were more likely to mention the attributes of each object separately, rather than to describe the characteristics common to a pair of objects. Children in both groups talked about separate objects more often when talking about size than about color or object type. Use of this strategy could indicate the effects of attentional capacity on children's solutions to communication tasks.

7

Connolly, K. J., e J. D. Kvalsvig. "Infection, nutrition and cognitive performance in children". Parasitology 107, S1 (janeiro de 1993): S187—S200. http://dx.doi.org/10.1017/s0031182000075612.

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SUMMARYThe paper considers briefly the nature of cognition and its relationship to intelligence. The information processing model of human cognition is outlined and IQ and DQ are explained. The literature dealing with the effects of malnutrition and parasitic infection on cognitive performance and development in children is selectively reviewed. A speculative hypothesis concerning the psychological effects of parasitic infection is sketched and brief consideration is given to models and measures in research on development.

8

Olson, Kristina R., Aidan C. Key e Nicholas R. Eaton. "Gender Cognition in Transgender Children". Psychological Science 26, n.º 4 (5 de março de 2015): 467–74. http://dx.doi.org/10.1177/0956797614568156.

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9

Davidoff, Jules, e Peter Mitchell. "The colour cognition of children". Cognition 48, n.º 2 (agosto de 1993): 121–37. http://dx.doi.org/10.1016/0010-0277(93)90027-s.

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10

Sadeghi, Saeid, Sajad Ayoubi e Serge Brand. "Parenting Styles Predict Future-Oriented Cognition in Children: A Cross-Sectional Study". Children 9, n.º 10 (20 de outubro de 2022): 1589. http://dx.doi.org/10.3390/children9101589.

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Parenting is a crucial environmental factor in children’s social and cognitive development. This study investigated the association between parenting styles and future-oriented cognition skills in elementary school-aged children. Cross-sectional data were collected from parents of 200 Iranian elementary school aged children (6–13 years), 139 boys and 61 girls. Baumrind’s Parenting Styles Questionnaire and Children’s Future Thinking Questionnaire (CFTQ) were administered to parents. There was a significant positive association between authoritative parenting and children’s abilities in prospective memory, episodic foresight, planning, delay of gratification, and future-oriented cognition total score. In contrast, authoritarian parenting was negatively correlated with children’s abilities in planning, delay of gratification, and future-oriented cognition. Increases in authoritative parenting scores predicted better future-oriented cognition abilities in children.

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Teses / dissertações sobre o assunto "Cognition in children":

1

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.

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2

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.

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3

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.

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4

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.

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5

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.

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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”.

6

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.

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Visual-spatial cognition was examined in typically developing children. Fifty-six children between 3- to 10-years-old completed a comprehensive battery of cognitive tasks that tapped 8 components of visual-spatial functioning. Results demonstrate that task complexity and age interact across the majority of visual-spatial sub-domains, with visual-spatial competencies increasing linearly with age. Examination of acquisition rates showed that after 8 years of age children are capable of performing each measure significantly better than chance. Gender-age-related findings suggest males demonstrate superior visual-spatial mental rotation skills only until 9-10 years of age, than females begin to surpass males. Visual-spatial cognition and mathematical performance was also investigated in typical children. Children's visual-spatial mental rotation and manipulation and visual-spatial directionality abilities were positively correlated with mathematical performance.
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.

7

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.

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The present thesis investigated cognitive ability in children with severe to profound hearing impairment who have received cochlear implants (CIs). The auditory stimulation from a cochlear implant early in life influences most cognitive functions as a consequence of the plasticity of the brain in the young child. It is important to understand the cognitive consequences of auditory stimulation from CIs in order to provide adequate support to these children. This thesis examined three specific aspects of cognitive ability (working memory, phonological skill and lexical access), and reading ability in children with CIs, as compared to children with normal hearing in the same age. The relations between cognitive abilities and reading skills were also investigated, as well as the associations between demographic variables (e.g., age at implantation and communication mode), cognitive abilities and reading skills. The children with CI generally had lower performance levels than the normal hearing children in tasks of phonological and general working memory, phonological skills and lexical access. They had specific problems in tasks with high demands on phonological working memory, whereas their performance levels in tasks of visuospatial working memory were on par with the hearing children. A majority of the children with CI demonstrated reading skills within the normal range for hearing children, both for decoding and reading comprehension. The relations between demographic factors and cognitive skills varied somewhat between the studies. The patterns of result are discussed with reference to contemporary theories of working memory, phonological skills, and lexical access.
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.

8

Jones, Anna. "Emotion processing and social cognition in deaf children". Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/323072/.

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Understanding others’ emotions and false beliefs, known as Theory of Mind (ToM), and to recognise and produce facial expressions of emotion has been linked to social competence. Deaf children born to hearing parents have commonly shown a deficit, or at best a delay in ToM. The emotion processing skills of deaf children are less clear. The main aims of this thesis were to clarify the ability of emotion recognition in deaf children, and to provide the first investigation in emotion production. While deaf children were poorer than hearing controls at recognising expressions of emotion in cartoon faces, a similar pattern was found in both groups’ recognition of real human faces of the six basic emotions (happiness, sadness, anger, fear, disgust and surprise). For deaf children, emotion recognition was better in dynamic rather than static, and intense rather than subtle, displays of emotion. With the exception of disgust, no differences in individual emotions were found, suggesting that the use of ecologically valid dynamic real faces facilitates deaf children’s emotion recognition. Deaf children’s ability to produce the six basic emotions was compared to hearing children by videoing voluntary encodings of facial expression elicited via verbal labels and emotion signed stories, and the imitation of dynamic displays of real facial expressions of emotion. With the exception of a poorer performance in imitation and the verbally elicited production of disgust, deaf children were consistently rated by human judges overall as producing more recognisable and intense expressions, suggesting that clarity and expressiveness may be important to deaf individuals’ emotion display rules. In line with previous studies, results showed a delay in passing the first and second order belief tasks in comparison to age matched controls, but not in comparison to a group of ‘age appropriate’ hearing control children. These findings encouragingly suggest that while deaf children of hearing parents show a delay in ToM and understanding disgust, emotion processing skills follow a broadly similar pattern of development to hearing control children. Language experience is implicated in difficulties faced in social and emotion cognition, with reduced opportunities to discuss more complex emotional and mental states.

9

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.

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Understanding others’ emotions and false beliefs, known as Theory of Mind (ToM), and to recognise and produce facial expressions of emotion has been linked to social competence. Deaf children born to hearing parents have commonly shown a deficit, or at best a delay in ToM. The emotion processing skills of deaf children are less clear. The main aims of this thesis were to clarify the ability of emotion recognition in deaf children, and to provide the first investigation in emotion production. While deaf children were poorer than hearing controls at recognising expressions of emotion in cartoon faces, a similar pattern was found in both groups’ recognition of real human faces of the six basic emotions (happiness, sadness, anger, fear, disgust and surprise). For deaf children, emotion recognition was better in dynamic rather than static, and intense rather than subtle, displays of emotion. With the exception of disgust, no differences in individual emotions were found, suggesting that the use of ecologically valid dynamic real faces facilitates deaf children’s emotion recognition. Deaf children’s ability to produce the six basic emotions was compared to hearing children by videoing voluntary encodings of facial expression elicited via verbal labels and emotion signed stories, and the imitation of dynamic displays of real facial expressions of emotion. With the exception of a poorer performance in imitation and the verbally elicited production of disgust, deaf children were consistently rated by human judges overall as producing more recognisable and intense expressions, suggesting that clarity and expressiveness may be important to deaf individuals’ emotion display rules. In line with previous studies, results showed a delay in passing the first and second order belief tasks in comparison to age matched controls, but not in comparison to a group of ‘age appropriate’ hearing control children. These findings encouragingly suggest that while deaf children of hearing parents show a delay in ToM and understanding disgust, emotion processing skills follow a broadly similar pattern of development to hearing control children. Language experience is implicated in difficulties faced in social and emotion cognition, with reduced opportunities to discuss more complex emotional and mental states.

10

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.

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Thesis (Ph. D.)--University of California, San Diego, 2006.
Title from first page of PDF file (viewed June 26, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 192-213).

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Livros sobre o assunto "Cognition in children":

1

Bearison, David J. Collaborative cognition: Children negotiating ways of knowing. Westport, Conn: Ablex Pub., 2002.

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2

Croker, Steve. The development of cognition. Andover: Cengage Learning, 2012.

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3

Siegal, Michael. Knowing children: Experiments in conversation and cognition. 2^a ed. Hove, East Sussex, UK: Psychology Press, 1997.

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4

Angus, Gellatly, Rogers Don e Sloboda John A, eds. Cognition and social worlds. Oxford [England]: Clarendon Press, 1989.

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5

Tamar, Globerson, Zelniker Tamar e Universiṭat Tel-Aviv. Yeḥidah le-sotsyologyah shel ha-ḥinukh ṿeha-ḳehilah., eds. Cognitive style and cognitive development. Norwood, N.J: Ablex Pub. Corp., 1989.

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6

C, Friedman Reva, e Shore Bruce M, eds. Talents unfolding: Cognition and development. Washington, DC: American Psychological Association, 2000.

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7

Kang, Lee, ed. Childhood cognitive development: The essential readings. Malden, Mass: Blackwell, 2000.

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8

Maxwell, Laurie. Eight pointers on teaching children to think. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1987.

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9

1923-, Izard Carroll E., ed. Development of emotion-cognition relations. Hove: Erlbaum, 1989.

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10

Daehler, Marvin W. Cognitive development. New York: Knopf, 1985.

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Capítulos de livros sobre o assunto "Cognition in children":

1

Bellugi, Ursula, Helene Sabo e Jyotsna Vaid. "Spatial Deficits in Children with Williams Syndrome". In Spatial Cognition, 273–98. New York: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315785462-16.

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2

Crowe, Louise, Simone Darling e Jennifer Chow. "Assessing social cognition in children". In Clinical Disorders of Social Cognition, 307–26. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003027034-10.

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3

Stiles-Davis, Joan. "Spatial Dysfunctions in Young Children with Right Cerebral Hemisphere Injury". In Spatial Cognition, 251–72. New York: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315785462-15.

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4

Smith, Linsey, Raedy M. Ping, Bryan J. Matlen, Micah B. Goldwater, Dedre Gentner e Susan Levine. "Mechanisms of Spatial Learning: Teaching Children Geometric Categories". In Spatial Cognition IX, 325–37. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11215-2_23.

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5

Landau, Barbara. "The Construction and Use of Spatial Knowledge in Blind and Sighted Children". In Spatial Cognition, 343–71. New York: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315785462-19.

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6

Iwasaki, Sumie, e Reiki Kishimoto. "Studies of Prospective Information-Seeking in Capuchin Monkeys, Pigeons, and Human Children". In Comparative Cognition, 255–67. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2028-7_15.

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Mounoud, P. "Action and Cognition". In 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.

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Rector, Monica. "A Note on Teaching Writing to Rio Slum-Children". In Neuropsychology and Cognition, 59–65. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-015-8285-8_4.

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Murphy, Kerry. "Cognition and learning needs". In Supporting the Wellbeing of Children with SEND, 135–58. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003138365-6.

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10

Zhu, Liqi. "Do Chinese Children Believe in an Afterlife?" In Religious Cognition in China, 151–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62954-4_10.

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Trabalhos de conferências sobre o assunto "Cognition in children":

1

Yi, Peiqi, Yunzhu Hu, Xiaoxue Zhang, Hui Wang e Xin He. "Myopia Prevention Game Interface Design Based on Children's Cognition". In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002072.

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This paper is based on the cognitive characteristics of Chinese children. Through literature review and user study, we understand that children prefer pictures and videos for information acquisition, and they are more concerned with saturated colours. What’s more children are more willing to experience and interact in action. Therefore, this article addresses the above characteristics, takes the prevention of children's myopia as the application scenario, and combines the most common information media that children currently come into contact with, to design a game interface that is suitable for children's cognitive characteristics. The design runs in the form of a game that can make children willing to interact and willing to accept the treatment of myopia prevention. And using a smartwatch, which is commonly used by Chinese children as an information medium, saturated colours and cute, rounded design elements are used to ultimately design the game interface. Finally, the paper combines interviews and research with children to understand that the design meets the cognitive and aesthetic needs of children and has gained their approval.

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Joseph, Mr Ebenezer, Dr Veena Easvaradoss, Dr Sumathi Chandrasekaran, Ms Anita Kennedy e Mrs Miriam Kalpana Simon. "Chess training increases cognition in children". In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-1865_cbp16.50.

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Silva, Cláudia, Catia Prandi, Marta Ferreira, Valentina Nisi e Nuno Jardim Nunes. "Towards Locative Systems for, and by, Children". In C&C '19: Creativity and Cognition. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3325480.3326568.

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Ali, Safinah, Tyler Moroso e Cynthia Breazeal. "Can Children Learn Creativity from a Social Robot?" In C&C '19: Creativity and Cognition. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3325480.3325499.

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Xu, Meng, Bo Liu e Yue Shi. "AR Experimental Game Design of Children Character Based on Etymon Literacy Method". In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001795.

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Purpose With the promulgation of China's "Three-child Policy", the cardinal number of children population has surged. The era of parent-child format arrives. Since ancient times, China has emphasized on education. With the development of the internet, people have improved the Chinese character position unprecedently. In recent years, the game education APP of mobile terminal has developed with irresistible force due to the development of the mobile devices and the influence of COVID-19. But due to its virtual property, offline interaction is weak, and it isn't easy to review and memorize. The preschool children at the age of 3-6 focus on the concrete thinking, and their recognition to external things mainly depends on the concretization and representation of things and the association of representation, accordingly constructing knowledge. Therefore, under the trend of reduction of excessive homework burden and off-campus tutoring, it is critical to inquire how to effectively build the popular online and offline "AR game gene" in design research. Method The significance and opportunity for etymon literacy method to be introduced to children Chinese game design is found through theoretical research; The AR technology is used in practice through technical research to build the design method of virtual and real interaction; The law of development of Children's cognition and motion interaction is researched and the characteristics of word root and grapheme of Chinese characters are split and combined to find the coherence point of Children's cognitive development and literacy method and design a set of suitable Chinese character formula, excavating the similarity of word formation thought and design thought, and enlightening children's thought with word formation; Results Chinese character laboratory aims at the children at the age of 3-6 [critical period of Whole Brain Development], is oriented by the development of multiple intelligence of children, and takes AR foundation as technological base. The whole design research is analyzed in this paper and the work formation process is summarized. Conclusions The etymon literacy method and AR experimental game are of important innovative significance in children's thinking development. Chinese character laboratory fully considers the uniqueness of children in social cognition in design through etymon literacy method, will utilize children's curiosity to introduce laboratory concept, namely experiment is game, and conducts series connection of commonly used characters in the form of Chinese character atlas from fragment to systematization. In the meanwhile, AR children's interactive games are characterized by the vivid and interesting virtual Chinese character model, entity Chinese character card, AR technology's unique interactivity, immersion and imagination, and utilize the computer technology to achieve interaction, conforming to the children's concrete thinking. In the future, technology will gradually replace mankind's left brain for calculation and analysis, but the creative thinking controlled by right brain can't be substituted by technology, because the knowledge is limited, but the imagination and creativity are limitless. This design breaks through the boundedness, singleness and fragmentization of current Chinese character literacy for children, which not only can promote the development of comprehensive quality and creative thinking, but also can help children learn Chinese characters in open thinking. So it is considered as a key to develop the potential of children in all directions.

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Xu, Jing, e Duoduo Zhang. "From disembodied to embodied: the embodied transformation of children's architectural education learning situation design". In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002386.

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The current traditional teaching mode of children's architectural education makes children's bodies detached from the situation, and there are problems such as abstract knowledge, single perception, and lack of practice. Based on the concept of embodied learning, this paper proposes a design strategy for embodied learning situations, and on this theoretical basis, designs and implements children's educational practice services based on Huayao's traditional architectural culture. Firstly, through literature research, based on situational learning and embodied cognition theory, analyze the characteristics of children's cognition, explore the internal connection between situation and children's architectural education, discuss the significance of embodied theory in the design of learning situations, and draw the conclusion of the learning process of embodied situations. Three stages, namely perception, engagement, and reflection on the situation. On this basis, it proposes the design strategy of embodied learning situation, and discusses four aspects: daily cultural situation, embodied resource situation, role task situation, and evaluation generation situation. Provide an effective reference for the design of architectural education activities for children, and design learning situations through embodied concepts to help children in architectural education activities to explore interaction, knowledge transfer, and cultural generation, and improve creativity and innovative thinking.

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Giannakos, Michail N., e Letizia Jaccheri. "What motivates children to become creators of digital enriched artifacts?" In C&C '13: Creativity and Cognition 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2466627.2466634.

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Seo, Jinsil Hwaryoung, Pavithra Aravindan e Annie Sungkajun. "Toward Creative Engagement of Soft Haptic Toys with Children with Autism Spectrum Disorder". In C&C '17: Creativity and Cognition. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3059454.3059474.

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Buchanan, Benjamin, Konstantinos Tsiakas e Morris Bell. "Towards an automated assessment for embodied cognition in children". In 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.

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Sedighian, Kamran, e Maria M. Klawe. "An interface strategy for promoting reflective cognition in children". In Conference companion. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/257089.257244.

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Relatórios de organizações sobre o assunto "Cognition in children":

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Amanda Cremone, Amanda Cremone. Can extending sleep improve cognition in children with ADHD? Experiment, maio de 2016. http://dx.doi.org/10.18258/7043.

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Sun, Yang, Jing Zhao, PanWen Zhao, Hui Zhang, JianGuo Zhong, PingLei Pan, GenDi Wang, ZhongQuan Yi e LILI Xie. Social cognition in children and adolescents with epilepsy: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, março de 2022. http://dx.doi.org/10.37766/inplasy2022.3.0011.

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Review question / Objective: To our knowledge, no meta-analysis has summarized social cognitive performance in children and adolescents with epilepsy as independent groups. Therefore, we conducted this meta-analysis to examine differences between children and adolescents with epilepsy and HCs in terms of ToM and FER performance. Condition being studied: Epilepsy is characterized by chronic, unprovoked and recurrent seizures, is the most frequent neurological disease in childhood and usually occurs in early development. Worldwide, it is estimated that approximately 50 million people suffer from the pain of epileptic seizures, with more than half of the cases beginning in childhood and adolescence. So a comprehensive understanding of children and adolescence with epilepsy has become the focus of widespread attention. Recently, a number of studies have assessed ToM or facial emotion recognition deficits in children and adolescents with epilepsy, but the conclusions are inconsistent. These inconsistent findings might be related to the small sample sizes in most studies. Additionally, the methods used to evaluate ToM or facial emotion recognition performance were varied across studies. A meta-analysis can increase statistical power, estimate the severity of these deficits, and help resolve conflicting findings.

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Hamermesh, Daniel, Rachel Gordon e Robert Crosnoe. O Youth and Beauty: Children’s Looks and Children’s Cognitive Development. Cambridge, MA: National Bureau of Economic Research, outubro de 2019. http://dx.doi.org/10.3386/w26412.

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Blau, Francine, e Adam Grossberg. Maternal Labor Supply and Children's Cognitive Development. Cambridge, MA: National Bureau of Economic Research, dezembro de 1990. http://dx.doi.org/10.3386/w3536.

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Gehrig, Anne. A study of factors affecting cognitive style in Mexican-American children. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.3171.

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Näslund-Hadley, Emma, Michelle Koussa e Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, abril de 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.

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Currie, Janet, e Duncan Thomas. Race, Children's Cognitive Achievement and The Bell Curve. Cambridge, MA: National Bureau of Economic Research, agosto de 1995. http://dx.doi.org/10.3386/w5240.

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Baker, Michael, e Kevin Milligan. Maternity Leave and Children's Cognitive and Behavioral Development. Cambridge, MA: National Bureau of Economic Research, junho de 2011. http://dx.doi.org/10.3386/w17105.

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Buczyłowska, Dorota, Tianyu Zhao, Nitika Singh, Agnieszka Siry, Anna Jurczak e 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, fevereiro de 2022. http://dx.doi.org/10.37766/inplasy2022.2.0018.

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Review question / Objective: Following review questions should be addressed: Is there any association between exposure to greenspace or bluespace and cognitive functioning in children as assessed by observational and interventional research? Does exposure to greenspace or bluespace is more strongly associated with a particular domain of cognitive functioning in children compared to other domains of cognitive functioning? Does the association between exposure to greenspace or bluespace and cognitive functioning in children differ according to age? Does the association between greenspace and bluespace differ depending on type and methods of the exposure assessment? Information sources: PubMed and PsycINFO via EBSCO will be searched. We will also conduct a ‘snowball’ search to detect additional studies by searching the reference lists of publications eligible for full-text review. Further, we will manually search reference lists of previously published reviews.

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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.

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