Статті в журналах: "Visual attention, executive attention, learning , primary school"

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Khan, Nawab Akhtar, Masroor Jahan, Amrita Kanchan, and Amool Ranjan Singh. "MANAGEMENT OF ATTENTION DEFICIT AND FINE MOTOR INCOORDINATION OF PRIMARY SCHOOL GOING ADHD (INATTENTIVE TYPE) CHILDREN." Acta Neuropsychologica 15, no. 3 (October 12, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.6094.

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Background: Children with Attention Deficit/Hyperactive Disorder (ADHD) have a wide range of neuropsychological deficits including attention, memory, and executive functioning. The study was targeted to use a neuropsychological approach in remediating attention and fine motor training or the incoordination of children with ADHD- Inattentive type (IA). Material/Methods: A total of 20 primary school children fulfilling the criteria of ADHD- IA type were selected from different schools in Mysuru, India. Neuropsychological deficits were assessed using appropriate tools. Children in the experimental group were given attention and fine motor training for 3 months. A post test was conducted after 3 months training. The maintenance effect of therapy was studied until the completion of 1 year. Results: Results revealed that attention fine motor training was effective in improving focused and selective attention, working memory, new learning ability, visual fluency and fine motor training incoordination. Conclusions: It can be concluded that a neuropsychological rehabilitation is effective in remediating the deficits faced by children with ADHD-IA.

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Williams, Kate E., Sally Savage, and Rebecca Eager. "Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol." BMJ Open 10, no. 9 (September 2020): e036392. http://dx.doi.org/10.1136/bmjopen-2019-036392.

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IntroductionSelf-regulation (the ability to regulate emotion, attention, cognition and behaviour) is an integral part of early learning competence in the years prior to school. Self-regulation skills are critical to ongoing learning behaviours, achievement and well-being. Emerging neurological evidence suggests coordinated music and movement participation could support self-regulation development for all children. A pilot study in 2016 introduced a coordinated music and movement programme designed to boost self-regulation skills in children in disadvantaged communities, delivered by visiting specialists, with promising findings. The intervention is based on the neuroscience of beat synchronisation, rhythmic entrainment and the cognitive benefits of music therapy and music education—and is called Rhythm and Movement for Self-Regulation (RAMSR). This study builds on the pilot by training regular teachers to deliver RAMSR in their classrooms (rather than visiting specialists). The study aims to establish the effectiveness of RAMSR, which is designed to translate the cognitive benefits that accrue from rhythm participation to address self-regulation for children who do not typically access high-quality music programmes.Methods and analysisWe will recruit 237 children from up to eight kindergartens in low socioeconomic areas. Intervention: teachers will be trained to deliver the RAMSR intervention during group time in kindergartens, daily for 8 weeks. Control: usual practice kindergarten programme. Follow-up: end of intervention using child assessments and teacher report; 12 months postbaseline using school teacher reports following school transition. Primary outcomes: executive function and self-regulation. Secondary outcomes: school readiness; visual-motor integration; teacher-reported behaviour problems, school transition and academic competency; teacher knowledge, confidence, practice and attitudes related to self-regulation, rhythm and movement; fidelity of intervention implementation.Ethics and disseminationQueensland University of Technology Human Research Ethics Committee, approval 1900000566. Findings dissemination: in-field workshops to service providers, conference presentations, journal and professional publications.Trial registration numberACTRN12619001342101; Pre-results (30 September 2019).

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Hidayatulloh, Taufik, Elindra Yetti, and Hapidin. "Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 215–30. http://dx.doi.org/10.21009/jpud.142.02.

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Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample. Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media References An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. 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(2012). Multicultural Education through Expressive Methods in Early Childhood Education. Ludwig, M. ., Marklein, M. ., & Song, M. (2016). Arts Integration: A Promising Approach to Improving Early Learning. American Institutes for Research. Macdonald, A., & Lowrie, T. (2011). Developing measurement concepts within context : Children ’ s representations of length. 27–42. https://doi.org/10.1007/s13394-011-0002-7 Mans, M. (2002). Playing The Music- Comparing Perfomance of Children’s Song and dance in Traditional and Contemporary Namibian Education. In The Arts in Children’s Live (pp. 71–86). Kluwer Academic Publishers. Maričić, S. M., & Stamatović, J. D. (2017). The Effect of Preschool Mathematics Education in Development of Geometry Concepts in Children. 8223(9), 6175–6187. https://doi.org/10.12973/eurasia.2017.01057a Missall, K., Hojnoski, R. L., Caskie, G. I. L., & Repasky, P. (2015). Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills. Early Education and Development, 26(3), 356–376. https://doi.org/10.1080/10409289.2015.968243 Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological Science, 22(11), 1425–1433. https://doi.org/10.1177/0956797611416999 Nketia, J. H. K. (1982). Developing Contemporary Idioms out of Traditional Music. Studia Musicologica Academiae Scientiarum Hungaricae, 24, 81. https://doi.org/10.2307/902027 Nyota, S., & Mapara, J. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Östergren, R., & Träff, U. (2013). Early number knowledge and cognitive ability affect early arithmetic ability. Journal of Experimental Child Psychology, 115(3), 405–421. https://doi.org/10.1016/j.jecp.2013.03.007 Pantoja, N., Schaeffer, M. W., Rozek, C. S., Beilock, S. L., & Levine, S. C. (2020). Children’s Math Anxiety Predicts Their Math Achievement Over and Above a Key Foundational Math Skill. Journal of Cognition and Development, 00(00), 1–20. https://doi.org/10.1080/15248372.2020.1832098 Papadakis, Stamatios, Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Papadakis, Stamatios, Kalogiannakis, M., & Zaranis, N. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. Education and Information Technologies, 23(5), 1849–1871. https://doi.org/10.1007/s10639-018-9693-7 Papadakis, Stamatis, Kalogiannakis, M., & Zaranis, N. (2016). Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education. Preschool and Primary Education, 4(2), 241. https://doi.org/10.12681/ppej.8779 Paul, T. (2019). Mathematics and music : loves and fights To cite this version. PISA worldwide ranking; Indonesia’s PISA results show need to use education resources more efficiently, (2016). Phyfferoen, D. (2019). The Dagbon Hiplife Zone in Northern Ghana Contemporary Idioms of Music Making in Tamale. 1(2), 81–104. Purpura, D. J., Napoli, A. R., & King, Y. (2019). Development of Mathematical Language in Preschool and Its Role in Learning Numeracy Skills. In Cognitive Foundations for Improving Mathematical Learning (1st ed., Vol. 5). Elsevier Inc. https://doi.org/10.1016/b978-0-12-815952-1.00007-4 Ribeiro, F. S., & Santos, F. H. (2020). Persistent Effects of Musical Training on Mathematical Skills of Children With Developmental Dyscalculia. Frontiers in Psychology, 10(January), 1–15. https://doi.org/10.3389/fpsyg.2019.02888 Roa, R., & IA, C. (2020). Learning Music and Math, Together as One: Towards a Collaborative Approach for Practicing Math Skills with Music. In I. T. (eds) Nolte A., Alvarez C., Hishiyama R., Chounta IA., Rodríguez-Triana M. (Ed.), Collaboration Technologies and Social Computing. Col (Vol. 26, Issue 5, pp. 659–669). https://doi.org/https://doi.org/10.1007/978-3-030-58157-2_10 Sarama, J., & Clements, D. H. (2006a). Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development. The Mathematics Educato, 9(2), 112–134. Sarama, J., & Clements, D. H. (2006b). Mathematics in early childhood. International Journal of Early Childhood, 38(1). https://doi.org/10.1007/bf03165980 Sarkar, J., & Biswas, U. (2015). The role of music and the brain development of children. 4(8), 107–111. Sheridan, K. M., Banzer, D., Pradzinski, A., & Wen, X. (2020). Early Math Professional Development: Meeting the Challenge Through Online Learning. Early Childhood Education Journal, 48(2), 223–231. https://doi.org/10.1007/s10643-019-00992-y Silver, A. M., Elliott, L., & Libertus, M. E. (2021). When beliefs matter most: Examining children’s math achievement in the context of parental math anxiety. Journal of Experimental Child Psychology, 201, 104992. https://doi.org/10.1016/j.jecp.2020.104992 Sterner, G., Wolff, U., & Helenius, O. (2020). Reasoning about Representations: Effects of an Early Math Intervention. Scandinavian Journal of Educational Research, 64(5), 782–800. https://doi.org/10.1080/00313831.2019.1600579 Temple, B. A., Bentley, K., Pugalee, D. K., Blundell, N., & Pereyra, C. M. (2020). Using dance & movement to enhance spatial awareness learning. Athens Journal of Education, 7(2), 153–167. https://doi.org/10.30958/aje.7-2-2 Thippana, J., Elliott, L., Gehman, S., Libertus, K., & Libertus, M. E. (2020). Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Childhood Research Quarterly, 53, 249–259. https://doi.org/10.1016/j.ecresq.2020.05.002 Tsai, Y. (2017). Taiwanese Traditional Musical Idioms Meet Western Music Composition: An Analytical and Pedagogical Approach to Solo Piano Works by Tyzen Hsiao. http://aquila.usm.edu/dissertations/1398 Upadhyaya, D. (2017). Benefits of Music and Movement in young children. Furtados School of Music. https://www.linkedin.com/pulse/benefits-music-movement-young-children-dharini-upadhyaya Vennberg, H., Norqvist, M., Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (2018). Counting on: Long Term Effects of an Early Intervention Programme. 4, 355–362. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148101 Verdine, B. N., Lucca, K. R., Golinkoff, R. M., Hirsh-, K., & Newcombe, N. S. (2015). The Shape of Things : The Origin of Young Children ’ s Knowledge of the Names and Properties of Geometric Forms. 8372(October). https://doi.org/10.1080/15248372.2015.1016610 Wakabayashi, T., Andrade-Adaniya, F., Schweinhart, L. J., Xiang, Z., Marshall, B. A., & Markley, C. A. (2020). The impact of a supplementary preschool mathematics curriculum on children’s early mathematics learning. Early Childhood Research Quarterly, 53, 329–342. https://doi.org/10.1016/j.ecresq.2020.04.002 Wardani, I. K., Djohan, & Sittiprapaporn, P. (2018). The difference of brain activities of musical listeners. 1st International ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering, ECTI-NCON 2018, 181–184. https://doi.org/10.1109/ECTI-NCON.2018.8378307 Winter, E., & Seeger, P. (2015). The Important Role of Music in Early Childhood Learning. Independent School. Zaranis, N., Kalogiannakis, M., & Papadakis, S. (2013). Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education. Creative Education, 04(07), 1–10. https://doi.org/10.4236/ce.2013.47a1001

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Zakharova, M. N., R. I. Machinskaya, and A. R. Agris. "Brain Executive Functions and Learning Readiness in Senior Preschool Age." Cultural-Historical Psychology 18, no. 3 (2022): 81–91. http://dx.doi.org/10.17759/chp.2022180311.

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It is known that the formation of executive functions (EF), which exert control over cognitive processes and behavior is crucial for children’s cognitive development and social adaptation. It has been shown that the efficiency of EF during the preschool period is a predictor of academic performance in primary and secondary school. However, it is still unknown to what extent the age and individual characteristics of EF during the preschool period determine children’s potential school readiness and success in mastering preschool educational programs. To address this issue, we conducted a comparative study using qualitative and quantitative neuropsychological tests. Children aged 5—6 (n=132, M=5.67±0.46 years) and 6—7 years (n=163, M=6.67±0.37 years) participated in the study. According to teachers’ estimates, both groups were subdivided into three subgroups of participants with low, medium and high school readiness. The statistical analysis showed that such cognitive functions as programming, selective regulation and control of behavior, working memory, inhibitory control, cognitive flexibility and sustained attention were developed significantly (ps<0.05-0.001) better in children with a high level of school readiness (compared to children with low and medium levels of school readiness).

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Ermolova, T. V., A. V. Litvinova, E. A. Balygina, and N. V. Savitskaya. "Neurobiology of cognitive competencies in primary school age: the latest foreign research." Современная зарубежная психология 9, no. 2 (2020): 8–20. http://dx.doi.org/10.17759/jmfp.2020090201.

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This paper presents the current researches revealing the peculiarities of neurocognitive status in primary school age and illustrating the achievements of the scientific school of foreign universities in such areas as: neuroscience compensatory-regulatory mechanisms of overcoming congenital learning difficulties; educational strategies that optimize the neurobiological status of the student; neurobiological tools for the development of the cognitive sphere of students; environmental and psychosomatic factors that affect the neurocognitive status of young students. The authors allocated memory resources, executive activity capabilities, inhibition reactions and self-control as the main elements in cognitive competencies’ formation. The materials provide evidence in favor of the importance of the quality of educational environments and attention to students with learning difficulties in their first school years.

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Zapesotskaya, I. V., and Z. V. Chuikova. "The Relationship Between Executive Functions and Prospective Memory in Primary School-Age Children with Symptoms of Subthreshold ADHD." Клиническая и специальная психология 10, no. 4 (2021): 48–67. http://dx.doi.org/10.17759/cpse.2021100403.

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The article presents results of the research of relations between executive functions and prospective memory in primary school-age children with symptoms of subthreshold attention deficit hyperactivity syndrome (ADHD). The ADHD Assessment Scale ― ICD-10 criteria (Sukhotina, 2008) and Observation Form for Recording ADHD Behaviors During Academic Performance in the Clinic or in School) (Carter, 1994) were used to assess the symptoms of ADHD. Cognitive functions were assessed using the Wisconsin Sorting Card Test (Grant & Berg, 1948), Сanum (Gutierrez-Martinez, 2018), Вlock span (Isaacs, Vargha-Khadem, 1989), Digit span-backward (Wechsler, 1997), and measurement by Ana B. Cejudo (Cejudo, 2019). 51 children were recruited, 27 subjects were 6–7 years old and 24 subjects were 10 years old. All participants were divided into 2 control groups (children with typical development) and 2 experimental groups (children with symptoms of subthreshold ADHD). Overall, it was found that children in the group of 6–7 years old with symptoms of subthreshold ADHD have no significant differences with children from the control group in basal components of executive function: working memory, cognitive flexibility and executive attention. However, they show a decrease in learning abilities, self-regulation and an increase of non-perseverative errors along with the fall of event-based prospective memory. Children in the group of 10 years old with symptoms of subthreshold ADHD also showed the fall of learning abilities and prospective memory. The results of correlation analysis show that subjects with symptoms of subthreshold ADHD have changes in the systemic ― functional level which appear as a decreasing amount of links between executive functions and features of prospective memory.

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Sasse, Heide, and Miriam Leuchter. "Capturing Primary School Students’ Emotional Responses with a Sensor Wristband." Frontline Learning Research 9, no. 3 (May 25, 2021): 31–51. http://dx.doi.org/10.14786/flr.v9i3.723.

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The emotions experienced by primary school students have both positive and negative effects on learning processes. Thus, to better understand learning processes, research should consider emotions during class. Standard survey-based methods, such as self-reports, are limited in terms of capturing the detailed trajectories of primary school children’s emotions, as their abilities of self-reporting are developing and still limited. Emotions can also be tracked by capturing emotional responses as they occur e.g. from physiological reaction measured with sensor wristbands. This technology generates an emotional responsestypology based on continuously captured physiological data, such as skin conductivity and skin temperature. However, such measurement methods need to be validated before being used. The present study thus attempted to validate this instrument with primary school students. We used the BM Sensor Wristband technology, as its emotional response typology is based on the categorical emotion and homeostasis approach. In our research, we focus on the emotional responses that can be distinguished by the BM Typology and that can influence learning processes. These emotional responses are: “joy”, “curiosity”, “attention”, “fear”, “anger” and “passivity”. Therefore, we induced emotional responses in primary school children through specifically developed audio-visual stimuli. Using logistic mixed effects modelling, we investigated the occurrence of opposing reactions. We observed that primary school children’s reactions to audio-visual stimuli could be differentiated. We conclude that primary school children’s emotional responses, such as “joy”, “curiosity”, “attention”, “fear”, “anger” and “passivity”, can be accurately measured by evaluating physiological data.

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Nowaczyk, Natalia. "The clinical image of memory, attention, and executive functions in a school-aged child with autoimmune epilepsy: A case study." Acta Neuropsychologica 16, no. 1 (March 28, 2018): 83–97. http://dx.doi.org/10.5604/01.3001.0011.7089.

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The aim of this study was to identify specific aspects of the cognitive and socioemotional functioning of a school-age child with autoimmune-resistant epilepsy, and to provide a detailed explanation of the executive dysfunctions significant in this type of disorder. A battery of neuropsychological tests and clinical trials were used to neuropsychologically diagnose an eight-year-old girl. Data from an interview with the patient’s mother, observational data, and the results of previous psychological and medical tests were also taken account. Neuropsychological diagnosis was performed in line with the clinical–experimental and psychometric -test models. The patient’s current level of intellectual functions is below average. The patient obtained low results in tests examining executive functions, direct auditory memory, phonemic hearing, and visual–spatial organization. In comparison with children of her age group and with similar intelligence quotients, she obtained average results relating to tasks involving direct visual memory. No difficulty was seen in terms of semantic fluency, concentration, or persistence of the attention process. Executive dysfunctions are among the dominant disorders seen in clinical settings; these significantly hinder the systematic and orderly organization of the child’s learning process. Such difficulties in cognitive functioning, but also in emotional and social functioning, can significantly impede the normal development of the child.

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Moutier, S. "Improving executive function skills in children with autism spectrum disorder: The example of a new executive training protocol based on LearnEnjoy digital apps." European Psychiatry 30, S2 (November 2015): S56. http://dx.doi.org/10.1016/j.eurpsy.2015.09.157.

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Children with autism spectrum disorder (ASD) have serious difficulties to ignore visual and auditory distractors, or to inhibit ongoing activity on behalf of a new one, or to extract themselves from a routine. Such so-called executive functions enable us to control ourselves and to consider things from multiple points of view. They also involve paying attention, remembering what we need to remember to pursue our goals, thinking flexibly and not going on automatic, exercising inhibition. Then, the observed executive inefficiency of ASD could be one of the main cause of perseverating behaviors in daily life and school activities. If the question of the efficient evolution of these executive functions from childhood to neurotypical adulthood has been addressed in many cognitive development researches, very few studies have focused on the atypical development of ASD patients. Following Diamond et al. , it is important to note that beyond acquiring always more knowledge, it is crucial to be able to inhibit reactions that get in the way of learning something new. Using preliminary data, we will explain how LearnEnjoy apps could become an essential basis of an innovative experimental paradigm, aiming at a better understanding of the atypical executive development of school-age ASD children. Based on new executive digital apps such as Stroop or Flanker Tasks testing for executive inhibition, the main goal of this scientific project is to show evidence of the possibility of executive training in children with ASD. As executive function skills predict children's success in life and in school , such a new scientific study should allow us to envisage creating innovative remediation protocols for improving the deliberate, goal-directed control of behavior of ASD patients.

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Damawiyah, Siti, and Iis Noventi. "HUBUNGAN DUKUNGAN KELUARGA DALAM PEMELIHARAAN KESEHATAN MATA DENGAN KETAJAMAN PENGLIHATAN PADA ANAK USIA SEKOLAH DASAR DI RW 10 DESA KRAMAT JEGU TAMAN SIDOARJO." Journal of Health Sciences 12, no. 02 (July 31, 2019): 82–89. http://dx.doi.org/10.33086/jhs.v12i02.576.

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ABSTRACT: At present there is very little attention regarding visual impairment, especially in school children, whereas a poor learning environment is one of the triggers for a decrease in visual acuity in children. Myopia is one of the causes of decreased visual acuity in children, while good vision is very important in the teaching and learning process. This study aims to determine the relationship of family support in maintaining eye health with visual acuity in primary school-aged children in RW 10 Desa Kramat Jegu Taman Sidoarjo. The design of this research using a cros-sectional approach. The sample in this study were 22 elementary and sixth grade elementary school children and their mothers as many as 22 pairs. Sampling by total sampling method. Data analysis using Rank Spearman statistical test with a significance level of 5% (0.05). The results showed that of the 22 respondents most (61.18%) had good family support and from 22 respondents most (63.63%) had normal visual acuity. Spearman rank correlation test results, obtained ρ = 0.032 <α = 0.05 so that H0 is rejected which means that there is a relationship between family support about maintaining eye health with visual acuity in primary school-aged children. Good family support for maintaining eye health can improve children's visual acuity. It is expected that nurses can use the results of this study as a guide in providing nursing services for patients with eye refraction disorders. Keywords: family support, visual acuity

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Rosa Guillamón, Andres, Eliseo Garcia Canto, and Pedro José Carrillo López. "Relación entre capacidad aeróbica y el nivel de atención en escolares de primaria (Relationship between aerobic capacity and level of attention in primary school children)." Retos, no. 35 (July 29, 2018): 36–41. http://dx.doi.org/10.47197/retos.v0i35.60729.

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La capacidad aeróbica constituye el principal exponente de la condición física. La atención es una de las principales funciones cognitivas, directamente relacionada con mecanismos como la percepción, la memoria, el funcionamiento ejecutivo, en procesos como el aprendizaje e incluso en el ajuste psicosocial. El objetivo del presente estudio fue analizar la relación entre capacidad aeróbica y atención selectiva. Es un diseño de estudio descriptivo relacional donde se evaluó la capacidad aeróbica (test de Course-Navette) y la atención (test de Percepción de Semejanzas y Diferencias) en una muestra de 44 escolares (20 mujeres) de 9-10 años. Los escolares con mayor capacidad aeróbica tienen mejores registros en aciertos (p = 0,049), omisiones (p = 0,031) y control inhibitorio (p = 0,034). Los resultados de este trabajo se alinean con la investigación previa que plantea una relación positiva entre capacidad aeróbica y atención. Así, aquellos con mayor capacidad aeróbica presentan una mejor atención selectiva.Abstract. Aerobic capacity constitutes the main indicator of physical fitness. Attention is one of the main cognitive functions, directly related to mechanisms such as perception, memory, executive functioning, in processes such as learning or even in psychosocial adjustment.The aim was to analyze the relationship between aerobic capacity and selective attention. The study implemented a descriptive design, evaluating aerobic capacity (Course-Navette test) and selective attention (Perception of Similarities and Differences test) in a sample of 44 students (20 women) between 9-10 years. Students with higher aerobic capacity had better scores in successes (p = 0,049), omissions (p = 0,031) and inhibitory control (p = 0,034). The results of this work are in line with previous research showing a positive relationship between aerobic capacity and attention. In this sense, students with higher aerobic capacity present better selective attention.

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Quach, Jon L., Ben Deery, Margaret Kern, Janet Clinton, Lisa Gold, Francesca Orsini, and Emma Sciberras. "Can a teacher-led mindfulness intervention for new school entrants improve child outcomes? Protocol for a school cluster randomised controlled trial." BMJ Open 10, no. 5 (May 2020): e036523. http://dx.doi.org/10.1136/bmjopen-2019-036523.

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IntroductionThe first years of school are critical in establishing a foundation for positive long-term academic, social and well-being outcomes. Mindfulness-based interventions may help students transition well into school, but few robust studies have been conducted in this age group. We aim to determine whether compared with controls, children who receive a mindfulness intervention within the first years of primary school have better: (1) immediate attention/short-term memory at 18 months post-randomisation (primary outcome); (2) inhibition, working memory and cognitive flexibility at 18 months post-randomisation; (3) socio-emotional well-being, emotion-regulation and mental health-related behaviours at 6 and 18 months post-randomisation; (4) sustained changes in teacher practice and classroom interactions at 18 months post-randomisation. Furthermore, we aim to determine whether the implementation predicts the efficacy of the intervention, and the cost effectiveness relative to outcomes.Methods and analysisThis cluster randomised controlled trial will be conducted in 22 primary schools in disadvantaged areas of Melbourne, Australia. 826 students in the first year of primary school will be recruited to detect between groups differences of Cohen’s d=0.25 at the 18-month follow-up. Parent, teacher and child-assessment measures of child attention, emotion-regulation, executive functioning, socio-emotional well-being, mental health-related behaviour and learning, parent mental well-being, teacher well-being will be collected 6 and 18 months post-randomisation. Implementation factors will be measured throughout the study. Intention-to-treat analyses, accounting for clustering within schools and classes, will adopt a two-level random effects linear regression model to examine outcomes for the intervention versus control students. Unadjusted and analyses adjusted for baseline scores, baseline age, gender and family socioeconomic status will be conducted.Ethics and disseminationEthics approval has been received by the Human Research Ethics Committee at the University of Melbourne. Findings will be reported in peer-review publications, national and international conference presentations and research snapshots directly provided to participating schools and families.Pre-Results Trial registration numberAustralian New Zealand Clinical Trials Registry (ACTRN12619000326190).

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Lodatko, Ye A. "Definition of a didactically expedient continuum in informatics for future primary school teachers." Informatics in school, no. 2 (April 27, 2021): 5–8. http://dx.doi.org/10.32517/2221-1993-2021-20-2-5-8.

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The article analyzes modern preconditions that determine specific features of a future primary school teacher's Informatics training, which is necessary for teaching Informatics to younger students. An approach to determining the content of a future primary school teacher's Informatics training, focused on understanding the socio-cultural significance of modern digital technologies for sustainable development of society and sufficient for the assimilation of Informatics concepts and procedures that are directly related to the content of the school Informatics course and its methodological support is substantiates in the article. The necessity of focusing the attention of future primary school teachers on information technologies that are widespread in everyday life and significantly simplify the achievement of program learning outcomes. The necessity of mastering by teachers the skills of handling algorithmic procedures, the use of block diagrams for the visual presentation of algorithmic procedures, the use of simple categorical syllogisms and inference rules in the construction of inferences, reference to evaluative procedures and legal norms of information interaction is argued.

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Martínez-Nadal, Sílvia, and Laura Bosch. "Cognitive and Learning Outcomes in Late Preterm Infants at School Age: A Systematic Review." International Journal of Environmental Research and Public Health 18, no. 1 (December 24, 2020): 74. http://dx.doi.org/10.3390/ijerph18010074.

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Late preterm children born between 340/7 and 366/7 weeks’ gestation account for ≈70% of prematurely born infants. There is growing concern about this population at risk of mild neurodevelopmental problems, learning disabilities and lower academic performance. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement, this paper analyzes recent published evidence from 16selected studies involving late preterm children and control group assessments at preschool and/or school age, mainly focusing on cognitive functioning, language learning and academic achievement. The review identifies the assessment tools used in these studies (standardized tests, parental questionnaires and laboratory tasks) and the areas being evaluated from preschool (age 3 years) to primary school levels. Results reveal the presence of mild difficulties, pointing to suboptimal outcomes in areas such as executive function, short term verbal memory, literacy skills, attention and processing speed. Some difficulties are transient, but others persist, possibly compromising academic achievement, as suggested by the few studies reporting on higher risk for poor school performance. Given the increasing number of late preterm children in our society the review highlights the need to implement screening strategies to facilitate early risk detection and minimize the negative effects of this morbidity in childhood.

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Hadwen-Bennett, Alex, Sue Sentance, and Cecily Morrison. "Making Programming Accessible to Learners with Visual Impairments: A Literature Review." International Journal of Computer Science Education in Schools 2, no. 2 (May 17, 2018): 3–13. http://dx.doi.org/10.21585/ijcses.v2i2.25.

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Programming can be challenging to learn and for visually impaired (VI) learners there are numerous additional barriers to the learning process. Many modern programming environments are inaccessible to VI learners, being difficult or impossible to interface with using a screen reader. A review of the literature has identified a number of strategies that have been employed in the quest to make learning to program accessible to VI learners. These can be broadly divided into the following categories; auditory and haptic feedback, making text-based langauges (TBLs) accessible, making block-based languages (BBLs) accessible and physical artefacts.A common theme among the literature is the difficulty VI learners have in gaining an understanding of the overall structure of their code. Much of the research carried out in this space to date focuses on the evaluation of interventions aimed at VI high-school and undergraduate students, with limited attention given to the learning processes of VI learners. Additionally, the majority of the research deals with (TBLs), this is despite the fact that most introductory programming courses for primary learners use (BBLs). Therefore, further research is urgently needed to investigate potential strategies for introducing VI children in primary education to programming and the learning processes involved.

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MELLERS, J. D. C., B. K. TOONE, and W. A. LISHMAN. "A neuropsychological comparison of schizophrenia and schizophrenia-like psychosis of epilepsy." Psychological Medicine 30, no. 2 (March 2000): 325–35. http://dx.doi.org/10.1017/s0033291799001786.

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Background. The schizophrenia-like psychoses of epilepsy (SLPE) might represent a secondary form of schizophrenia in which the pathology is relatively confined to the temporal lobe. To test this possibility we have compared the neuropsychological profile of schizophrenia and SLPE. Our main hypothesis was that both psychotic groups would show deficits of temporal lobe function but that prefrontal impairment, as measured by tests of executive function, would be found only in the primary schizophrenic group.Methods. Four groups were studied: (1) patients with SLPE (N = 25); (2) patients with epilepsy but not psychiatric history (N = 24); (3) patients with schizophrenia (N = 22); and (4) healthy volunteers (N = 24). Neuropsychological testing comprised measures of pre-morbid IQ, current verbal and performance IQ, information processing, digit span, motor speed, verbal and visual learning and memory, verbal fluency, the Wisconsin Card Sorting Task, the Stroop test and the trail making task.Results. Patients with schizophrenia and those with SLPE had almost identical neuropsychological profiles, with impairments of attention, episodic memory (verbal > visual) and executive function. The epileptic controls showed similar though less severe impairments of memory and of some tests of executive function.Conclusions. Our results do not support the hypothesis that the pathophysiology of SLPE and schizophrenia are distinct. While our findings suggest an important role for dominant temporal lobe abnormality in schizophrenia, both in its primary form and in that occurring in patients with epilepsy, they also implicate generalized cognitive impairment, manifest in particular as attentional deficits, in both forms of the disorder.

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Estrada Fernández, Xavier, Carles Alsinet Mora, Agnès Ros Morente, Gemma Viera Segura, and Laura Vicens Núñez. "Relationship of visual, attentional and contextual variables together with internalized (depression), and externalized (behavior) problems." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 7, no. 2 (May 1, 2021): 239–66. http://dx.doi.org/10.17979/sportis.2021.7.2.7365.

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Physical exercise as an educational formula improves the motor and cognitive learning of students, and allows us to strengthen the motor, coordinative and visual skills of the students, boys and girls, that will be decisive for their integral development. The general objective of the study is to examine the relationship of visual, attentional and contextual variables, together with internalized problems (depression), and externalized problems (behavior) in primary school students. 76 students participated in the study, of which 53 were boys (69.73%) and 23 girls (30.27%), with a mean age of 6.68 and a standard deviation of .799. The students participated in a multisport activity where three protocols were previously administered: an optometric evaluation, the Caras-R, Identical Forms-R and SENA to evaluate visual discrimination, sustained attention and contextual factors. The regressive models of the study predict, firstly, that better visual and attentional discrimination avoids depressive symptoms in students, and, secondly, that contextual factors act exclusively and directly in the face of depressive-type symptoms. The importance of the visual task as a variable directly related to depression and significantly together with attention in the prediction of adaptive behaviors stands out as a novelty. Thus, good visual discrimination is an important factor in sports practice and in the prevention of emotional and behavioral problems.

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Thibaudeau, Élisabeth, William Pothier, Andréanne Lavoie, Mélissa Turcotte, Amélie M. Achim, Chantal Vallières, Marc-André Roy, and Caroline Cellard. "M59. THE ASSOCIATIONS BETWEEN THEORY OF MIND AND NEUROCOGNITION IN RECENT ONSET PSYCHOSIS." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S157. http://dx.doi.org/10.1093/schbul/sbaa030.371.

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Abstract Background Deficits in theory of mind (ToM), the ability to infer the mental states of others, are common in psychotic disorders and are associated with functioning difficulties. While ToM is a social cognitive process, several neurocognitive processes are involved when inferring the mental states of others. A better understanding of the associations between ToM and neurocognitive domains could help better target treatment for ToM in schizophrenia. A recent meta-analysis has revealed that all neurocognitive domains are moderately associated with ToM in schizophrenia, but very few studies have looked at these associations in recent onset psychosis. These studies showed associations between ToM and speed of processing, episodic memory and executive functions although few neurocognitive domains have been assessed in each study. The aim of this study was to determine the associations between ToM and the key neurocognitive domains in recent onset psychosis. Methods These results are part of a larger study that aimed to determine the cognitive predictors of return to work or school in recent onset psychosis. Twenty-seven recent onset psychosis patients were recruited for this study, with a mean age of 24.9 years. The clinical assessment included the Combined Stories Test for ToM and the Matrics Consensus Cognitive Battery (MCCB) for neurocognition. The MCCB assesses the key cognitive domains relevant for schizophrenia, including attention/vigilance, speed of processing, working memory, verbal learning, visual learning, reasoning/problem solving and social cognition. Pearson correlations were conducted between the ToM scores of the Combined Stories Test and each neurocognitive domain of the MCCB. Results Correlations revealed a moderate to strong association between ToM and working memory (r = 0.443, p = 0.021), visual learning (r = 0.493, p = 0.009) and verbal learning (r = 0.443, p = 0.021). The correlations between ToM and attention/vigilance, speed of processing and reasoning/problem solving were not significant (p > 0.05). Discussion This is the first study that has assessed the associations between ToM and the neurocognitive domains of the MCCB in recent onset psychosis. This study did not show association between ToM and speed of processing nor executive functions, but rather with working memory and learning. These contradictory results could be explained by the large heterogeneity of tasks used across studies, particularly ToM tasks that often present with psychometric limitations such as ceiling effect. Learning processes highlighted here should be considered in the understanding of the therapeutic response following a cognitive remediation therapy for ToM in recent onset psychosis.

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Gu, Cui, and Thanachart Lornklang. "The Use of Picture-word Inductive Model and Readers’ Theater to Improve Chinese EFL Learners’ Vocabulary Learning Achievement." Advances in Language and Literary Studies 12, no. 3 (June 29, 2021): 120. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.120.

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Vocabulary, as the fundament of any language, is one of the most crucial aspects of language learning. And it also draws great attention from Chinese learners of English as a foreign language (EFL). This study conducted an experiment to examine the effectiveness of the picture-word inductive model (PWIM) and readers’ theater on Chinese primary EFL learners’ vocabulary learning achievement. The samples were 34 fifth-grade students from a primary school of China. The students received a vocabulary learning treatment with the lesson plans constructed based on the picture-word inductive model and readers’ theater using Chinese Cheng-yu, and an English vocabulary learning achievement test was conducted before and after the treatment. Results of the test showed that the students’ mean scores in the posttest were significantly improved than in the pre-test, and results of the questionnaire showed that the participants were highly satisfied with learning English via picture-word inductive model and readers’ theater. The results indicated that learning English via picture-word inductive model and readers’ theater is an effective way for improving learners’ English vocabulary learning achievement as it provides the visual support and opportunities for learners to engage in vocabulary acquisition.

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Anzeneder, Sofia, Valentin Benzing, and Mirko Schmidt. "Designed acute physical activity to benefit primary school children’s cognition: Effects of cognitive challenge, bout duration and positive affect." Current Issues in Sport Science (CISS) 8, no. 2 (February 14, 2023): 025. http://dx.doi.org/10.36950/2023.2ciss025.

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Introduction Acute bouts of physical activity (PA) have the potential to transiently enhance children’s cognition (Ludyga et al., 2016). Although these positive results seem to be relatively consistent, there is considerable heterogeneity in the magnitude of effects (Lubans et al., 2022). Cognitive benefits are largely influenced by the interaction of quantitative and qualitative PA task characteristics (Lubans et al., 2022; Pesce, 2012), as well as by individual differences in responsiveness to PA bouts (Herold et al., 2021). Understanding the individual and joint effects of moderators is of great practical importance in the educational setting (Schmidt et al., 2021). This information could help to design and individualize PA breaks to enhance cognitive functions that are essential for learning and academic achievement, such as executive functions (EFs; responsible for self-regulation and goal-directed behavior) and attention (responsible for allocation of resources). Among PA task characteristics, the level of cognitive challenge has attracted increasing interest; however, a low comparability of PA studies varying in both quantitative parameters and qualitative modality do not allow for definitive conclusions (Paschen et al., 2019; Schmidt et al., 2021). Moreover, preliminary evidence highlights that positive affect induced by the PA bout may mediate PA effects on cognition (Schmidt et al., 2016). Thus, the aim of the research program was threefold: (1) shed light on which cognitive challenge level in acute PA may affect children’s EFs and attention (“cognitive challenge” study); (2) investigate which bout duration of the identified optimal cognitive challenge level is necessary to reap largest benefits (“bout duration” study); and (3) manipulate positive affect through supportive feedback (and music) to elucidate its influence on cognitive performance (“positive affect” study). Methods Three studies with within-subjects experimental design were conducted with 5th-6th graders (N = 110, N = 114, N = 102; determined by a-priori power analyses). Each study used an exergame (i.e., active video game that involves gross-motor PA) as intervention, performed at 65% maximum heart rate (HR). For the studies, the following experimental conditions were used: “Cognitive challenge” study: three sessions (15-min) with different cognitive challenge levels (low, mid, high), continuously adapted to the individual ongoing performance by an ascending number of distracting stimuli and misleading cues. “Bout duration” study: four sessions with the same, individually adapted cognitive challenge level (chosen according to “cognitive challenge” study) and different PA durations (5-, 10-, 15-, 20-min). “Positive affect” study: three sessions with the same cognitive challenge level and duration of the PA bout (chosen according to “cognitive challenge” and “bout duration” studies) and different affect-inducing feedback (no feedback, music with sound effects, music with sound effects and verbal supportive feedback). Each exergame session was performed individually during school hours (once a week). Children wore motion-based trackers and a HR sensor, while playing a virtual game that required performing different movements (e.g., jumps, squats, punches). During each session (every 5 minutes), perceived physical and cognitive challenge, as well as affective states were assessed. After the exergame, executive control (flanker effect), attentional alerting and orienting, and their interactive functioning were assessed by a child-adapted attention network test (ANT-R; Fan et al., 2009). Repeated measures ANOVAs were calculated to analyze intervention effects on reaction times (RTs) and accuracy data, with subsequent post-hoc Bonferroni-adjusted comparisons. Results “Cognitive challenge” study. A significant interaction for RTs between cognitive challenge and flanker conditions emerged [F(2, 100) = 4.16, p = .018, ƞ2p = .07], with no effects for accuracy. Post-hoc analyses of RT difference data (incongruent – congruent, i.e., flanker effect) revealed best performance after the high-challenge condition (ps < .045; ƞ2ps > .01). Regarding differential effects, adding sex to the model showed that it moderated the effect of cognitive challenge on the interactive functioning of executive control and attentional orienting [F(6, 96) = 2.33, p = .038, ƞ2p = .12]. “Bout duration” study. A significant effect of duration on overall RTs emerged [F(3, 101) = 4.04, p = .009, ƞ2p = .11], with no effects on accuracy. Post-hoc comparisons revealed significantly faster RTs after the 15-min compared to the 10-min condition (p = .019, ƞ2p = .09). Regarding differential effects, adding habitual PA level to the model showed that it moderated the effect of duration on the interactive functioning of executive control and attentional orienting [F(3, 100) = 4.81, p = .004, ƞ2p = .13]. “Positive affect” study. Ongoing – results will be presented at the SGS-meeting. Discussion The high-challenging bout benefited children’s executive control the most (“cognitive challenge” study), supporting the hypothesis that PA designed to generate cognitive engagement may facilitate performance in subsequent EF tasks (i.e., cognitive stimulation hypothesis; Pesce, 2012). However, attentional alerting and orienting were unaffected in the current study, which is in line with the absence of effects found for aerobic PA bouts (van den Berg et al., 2018). The 15-min cognitively high-challenging bout benefited children’s overall information processing speed the most, with no duration-dependent differences for executive control, alerting or orienting (“bout duration” study). Results extend to acute cognitively challenging PA the duration-dependent effects that have been found for acute high-intensity or aerobic PA bouts on overall information processing, but neither on EFs (Hatch et al., 2021), nor on alerting and orienting (van den Berg et al., 2018). Interestingly, in both “cognitive challenge” and “bout duration” studies an intriguing interplay between individual and tasks characteristics on the interactive functioning of executive control and orienting networks emerged. Indeed, the high-challenging bout benefited – for males only – also the efficiency of executive control under disadvantageous spatial attention conditions, consistent with previous adult studies without PA (Li et al., 2021). Whereas, the 15-min duration benefited the same interactive functioning for more active children only, which is in line with evidence that cognitively challenging PA bouts benefit EF efficiency more in children who are physically and cognitively better equipped to capitalize on it (Jäger et al., 2015). The added value of the present studies within an inconsistent evidence base (Paschen et al., 2019; Schmidt et al., 2021) is threefold. The studies allowed to (1) disentangle cognitive from physical challenge effects, while individualizing cognitive challenge; (2) identify the optimal duration for learning contexts; and (3) further the understanding of the interplay between individual and task characteristics. The “positive affect” study will complement the investigation of individual- and task-level moderators with information on positive affect as potential mediator for the acute PA-cognition relation. Results of the research program may inform the design of acute and chronic PA studies implemented in the school context, to capitalize jointly on physical and cognitive benefits of PA. References Fan, J., Gu, X., Guise, K. G., Liu, X., Fossella, J., Wang, H., & Posner, M. I. (2009). Testing the behavioral interaction and integration of attentional networks. Brain and Cognition, 70(2), 209–220. https://doi.org/10.1016/j.bandc.2009.02.002 Hatch, L. M., Dring, K. J., Williams, R. A., Sunderland, C., Nevill, M. E., & Cooper, S. B. (2021). Effect of differing durations of high-intensity intermittent activity on cognitive function in adolescents. International Journal of Environmental Research and Public Health, 18(21), Article 11594. https://doi.org/10.3390/ijerph182111594 Herold, F., Törpel, A., Hamacher, D., Budde, H., Zou, L., Strobach, T., Müller, N. G., & Gronwald, T. (2021). Causes and consequences of interindividual response variability: A call to apply a more rigorous research design in acute exercise-cognition studies. Frontiers in Physiology, 12, Article 682891. https://doi.org/10.3389/fphys.2021.682891 Jäger, K., Schmidt, M., Conzelmann, A., & Roebers, C. M. (2015). The effects of qualitatively different acute physical activity interventions in real-world settings on executive functions in preadolescent children. Mental Health and Physical Activity, 9, 1–9. https://doi.org/10.1016/j.mhpa.2015.05.002 Li, Y., Wang, Y., Jin, X., Niu, D., Zhang, L., Jiang, S. Y., Ruan, H. D., & Ho, G. W. (2021). Sex differences in hemispheric lateralization of attentional networks. Psychological Research, 85(7), 2697–2709. https://doi.org/10.1007/s00426-020-01423-z Lubans, D. R., Leahy, A. A., Mavilidi, M. F., & Valkenborghs, S. R. (2022). Physical activity, fitness, and executive functions in youth: Effects, moderators, and mechanisms. Current Topics in Behavioral Neurosciences, 53, 103–130. https://doi.org/10.1007/7854_2021_271 Ludyga, S., Gerber, M., Brand, S., Holsboer-Trachsler, E., & Pühse, U. (2016). Acute effects of moderate aerobic exercise on specific aspects of executive function in different age and fitness groups: A meta-analysis. Psychophysiology, 53(11), 1611–1626. https://doi.org/10.1111/psyp.12736 Paschen, L., Lehmann, T., Kehne, M., & Baumeister, J. (2019). Effects of acute physical exercise with low and high cognitive demands on executive functions in children: A systematic review. Pediatric Exercise Science, 31(3), 267–281. https://doi.org/10.1123/pes.2018-0215 Pesce, C. (2012). Shifting the focus from quantitative to qualitative exercise characteristics in exercise and cognition research. Journal of Sport & Exercise Psychology, 34(6), 766–786. https://doi.org/10.1123/jsep.34.6.766 Schmidt, M., Benzing, V., & Kamer, M. (2016). Classroom-based physical activity breaks and children's attention: Cognitive engagement works! Frontiers in Psychology, 7, Article 1474. https://doi.org/10.3389/fpsyg.2016.01474 Schmidt, M., Egger, F., Anzeneder, S., & Benzing, V. (2021). Acute cognitively challenging physical activity to promote children’s cognition. In R. Bailey (Ed.), ICSSPE perspectives. Physical activity and sport during the first ten years of life: Multidisciplinary perspectives (pp. 141–155). Routledge. van den Berg, V., Saliasi, E., Jolles, J., de Groot, R. H., Chinapaw, M. J. M., & Singh, A. S. (2018). Exercise of varying durations: No acute effects on cognitive performance in adolescents. Frontiers in Neuroscience, 12, Article 672. https://doi.org/10.3389/fnins.2018.00672

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Gappoeva, Valentina S., Zinaida G. Khabaeva, and Tatiana A. Bekoeva. "Taking into Account the Individual Characteristics of Those Entering Primary School." Vestnik of North-Ossetian State University, no. 4 (December 25, 2021): 103–11. http://dx.doi.org/10.29025/1994-7720-2021-4-103-111.

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School readiness is one of the key components that ensure the success of education. The factors determining a child’s readiness for school include parameters reflecting indicators of physical, psychosocial and psychophysiological development. Morpho-functional immaturity of brain systems that provide the possibility of mental and motor activity, perception and processing of information causes various difficulties in learning. There are various methodological approaches that determine the level of readiness of children for systematic schooling. In the work, Kern-Irasek tests for visual activity (drawing on a given topic), logical and categorical thinking were used to assess readiness for school, an analysis of general awareness and the degree of psychosocial maturity was carried out. The work was carried out on students of the 1st grade of a small rural school and a kindergarten preparatory group. Among the 1st grade students at the end of the 2nd quarter, only girls were prepared for school according to all the analyzed indicators. There were no “immature” children among them, whereas for boys the figure was more than 60%. Overall, the number of “immature children” in the whole class was 33.3%. It is significant that the children belonging to the “immature” group were, as a rule, from large families, where they were not given due attention. Among the children of the kindergarten preparatory group, a larger percentage of those belonging to the category of “mature” and “middle-aged” (90%) were identified. At the same time, the test results again revealed the best results among girls. The data obtained should be considered as evidence of earlier psychofunctional development of girls in relation to boys, which is manifested in their more conscious attitude to learning, better abilities to implement conditional reflex activity, cognitive learning, performance indicators in the first years of training. The high percentage of “immature” children among 1st grade students emphasizes the need for mandatory testing of preschool children and the creation of optimal conditions for their physiological and psychosocial development. Keywords: school maturity, preschool children, psychophysiological factors, school readiness. For citation: Gappoeva V.S., Habaeva Z.G. Taking into Account the Individual Characteristics of Those Entering Primary School // Bulletin of the North Ossetian State University named after K.L. Khetagurov. 2021; 4. DOI: 10.29025/1994-7720-2021-4-103-111 (In Russ.).

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Morosanova, Varvara I., Irina N. Bondarenko, Anna M. Potanina, and Yulia A. Ishmuratova. "Conscious self-regulation in the system of predictors of success in Russian language at school (general model and its modifi cations)." National Psychological Journal 43, no. 3 (2021): 15–30. http://dx.doi.org/10.11621/npj.2021.0302.

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Background. Confi dent language profi ciency in Russian language is the key to successful schooling. However, teachers note a general decline in Russian language performance among students. One of the most critical factors opposing this trend may be the development of regulatory competencies, particularly conscious self-regulation in achieving goals and in executive functions. Objective. Th e aim is to reveal the role conscious self-regulation plays in the system of predictors of successful mastering Russian language by secondary school students, diff ering in gender and age. Design. Sample included students of schools in Moscow and Moscow region aged 13–15 years (N = 286): seventh graders (N = 147) and ninth graders (N = 139). Methods applied in the study included V.I. Morosanova’s questionnaire “Th e style of self-regulation of learning activity (SRPLAQ-M 52)”; Eriksen’s task to assess the suppression of irrelevant stimuli, the letter-digit task to assess attention switching, the N-Back task to assess the renewal of working memory. We used two tasks developed by E.D. Bozhovich to diagnose language competencies. Questionnaires were fi lled out in group format in the classroom under the experimenter’s supervision; computer testing was held in a computer classroom on another day. Results. Th e results of the study showed that self-regulation and intelligence are universal resources for achieving educational goals. High academic performance amongboys mostly depends on the development of conscious self-regulation and the ability to manage their attention. Planning educational goals, the general level of self-regulation, and the accuracy of updating working memory are signifi cant for girls’ academic performance. By the time students start high school, the system of predictors for academic performance in Russian is undergoing qualitative changes. Th e system is “curtailed”, with only those elements that ensure success in passing state exams remaining relevant. Conclusion. Th e study revealed the invariant structure of the relationships between the predictors of success in Russian language. Th is structure is implemented as a model, constructed around the relationship of conscious self-regulation and its primary neurocognitive basis represented by executive functions. Th is complex regulatory component is a crucial predictor of success in Russian in adolescence. Th e annual assessment is determined primarily by self-regulation, while executive functions mainly contribute to the development of language competencies.

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Di Tore, Stefano, Paola Aiello, Carmen Palumbo, Rodolfo Vastola, Gaetano Raiola, Francesca D’Elia, Nadia Carlomagno, and Maurizio Sibilio. "SENSORY MOTOR INTERACTION IN VIRTUAL ENVIRONMENT TO PROMOTE TEACHING-LEARNING PROCESS." Problems of Education in the 21st Century 42, no. 1 (May 1, 2012): 29–37. http://dx.doi.org/10.33225/pec/12.42.29.

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"So far the school has been structured on the book, on the laborious acquisition of knowledge formulated in verbal language. Nowadays, thanks to the computer and its ability to simulate reality, it is possible to learn more naturally and without effort using our faculties of perception" (Antinucci, 2011). The statement by Antinucci, as well as the studies on many scientific domains supporting the idea of the involvement of sensory-motor integration in the development of intelligence and learning (Piaget, 1952; Vereecken, 1961), suggest to investigate in the didactics methodologies and instruments able to foster this integration ability. These studies also justify the current full attention in the field of movement teaching for new technologies, therefore the present research aims at testing a “shapes game” module that uses Microsoft Kinect System as an input device for the acquisition of data related to the movement of the body segments of the user. The possibility to identify the movement of specific body segments allows to develop teaching methodologies designed to foster the achievement of visual-motor abilities useful to the process of learning in school, through immersive modes of interaction, typical of “exergames” based on a full body involvement (Coshott, 2009). The present study shows the results of the pre-test software, built on a sample of pupils (aged 8 to 10) attending the fifth year of Italian primary school. Key words: edutainment, exergame, kinect, sensory-motor coordination, videogame.

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Girdzijauskienė, Rūta, and Gražina Šmitienė. "INTEGRATION OF ARTS IN STEAM PROJECTS: EXPERIENCE OF PRIMARY SCHOOL TEACHERS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 17, no. 2 (December 15, 2020): 74–84. http://dx.doi.org/10.48127/gu-nse/20.17.74.

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STEAM education is named as one of the priorities of Lithuanian education, responding to the need to promote a culture of innovation at school and to develop students' creative and critical thinking. The search for opportunities of integration of the subjects of arts and sciences into teaching / learning processes involve researchers and practitioners from various fields (engineering, education, arts, culture, and technological innovation). The numbers of scientific publications on the concept of STEAM education and on the role of arts in it that have been increasing over the last decade testify to the scientific community's attention to the issue, however, they also raise so far unanswered questions about the integration of arts into STEAM theory and practice. Researchers address several problematic areas in STEAM education: insufficient analysis of practical cases, limited preparedness of teachers to implement STEAM projects, and one-sided interpretation of the purpose of arts. Not much is known about how teachers’ value personal experiences in arts integration, how effective the inclusion of arts in the context of STEAM education is, and what the dynamics of STEAM discipline integration is. The aim of this study is to find out why and how primary school teachers integrate arts into STEAM projects, what challenges they face, and how they assess their competencies to ensure arts integration. To achieve the aim of the research, a focus group discussion with teachers working at two Lithuanian primary schools and implementing STEAM projects was chosen as the main data gathering method. The results of the focus group discussion revealed that the teachers preferred an arts-enhanced model of STEAM subject integration mostly through visual arts (drawing, photography, collage, and sculptural elements by gluing). Arts were applied with the aim of diversifying students' academic activities and enriching them with emotional experiences. The research participants saw the following advantages of including arts in STEAM projects: increasing the choice of activities and tools, enhancing students' engagement in learning processes, developing leadership and cooperation skills, maintaining learning motivation, improving critical and creative thinking skills, and linking learning to life. The limitations of teachers' competence to integrate arts into STEAM projects became apparent as well: insufficient knowledge of forms and ways of artistic expression, distrust of their own artistic abilities, and a lack of experience in cooperation with art teachers and artists. Based on the research findings, the directions of further research were formulated, the most relevant ones being an analysis of specific STEAM projects and the modelling of multidimensional STEAM projects. Keywords: STEAM projects, arts integration, primary school teachers

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N, Kurniadi, and Davis J. "A-175 Logopenic Variant of Primary Progressive Aphasia in a 66-Year Old Female—A Case Study." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 969. http://dx.doi.org/10.1093/arclin/acaa068.175.

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Abstract Objective The semantic, logopenic, and nonfluent/aggramatic variants of primary progressive aphasia (PPA) have distinct clinical profiles. However, much overlap exists and many questions remain regarding the nature of language impairments in each variant. This case study seeks to contribute to our understanding of the neuropsychological profile, syntactic, and phonological processes involved in logopenic variant PPA (lvPPA). Method The current case study was of a 66-year old female who gradually developed symptoms consistent with lvPPA during the prior four-year period, with marked worsening in the last few months. A collateral informant indicated that she was independent for basic and advanced activities of daily living. Brain/head imaging had not been conducted; medical history was unremarkable. Results Speech was notable for frequent pauses due to word-finding difficulty, circumlocution, and impaired naming, repetition, and verbal abstraction; fluency and comprehension were intact. Test data revealed significant impairments in tasks mediated by language including verbal processing speed, semantic knowledge, phonemic and semantic fluency, verbal learning and memory, verbal set-shifting, and judgment. Comprehension, non-verbal attention and processing speed, recognition for visual information, and performance on tasks of non-verbal executive functioning were intact. Depression and anxiety were denied. Conclusions Findings were notable for prominent language deficits, with preserved articulation, basic comprehension, and no evidence of visual agnosia. Her progression of symptoms, medical history, and test data were not consistent with a typical Alzheimer’s or vascular process, but were most consistent with lvPPA. Neurology consultation, MRI brain with volumetric analysis, and speech therapy were recommended.

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Guilhoto, Laura M. F. Ferreira, Rosangela D. Cruz Fernandes, Sandra Pasquali Pacheco, Denise Ballester, and Alfredo Elias Gilio. "Benign focal seizures of adolescence and neuropsychological findings in patients from community." Journal of Epilepsy and Clinical Neurophysiology 15, no. 4 (December 2009): 184–91. http://dx.doi.org/10.1590/s1676-26492009000400009.

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RATIONALE: Benign focal seizures of adolescence (BFSA) described by Loiseau et al in 1972, is considered a rare entity, but maybe underdiagnosed. Although mild neuropsychological deficits have been reported in patients with benign epilepsies of childhood, these evaluations have not so far been described in BFSA. The aim of this study is to evaluate neuropsychological functions in BFSA with new onset seizures (<12 months). METHODS: Eight patients with BFSA (according to Loiseau et al, 1972, focal or secondarily tonic clonic generalized seizures between the ages of 10-18 yrs., normal neurologic examination, normal EEG or with mild focal abnormalities) initiated in the last 12 months were studied between July 2008 to May 2009. They were referred from the Pediatric Emergency Section of the Hospital Universitário of the University of Sao Paulo, a secondary care regionalized facility located in a district of middle-low income in Sao Paulo city, Brazil. The study was approved by the Ethics Committee of the Institution. All patients performed neurological, EEG, brain CT and neuropsychological evaluation which consisted of Raven's Special Progressive Matrices - General and Special Scale (according to different ages), Wechsler Children Intelligence Scale-WISC III with ACID Profile, Trail Making Test A/B, Stroop Test, Bender Visuo-Motor Test, Rey Complex Figure, Rey Auditory Verbal Learning Test-RAVLT, Boston Naming Test, Fluency Verbal for phonological and also conceptual patterns - FAS/Animals and Hooper Visual Organization Test. For academic achievement, we used a Brazilian test for named "Teste do Desempenho Escolar", which evaluates abilities to read, write and calculate according to school grade. RESULTS: There were 2 boys and 6 girls, with ages ranging from 10 yrs. 9 m to 14 yrs. 3 m. Most (7/8) of the patients presented one to two seizures and only three of them received antiepileptic drugs (AEDs). Six had mild EEG focal abnormalities and all had normal brain CT. All were literate, attended regular public schools and scored in a median range for IQ, and seven showed discrete higher scores for the verbal subtests. There were low scores for attention in different modalities in six patients, mainly in alternated attention as well as inhibitory subtests (Stroop test and Trail Making Test part B). Four of the latter cases who showed impairment both in alternated and inhibitory attention were not taking AEDs. Visual memory was impaired in five patients (Rey Complex Figure). Executive functions analysis showed deficits in working memory in five, mostly observed in Digits Indirect Order and Arithmetic tests (WISC III). Reading and writing skills were below the expected average for school grade in six patients according to the achievement scholar performance test utilized. One patient of this series who had the best scores in all tests was taking phenobarbital. CONCLUSIONS: Neuropsychological imbalance between normal IQ and mild dysfunctions such as in attention domain and in some executive abilities like working memory and planning, as well as difficulties in visual memory and in reading and writing, were described in this group of patients with BFSA from community. This may reflect mild higher level neurological dysfunctions in adolescence idiopathic focal seizures probably caused by an underlying dysmaturative epileptogenic process. Although academic problems often have multiple causes, a specific educational approach may be necessary in these adolescents, in order to improve their scholastic achievements, helping in this way, to decrease the stigma associated to epileptic seizures in the community.

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Luo, Dan, Lu Tan, Danling Shen, Mingfeng Lai, Qiao Tang, Jiajun Xu, and Jing Li. "Effect of hyperbaric oxygen therapy on cognitive dysfunction induced by nitrous oxide abuse: protocol of a randomised, double-blinded, placebo-controlled trial." BMJ Open 12, no. 4 (April 2022): e054876. http://dx.doi.org/10.1136/bmjopen-2021-054876.

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IntroductionThe cognitive dysfunction associated with nitrous oxide abuse is gradually becoming a major global public health concern. Despite the increasing prevalence of nitrous oxide abuse, there are currently no authorised/approved treatment options. Hyperbaric oxygen therapy (HBOT) has been proven to be an efficient method to improve cognitive function. The current randomised, double-blinded, placebo-controlled trial will explore the effect of HBOT on cognitive dysfunction induced by nitrous oxide abuse.Methods and analysisEighty participants who abuse nitrous oxide and have cognitive dysfunction, including memory decline, disorientation, attention deficits, slower reactions and learning disabilities, will be included in the trial. They will be randomly assigned to receive either HBOT or sham-HBOT 90–120 min once daily for 5 days per week for 2 weeks. The primary outcome will be the improvement in the total score of the MATRICS Consensus Cognitive Battery, which will measure comprehensive cognitive function between the two groups. Additionally, attention will be measured by integrated visual and auditory continuous performance tests, executive function will be measured by the Wisconsin card sorting test, intelligence will be measured by Raven’s standard progressive matrices and cognitive control will be measured by the Stroop colour word interference test.Ethics and disseminationThis protocol was approved by the West China Hospital of Sichuan University Biomedical Research Ethics Committee. The report of the study will be disseminated via scientific forums including peer-reviewed publications and presentations at national and international conferences.Trial registration numberChinese Clinical Trial Registry (ChiCTR2100047111).

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Østgård, Heidi Furre, Jon Skranes, Marit Martinussen, Geir W. Jacobsen, Ann-Mari Brubakk, Torstein Vik, Are H. Pripp, and Gro C. C. Løhaugen. "Neuropsychological Deficits in Young Adults Born Small-for-Gestational Age (SGA) at Term." Journal of the International Neuropsychological Society 20, no. 3 (February 24, 2014): 313–23. http://dx.doi.org/10.1017/s1355617714000034.

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AbstractReduced IQ, learning difficulties and poor school performance have been reported in small-for-gestational-age (SGA) subjects. However, few studies include a comprehensive neuropsychological assessment. Our aim was to study neuropsychological functioning in young adults born SGA at term. A comprehensive neuropsychological test battery was administered to 58 SGA subjects (birth weight <10th centile) born at term, and 81 term non-SGA controls (birth weight ≥10th centile). The SGA group obtained significantly (p< .01) lower scores on the attention, executive and memory domains compared to non-SGA controls and showed higher risk of obtaining scores below −1.5SDon the memory domain (odds ratio = 13.3, 95% confidence interval: 1.57, 112.47). At a subtest level, the SGA group obtained lower scores on most neuropsychological tests, with significant differences on 6 of 46 measures: the Trail Making Test 3 (letter sequencing), the Wechsler Memory Scale mental control and the auditory immediate memory scale, the Design Fluency, the Stroop 3 (inhibition) and the Visual Motor Integration (VMI) motor coordination subtest. Young adults born SGA score more poorly on neuropsychological tests compared with non-SGA controls. Differences were modest, with more significant differences in the memory domain. (JINS, 2014,20, 1–11)

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Jiménez-Parra, José Francisco, Noelia Belando-Pedreño, and Alfonso Valero-Valenzuela. "The Effects of the ACTIVE VALUES Program on Psychosocial Aspects and Executive Functions." International Journal of Environmental Research and Public Health 20, no. 1 (December 29, 2022): 595. http://dx.doi.org/10.3390/ijerph20010595.

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The main objective of this study was to implement an educational program named ACTIVE VALUES and to analyse the psychosocial and cognitive effects of its application. It is a quasi-experimental repeated measures research with a non-randomised experimental group (EG) and a control group (CG). The sample consisted of 102 students in the 6th grade of primary school, aged between 11 and 13 years (M = 11.59; SD = 0.60), and 4 teachers aged between 27 and 52 years (M = 38.5). The intervention program lasted 4 months, in which the EG implemented a teaching methodology based on the incorporation of classroom-based physical activity (CB-PA) in the structure of the Teaching for Personal and Social Responsibility (TPSR) model to develop personal and social values in students, as well as to reduce children’s sedentary behaviour in the classroom in different educational areas (e.g., mathematics, Spanish language, social sciences and natural sciences), while the CG used a conventional methodology based on direct instruction. The main results found show significant improvements in intrinsic motivation variables (including intrinsic motivation for achievement, stimulating experiences and knowledge), self-determination index, autonomy, relatedness, psychological mediators index, personal and social responsibility, teacher climate, intention to be physically active and executive functions in the EG, while amotivation values increased in the CG. In conclusion, interdisciplinary educational programs based on the combination of pedagogical models and active methodologies are postulated as methodological alternatives to achieve an integral and multilateral development of children and adolescents, as well as to improve the different learning domains of physical education, such as cognitive, social and motor. It is recommended that future research should consider longitudinal designs with mixed methods and follow-up data to assess learning retention, as well as larger samples and the measurement of a greater number of executive functions (e.g., inhibitory control and attention).

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Gray, Donald, Laura Colucci-Gray, Robert Donald, Aristea Kyriacou, and Daniel Wodah. "From Oil to Soil. Learning for Sustainability and Transitions within the School Garden: a project of cultural and social re-learning." Scottish Educational Review 51, no. 1 (March 27, 2019): 57–70. http://dx.doi.org/10.1163/27730840-05101007.

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Profound socio-environmental changes taking place at a planetary scale are threatening food security (Godfray et al., 2011 ), with food production located at a critical nexus between land-use, reduced availability of fossil fuels and the urgent need to reduce emissions (Harvey & Pilgrim, 2011 ). While debates on food security and energy transitions proliferate in the scientific literature, policy discussions continue to focus on technical solutions, “without seriously engaging with the content and social practices of education for sustainable transitions” (Bangay & Blum, 2010, p. 335). In this context, school gardens are receiving renovated attention. Drawing on current drivers in Scottish policy seeking to tackle economic disadvantage and ‘close the attainment gap’, this project developed as a partnership between a teacher education institution, a non-governmental organisation, a city council planning and infrastructure department, and three primary schools in three regeneration areas of a city. Data were collected through a semi-ethnographic approach incorporating qualitative data obtained through observation schedules; visual data and interviews with teachers and pupils over the course of the project. By adopting a socio-material approach to the analysis, findings articulate the significant changes in both discourses and practices of learning associated with school gardening. Beyond the use of gardens as a context for delivering curricular outcomes and/or acquiring practical skills, tending to the gardens and growing food showed to contribute to the formulation of a learning aesthetics which foregrounds the centrality of the body in learning; acknowledges the living state of materials and positions children’s actions as a way of being and becoming into the world.

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Sausan, Afra Dilla, and Hendi Hidayat. "Developing Autoplay-Based Media for Learning Asking and Giving Suggestions at Senior High School." FLIP: Foreign Language Instruction Probe 1, no. 2 (November 9, 2022): 151–59. http://dx.doi.org/10.54213/flip.v1i2.172.

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The educational field has shifted from traditional classroom settings primarily using printed learning resources to a technological-based learning system. This study was intended to develop AutoPlay-based media for learning Asking and Giving Suggestions at Senior High School. The purpose of this study is to find out the characteristics of AutoPlay-based media and develop the AutoPlay-based media for learning speaking. This study employed a qualitative approach using the R&D method with ADDIE model. The primary data source for this study comes from journals, articles, books, and others while the secondary data comes from English teachers. The researcher gathered data through a literature review and interviews. The English teacher is a participant in this study. The result shows that there are 12 characteristics of AutoPlay-based media for learning speaking. They are: (1) learning media should combine audio and visual elements, (2) Learning objectives should be clearly stated in the media, (3) Media has a well-defined learning flow, (4) Media provides conclusions, examples, and evaluations for students, (5) Media can motivate students to learn, (6) Use language that students can easy to understand, (7) Materials contents should be consistent with the standard and fundamental competencies and relevant to the Curriculum 2013, (8) The content of the materials should be constantly updated, (9) The content of the materials should be applicable in a variety of contexts, (10) Learning media should be used to present materials in a timely manner while also stimulating students speaking skills, (11) Learning media should focus on the suitability of the speaking materials for students, and (12) Pay attention to aspects of speaking when assessing students' speaking skills. The AutoPlay-based media developed based on 12 characteristics have been found in the need analysis.

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Lundy, Shannon M., Graciela E. Silva, Kristine L. Kaemingk, James L. Goodwin, and Stuart F. Quan. "Cognitive Functioning and Academic Performance in Elementary School Children with Anxious/Depressed and Withdrawn Symptoms." Open Pediatric Medicine Journal 4, no. 1 (April 14, 2010): 1–9. http://dx.doi.org/10.2174/1874309901004010001.

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Rationale: Few studies have evaluated the relationship between depressive symptomatology and neuropsychological performance in children without symptomatic depression. Objectives: This study determined the relationship between anxious/depressed and withdrawn symptoms and performance on cognitive and academic achievement measures. Methods: 335 Caucasian and Hispanic children aged 6 to 11 years who participated in the Tucson Children’s Assessment of Sleep Apnea (TuCASA) study were administered a comprehensive neuropsychological battery measuring cognitive functioning and academic achievement. Their parents completed the Child Behavior Checklist (CBCL). Correlations between performance on the cognitive and academic achievement measures and two Internalizing scales from the CBCL were calculated. Comparisons were made between a “Clinical” referral group (using a T-score of ≥ 60 from the CBCL scales) and a “Normal” group, as well as between Caucasians and Hispanics. Results: No differences were found between those participants with increased anxious/depressed or withdrawn symptoms on the CBCL and those without increased symptoms with respect to age, gender, ethnicity, or parental education level. However, significant negative correlations were found between these symptoms and general intellectual function, language, visual construction skills, attention, processing speed, executive functioning abilities, aspects of learning and memory, psychomotor speed and coordination, and basic academic skills. Conclusions: These findings support the hypothesis that depressive symptomatology negatively impacts performance on cognitive and academic achievement measures in school-aged children and these findings are not affected by ethnicity. The findings also reinforce the concept that the presence of anxious/depressed or withdrawn symptoms needs to be considered when evaluating poor neuropsychological performance in children.

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Provoost, Lena, Carlo Siracusa, Darko Stefanovski, Yan Che, Mingyao Li, and Margret Casal. "Cognitive Abilities of Dogs with Mucopolysaccharidosis I: Learning and Memory." Animals 10, no. 3 (February 28, 2020): 397. http://dx.doi.org/10.3390/ani10030397.

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Mucopolysaccharidosis I (MPS I) results from a deficiency of a lysosomal enzyme, alpha-L-iduronidase (IDUA). IDUA deficiency leads to glycosaminoglycan (GAG) accumulation resulting in cellular degeneration and multi-organ dysfunction. The primary aims of this pilot study were to determine the feasibility of cognitive testing MPS I affected dogs and to determine their non-social cognitive abilities with and without gene therapy. Fourteen dogs were tested: 5 MPS I untreated, 5 MPS I treated, and 4 clinically normal. The treated group received intrathecal gene therapy as neonates to replace the IDUA gene. Cognitive tests included delayed non-match to position (DNMP), two-object visual discrimination (VD), reversal learning (RL), attention oddity (AO), and two-scent discrimination (SD). Responses were recorded as correct, incorrect, or no response, and analyzed using mixed effect logistic regression analysis. Significant differences were not observed among the three groups for DNMP, VD, RL, or AO. The MPS I untreated dogs were excluded from AO testing due to failing to pass acquisition of the task, potentially representing a learning or executive function deficit. The MPS I affected group (treated and untreated) was significantly more likely to discriminate between scents than the normal group, which may be due to an age effect. The normal group was comprised of the oldest dogs, and a mixed effect logistic model indicated that older dogs were more likely to respond incorrectly on scent discrimination. Overall, this study found that cognition testing of MPS I affected dogs to be feasible. This work provides a framework to refine future cognition studies of dogs affected with diseases, including MPS I, in order to assess therapies in a more comprehensive manner.

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Sittiprapaporn, Phakkharawat. "Cognitive skills improved by BrainWare SAFARI training program: Electroencephalographic study." Asian Journal of Medical Sciences 11, no. 1 (January 1, 2020): 57–62. http://dx.doi.org/10.3126/ajms.v11i1.26526.

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Background: Executive functions have been shown to be related to academic achievement and the ability to learn. Understanding the role of executive function may offer new learning opportunities for children. The 2018-2019 implementation of BrainWare SAFARI pilot study started with primary school students achieving an average improvement in cognitive skill development. Aims and Objective: This study was set to find spatial ability and cognitive skill abilities done by letting students who performed spatial ability tasks after BrainWare SAFARI training exercises and also investigated by using the effectiveness of commercially available lightweight EEG device. Materials and Methods: Participants were selected to participate in the 2018-2019 pilot based on their average learning abilities. Results: All participants were able to complete the targeted number of sessions of BrainWare SAFARI. All participants showed significantly mean improvement of cognitive skills such as speed, memory, spatial ability, and problem solving, respectively. The cognitive performance increased statistically significant implying that all participants gained experienced significant improvements in multiple areas of cognitive processing. The attention and mediation levels as well as cognitive performance or cognitive skill improvement were changed with statistically significant at 0.05 level. The findings also showed that all brainwaves were increased with statistically significant while performing cognitive skills ability tasks. Conclusion: It is no doubt that all participants were able to complete all sessions of BrainWare SAFARI program. Practicing cognitive skills improvement games as BrainWare SAFARI could significantly increase alpha, theta and beta frequency bands. BrainWare SAFARI cognitive skills training could significantly improve cognitive performance in Thai children indexed by the electroencephalographic activities.

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Millgate, Edward, Olga Hide, Stephen M. Lawrie, Robin M. Murray, James H. MacCabe, and Eugenia Kravariti. "Neuropsychological differences between treatment-resistant and treatment-responsive schizophrenia: a meta-analysis." Psychological Medicine 52, no. 1 (November 1, 2021): 1–13. http://dx.doi.org/10.1017/s0033291721004128.

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AbstractAntipsychotic treatment resistance affects up to a third of individuals with schizophrenia. Of those affected, 70–84% are reported to be treatment resistant from the outset. This raises the possibility that the neurobiological mechanisms of treatment resistance emerge before the onset of psychosis and have a neurodevelopmental origin. Neuropsychological investigations can offer important insights into the nature, origin and pathophysiology of treatment-resistant schizophrenia (TRS), but methodological limitations in a still emergent field of research have obscured the neuropsychological discriminability of TRS. We report on the first systematic review and meta-analysis to investigate neuropsychological differences between TRS patients and treatment-responsive controls across 17 published studies (1864 participants). Five meta-analyses were performed in relation to (1) executive function, (2) general cognitive function, (3) attention, working memory and processing speed, (4) verbal memory and learning, and (5) visual−spatial memory and learning. Small-to-moderate effect sizes emerged for all domains. Similarly to previous comparisons between unselected, drug-naïve and first-episode schizophrenia samples v. healthy controls in the literature, the largest effect size was observed in verbal memory and learning [dl = −0.53; 95% confidence interval (CI) −0.29 to −0.76; z = 4.42; p < 0.001]. A sub-analysis of language-related functions, extracted from across the primary domains, yielded a comparable effect size (dl = −0.53, 95% CI −0.82 to −0.23; z = 3.45; p < 0.001). Manipulating our sampling strategy to include or exclude samples selected for clozapine response did not affect the pattern of findings. Our findings are discussed in relation to possible aetiological contributions to TRS.

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Hristova, Gergana. "APPLICATION OF EDUCATIONAL COMPUTER PRESENTATIONS ON GEOMETRY FOR STUDENTS-PEDAGOGUES." Knowledge International Journal 32, no. 1 (July 26, 2019): 143–49. http://dx.doi.org/10.35120/kij3201143h.

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Mathematics is a science of the quantitative, spatial and temporal relations of real-world objects. Geometry, along with arithmetic, is an essential part of mathematics.In the training of modern school and university students, it is necessary to use different forms and methods of organizing the educational process that meet the national educational standards. In higher education, interactive methods aim not only at communicating information but also at actively involving students in the learning process – knowledge is gained through individual participation and contact with specific information. Learning activities are related to research and cooperation. Students need to analyse and interpret certain information. Interactive methods require teamwork and dialogue-type communication among the participants. Students participate actively in the learning process, show creativity, and acquire valuable practical experience.In its very nature, mathematical knowledge is abstract. This necessitates the wide use of visual aids. It is important for the students to not only be passive observers and listeners of the teacher’s explanation. The teacher’s role is also very important and is related to how they organize their work in order to motivate and retain the attention of the students.With the help of educational computer presentations, the lecturer and the students are given the opportunity to present in a visual and detailed manner the knowledge about certain mathematical concepts that has to be mastered. The educational presentation presents information that has been didactically processed and presented in such a way that it forms concepts and provokes conclusions.The main idea of this article is related to the use of educational computer presentations with regard to the learning material in Geometry taught in the primary school. In the training of students from the specialities: Pre-school and Primary School Education, Primary School Education and Foreign Language Teaching and Education, during the seminars and the practical exercises on the subjects: Didactics of Mathematics and Math Teaching Methodology, were used presentations prepared in advance. They revealed the sequence of introduction of geometric knowledge for each grade. Then, students took part in a group work on examining curricula and defining the types of geometric tasks/problems by analyzing five of the new mathematics book sets for 3rd grade. The aim was to improve the quality of education by offering students the practical experience and skills they needed for their future professional realization. The process of training and working with students was carried out in May and June 2019.This article is part of the research work on the National Science Program “Young Scientists and Postdoctoral Students” (2018-2020) - https://www.mon.bg/bg/100542. The program aims at stimulating, attracting and retaining young scientists and postdoctoral students with the purpose of ensuring quality reproduction of human potential for research activities.

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Povoroznyuk, Roksolana, Nataliia Tonkonoh, Iryna Berezneva, Yuriy Sobkov, Olha Trebyk, and Alla Gembaruk. "The Organization of a Foreign Language Distance Learning in Quarantine During the Postmodern Era." Postmodern Openings 13, no. 1 Sup1 (March 14, 2022): 494–508. http://dx.doi.org/10.18662/po/13.1sup1/438.

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The article addresses organization of distance learning of foreign languages in quarantine during the postmodern era. It is noted that organization of distance learning in the educational process is very important. It was clarified that distance learning is based on synchronous and asynchronous modes. The essence of the concepts of “distance learning”, “asynchronous learning”, “synchronous learning”, “quarantine” is explained. Articles of domestic and foreign teachers and scientists analysing the broached subject were reviewed. The article highlights advantages and disadvantages of distance learning. It has been studied that for students studiing foreign languages remotely, an interesting form of learning is watching TV shows and movies. The digital programs and the essence of their advantages are also given. The researchers’ view on the effectiveness of multimedia presentations, trainings, games is given. It is also found that during the COVID-19 pandemic, it is hard for parents to work on the platforms unlike children. The platforms for synchronous and asynchronous learning are separated. It is noted that teachers with primary school students use visual forms of learning to interest children and to present new material in a clear and accessible way. During the COVID-19 pandemic, virtual communication is found prevaling in postmodern society. It is noted that a foreign language can be learned through a Facebook group. It is investigated that learning foreign languages requires special attention to development of communication skills. The problems that arose in teachers during the organization of distance learning during the coronavirus pandemic are studied.

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Klim-Klimaszewska, Anna, and Stanislawa Nazaruk. "EARLY ASSESSMENT OF THE RISK OF DYSLEXIA AND DYSGRAPHIA AMONG CHILDREN AGED 5-6 IN THE ASPECT OF EDUCATIONAL AND THERAPEUTIC WORK OF KINDERGARTENS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 558–73. http://dx.doi.org/10.17770/sie2018vol1.3098.

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Reading and writing are basic skills that guarantee child’s learning. Therefore, it is important that the child has mastered these skills to the best extent. Unfortunately, not all children can meet the requirements in the field of learning to read and write. Problems of varying intensity and range appear, they are caused by various disorders of the perceptual-motor functions. Children who may have problems with reading and writing in the future can already be seen in the kindergarten. Therefore, the aim of the study was to diagnose the risk of dyslexia and dysgraphia among children aged 5-6. The study included 300 children from kindergartens in Biała Podlaska, Poland. The results of the study showed that children at risk for dyslexia and dysgraphia are present in the study group. The most frequent manifestations of these disorders were in the field of fine motor skills, gross motor skills, language functions, visual functions and attention. They were caused by various factors related to the functioning of the nervous system that affect its development. Among the children diagnosed with these disorders, therapeutic measures have been taken to help reduce developmental delays and make it easier for them to learn in primary school.

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عطيوة, محمد الحسيني عبد الفتاح, محمد المهدي عمر محمد عبد الكريم та عماد صالح نجيب العرايضة. "فاعلية برنامج معرفي سلوكي في تحسين الانتباه البصري لدى التلاميذ ذوي صعوبات التعلم بمدارس المرحلة الابتدائية = Effectiveness of Cognitive Behavioral Program in Improving Visual Attention in Pupils with Learning Difficulties in Primary School". المجلة الدولية للدراسات التربوية والنفسية 2, № 2 (жовтень 2017): 307–31. http://dx.doi.org/10.12816/0043689.

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Kalуnychenko, І. O., and А. S. Kolesnyk. "Features of Neurodynamic and Psychophysiological Functions of Children with Different Levels of Visual and Auditory Perception 5-7 Years Old." CHERKASY UNIVERSITY BULLETIN: BIOLOGICAL SCIENCES SERIES 1 (2022): 12–21. http://dx.doi.org/10.31651/2076-5835-2018-1-2022-1-12-21.

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Introduction. The period from 5 to 7 years attracts special attention from scientists, as it is a sensitive and critical stage of individual development of the child's body.Most domestic and foreign scholars emphasize the need of selecting the content, forms and methods of teaching in accordance with age and gender. However, the peculiarity of the study is that during training should also take into account the psycho-physiological and neurodynamic characteristics of the development of participants in the educational process and adjust teaching methods based on them for more effective perception of certain information by children.The formation of visual and auditory perception for children 5-7 years, as an indicator of readiness, is one of the main cognitive functions, which is formed due to interanalytic complexes of nerve connections and maturity of the cerebral cortex.Therefore, significant attention should be paid to the invariant and variable component of the "New Ukrainian School" of the Standard curriculum of general secondary education for grades 1-2 and preschools, developed under the leadership of O. Savchenko [1], for improving cognitive development and prevention of maladaptation changes in the body during training.Purpose. The aim is to study the features of neurodynamic and mental functions of children of preschool and primary school age with different levels of visual and auditory perception.20 Серія «Біологічні науки», 202 2Methods. The observation was carried out on children aged 5-7 of two educational institutions "Secondary schools of I degrees - preschool educational institutions" No 41 and No42 of Sumy (n = 246).The method of assessment of auditory memory "Learning 10 words" (A.R. Luria, 1973) for informative study of memory was chosen. Determination of the volume of visual random memory was performed according to the method of Shipitsyna LM.M.V. Makarenko’s method on the computer complex “Diagnost-1” was used to determine individual-typological features of higher nervous activity of children.Results. The highest rate of auditory memory was recorded for children aged 6 and 7 years, in contrast to children aged 5 years, in whom the development of cognitive processes was carried outthrough visual perception. Children 5 years of age had longer latent periods obtained during sensorimotor response of varying complexity and lower results of SNP, FRNP, PGM during mental stress in contrast to children 6 and 7 years.A similar trend was also observed among boys aged 5-7 compared to girls in this age group.According to the results of neurodynamic studies, it was found that the best values of SNP, FRNP, PGM and shorter latent periods of SVMR, RC1-2, RC1-3, RC2-3 were obtained for individualswith high levels of visual and auditory perception.Originality. The idea of neurodynamic and psychophysiological functions of children 5-7 years with different levels of visual and auditory perception is expanded.Conclusions. The importance of psychophysiological and neurodynamic functions of children 5-7 years with different levels of visual and auditory perception to prevent maladaptation in the educational process was substantiated.Key words: children; cognitive development; functional mobility of nervous processes; strength of nervous processes; sensorimotor systems.

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Babkina, Nataliya V. "Experimental Research into Conscious Self-Regulation in First-Graders with Developmental Delay." Behavioral Sciences 9, no. 12 (December 15, 2019): 158. http://dx.doi.org/10.3390/bs9120158.

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The underdeveloped conscious self-regulation of actions plays a primary role in the disorder-related character of children with developmental delay (DD). This study aimed to analyze and systematize specific occurrences of conscious self-regulation in children’s DD-affected cognitive activity. Children aged 7–8 years were involved in the study (n = 60), including children with DD (n = 40) and school children displaying typical development (n = 20). The dotting test, visual pattern test, and Toulouse–Pieron attention test are the practical methods used in the study. Mathematical methods of statistics were applied to analyze the study outcome. The experimental research identified and described four levels of conscious self-regulation development in the cognitive activity of children with different learning capacities. The findings proved that children of 7–8 years with DD have an underdeveloped level of conscious self-regulation of actions in terms of their cognitive activity, and that they differ from their peers regarding typical development in terms of their conscious self-regulation level and skills. Special intervention programs that develop conscious self-regulation in the performance and behavior of children with DD are required to realize their cognitive and personal capacities and provide them with high-quality education.

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Adolphus, Katie, Alexa Hoyland, Jenny Walton, Frits Quadt, Clare L. Lawton, and Louise Dye. "Ready-to-eat cereal and milk for breakfast compared with no breakfast has a positive acute effect on cognitive function and subjective state in 11–13-year-olds: a school-based, randomised, controlled, parallel groups trial." European Journal of Nutrition 60, no. 6 (February 20, 2021): 3325–42. http://dx.doi.org/10.1007/s00394-021-02506-2.

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Abstract Purpose We tested the acute effect of breakfast (ready-to-eat-cereal [RTEC] and milk) versus (vs.) no breakfast on cognitive function and subjective state in adolescents. Methods Healthy adolescents (n = 234) aged 11–13 years were recruited to take part in this school-based, acute, randomised, controlled, parallel groups trial with two interventions; Breakfast or No Breakfast. The breakfast intervention consisted of ad libitum intake of RTEC (up to 70 g) with milk (up to 300 ml) administered in a naturalistic school breakfast programme environment. Cognitive function was assessed at baseline and + 70 and + 215 min post-intervention in a group-testing situation, similar to a school classroom context. The CANTAB test battery included: Simple Reaction Time (SRT), 5-Choice Reaction Time (5-CRT), Rapid Visual Information Processing (RVIP), and Paired Associates Learning (PAL; primary outcome). Data collection commenced January 2011 and ended May 2011. This trial was retrospectively registered at www.clinicaltrials.gov as NCT03979027 on 07/06/2019. Results A significant effect of the intervention (CMH[1] = 7.29, p < 0.01) was found for the number of levels achieved on the PAL task. A significant difference between interventions was found when baseline performance reached level 2 (JT, z = 2.58, p < 0.01), such that 100% of participants in the breakfast intervention reached the maximum level 4 but only 41.7% of those in the no breakfast intervention reached level 4. A significant baseline*intervention interaction (F[1,202] = 6.95, p < 0.01) was found for total errors made on the PAL task, indicating that participants who made above-average errors at baseline reduced the total number of errors made at subsequent test sessions following breakfast consumption whilst those in the no breakfast intervention did not. There was a positive effect of breakfast on reaction time and visual-sustained attention. The results also demonstrated interactions of intervention with baseline cognitive performance, such that breakfast conferred a greater advantage for performance when baseline performance was poorer. Conclusion Consuming breakfast has a positive acute effect on cognition in adolescents.

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Idogho, Joseph Agofure, and Oladipo Adeyeye Olubodun. "Drama-in-Education, Multimedia Technology and Childhood Language Curriculum: The University Staff School (USS) Benin City, Edo State Experience." International Journal of Current Research in the Humanities 26, no. 1 (February 25, 2023): 196–210. http://dx.doi.org/10.4314/ijcrh.v26i1.12.

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The continuous evolutions in information and communication technologies (ICTs) fields and the quest for educators to improve service delivery have opened new channels and opportunities to enhance teaching and educational methods. On one hand, these may improve the abilities of educators to present information in interactive and mediaenhanced formats, relative to traditional methods. This may help pupils or learners by offering them the information in channels and methods that can be easier to understand, deal with and retrieve. On the other hand, offering those alternative methods can be helpful, particularly for children and pupils in rural areas where they can have virtual or remote instructors. This article investigated the impact of utilizing multimedia technologies on enhancing, or not, the effectiveness of teaching pupils at early stages in the University Staff School (USS) in Benin City (using Primary V class arms). The study is anchored in the Cognitive Theory of Multimedia Learning that upholds three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information. The Brainwave Video Anthology – a collection of English language packed with English alphabets, words and sound ‘pronunciation’ was retrieved from YouTube to test students’ ability to understand English letters, words and pronunciation “language skills.” Two groups were selected from the school; based on their class distribution, where one group was taught the subject in basic English using the multimedia technology (YouTube video) developed for this purpose and the second class was taught the same subject using traditional methods of teaching (i.e., direct pupils-to-child instruction, board, etc.). Results showed that in teaching language skills at this age, using programmes or multimedia-enhanced methods of teaching can be effective in getting pupils’ attention, especially when cartoon characters are used. Hence, the study recommended the introduction and use of multimedia alongside the already existing dramain- education (D-I-E) in the early childhood curriculum in Nigerian schools.

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Dichek, Natalia P., Igor M. Kopotun, Svitlana M. Shevchenko, Natalia B. Antonets, and Daria V. Pohribna. "Implementation of the Cross-Cultural Approach in the Modern School." International Journal of Learning, Teaching and Educational Research 20, no. 4 (April 30, 2021): 210–44. http://dx.doi.org/10.26803/ijlter.20.4.12.

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High-quality interaction on a personal or educational, professional level is possible in today’s world only through enhanced cultural exchange. It is based on the principles of intercultural tolerance and mutual enrichment. The cross-cultural identity of a student’s personality provides for psychological openness to interact with other cultures without losing one’s own national or ethnic identity. Evidence of the effective application of the cross-cultural approach in the education of schoolchildren is the high-level cross-cultural competence (CCС). Aims. The aim of the study is a comprehensive analysis of the implementation of a cross-cultural approach to the organization of the educational process in senior school. Methods: general scientific method, molding experiment, qualitative and quantitative analysis of the data obtained through diagnostic methodic of the experiment, statistical and mathematical interpretation of empirical data and their representation in the visual (table, diagrams) form, functional analysis of the data (while generalizing empirical data and making conclusions). Results. Effective, complex (multicomponent) models of primary (input) and secondary (output) diagnostics of CCC were developed. A model of an integrated school environment aimed at intensifying the CCC was also defined. Secondary diagnostics revealed a tendency to improve CCC in both groups. However, the percentage increase in the level of CCC was 4 times greater in the experimental group, than the level of the control group (+ 4.3% vs. + 17.8%, respectively). The mean values of CCC in the experimental group were confidently at a Good Level (85.7%), that is improved by one order. CCC in the control group was detected at 73.0% (within the Sufficient Level of CCC). The relationship between the level of CCC and the level of foreign language proficiency is proved: CCC is higher in respondents with higher academic achievements in foreign languages. Conclusions. The implementation of a cross-cultural approach to the curricula of school-age children requires close attention of scholars and qualified practical support by the staff of the school. It is advisable to implement a cross-cultural approach in the context of modern schooling through the tactics of facilitation and multicultural modelling. The modern information age opens new horizons for the implementation of the cross-cultural approach in modern schools. Prospects. Further research on the topic involve the effectiveness of integrated learning tactics to increase CCC at other levels of school education, taking into account the variability of the interdisciplinary component (for example, involving also potential of Geography to develop and impove CCC).

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Burkė, Aistė. "Links between the Aesthetic Education Environment of Schools and Pupils’ Artistic Self-Expression." Acta Paedagogica Vilnensia 42 (July 12, 2019): 99–128. http://dx.doi.org/10.15388/actpaed.42.7.

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For a child, the school is like a separate “state” in which they are fully educated and influenced by a variety of environments, including aesthetic education. The significance of the environment in which the learner lives, matures, and creates has been found to be enormous. In Lithuania, there is a well-established “package” of environmental requirements for general education schools – educating, safe, functional, ergonomic, aesthetic. This article analyzes the relationship between the aesthetic education environment of the school and pupils’ artistic expression. Is it possible to develop the artistic self-expression of pupils in schools when creating an environment for aesthetic education? And is this a problematic question? The purpose of this article is to reveal the link between the aesthetic education environment of schools and pupils’ artistic expression.The following methods were used in the article: (1) an analysis of educational documents and scientific literature and (2) a review and comparative analysis of the realized projects. The educational document analysis method was used to review and analyze Lithuanian educational documents on school education environments. The analysis of educational documents on the educational environment of schools has led to the conclusion that a great deal of attention is paid to the ergonomic, functional, and aesthetic planning of educational spaces. The aim here is to create high standards for school education. The creativity of students, as well as the contribution of artistic self-expression, are identified as important aspects in creating an aesthetic education environment. The link between the creation and development of such an environment, and the involvement of the educational process participants in the creation of such spaces are emphasized. The creation of an aesthetic education environment in schools is more associated with visual and applied art.In applying the method of scientific literature analysis, this study includes a review of research conducted by Lithuanian and foreign authors about various school education environments, the influence of school education(s) on pupils’ learning, the aesthetic relationship of pupils with school education and the aesthetic education of schools; links between environmental and artistic activity are established. This article discusses the peculiarities and possibilities of modernizing the educational spaces of Lithuanian schools.After the analysis of scientific literature on the educational environment, it was concluded that the topics of the school educational environments were relevant to Lithuanian and foreign scientists. The environmental impact of school education was proven on the basis of a multi-faceted study; the concept of an aesthetic education environment has been revealed, its significance for personality development emphasized. The conclusion is that the aesthetic educational environment of a school can influence the formation of the students’ aesthetic attitudes. The active artistic expression of pupils can be provided by educators with certain conditions for their activities, or pupils can develop joint initiatives contributing to the creation of an aesthetic education environment. After discussing the modernization of the educational spaces of Lithuanian schools, an important link was identified between the creation of educational spaces and pupils’ artistic expression.The analysis of educational documents and scientific literature scientifically substantiated the link between the aesthetic environment of a school and pupils’ artistic expression. Examples of certain “dream school” projects in Lithuania and abroad were analyzed using the sample review method. This article contains an overview of the Lithuanian Primary School of the Veršvų Gymnasium in Kaunas (2018) and the Balsių Progymnasium in Vilnius (2011). Chosen for the review of foreign schools were the “Wish School” in Sao Paulo, Brazil (2016), We Grow and Blue School Preschool and Elementary Schools in New York, USA (2018), Lake Wilderness Primary School, Washington, USA (2017), Heart in Ikast International School and Multifunctional Center in Ikaste, Denmark (2018), Vittra Brotorp, Vittra Telefonplan, Vittra Södermalm School in Brotorp, Stockholm, Sodermalm, Sweden (2011–2012).An overview of architectural examples (analogues) implemented by Lithuania has revealed that Lithuanian architects can perfectly design schools that are modern, technologically equipped, ergonomic, etc. In the reviewed examples (analogies), the learning environment is safe and modern; they promote communality, creativity. The corridor system and the “four-walled” classrooms were retained in the design of Lithuanian schools. Pupils are encouraged to create and to participate in the creation of an aesthetic education environment through visual and applied art. Artistic self-expression is promoted by dancing, musical activities, and the like. Communality and a variety of after-school activities are promoted.An overview of architectural examples (analogues) implemented by foreign countries has revealed the latest architectural trends in global school design practice. It is noted that the design of new school buildings has been important for cities, societies, and education for decades. In many cases, the design process of the schools discussed was developed in conjunction with the needs of the community and adapted to the local architectural context. In the examples of foreign countries discussed, the functional zoning of premises was combined with modern design, educational principles, and the latest technologies. School interiors have been designed with a new concept of education and learning in mind. When designing the school spaces, it was emphasized that students are active subjects and space changers. In some of the examples of the discussed schools, the idea of a “class without borders” has been implemented. Non-formal seating, colorful furniture, and bright-colored walls are accentuated. Classrooms are modern and flexible and easily adaptable in accordance with the educational needs of the pupils. A diversity of activities, communication, and an atmosphere of creativity are promoted. Common spaces are easily adaptable and inspiring. Pupils’ artistic self-expression, curiosity, and the aim to “awaken” creativity are encouraged. Functional zoning allows students to work successfully together and independently. Attention is paid to communality and a diverse spectrum of activities.An overview of implemented Lithuanian and foreign architectural examples (analogues) has revealed the connection between the aesthetic environment of a school and the artistic expression of the pupils: 1) Students are encouraged to create and participate in the creation of an aesthetic education environment through visual and applied art; 2) Music, dance, and self-expression are promoted in school spaces; 3) The community is involved in the school design process.By comparing Lithuanian and foreign (analogous) examples, it may be stated that Lithuanian schools are well-planned and meet high standards. The interior spaces could be more colorful and playful. In the cases of foreign (analogous) countries, internal spaces are more characterized by informal seating places, vibrant and colorful furniture and walls. The corridor system is more boldly eschewed, and the concept of “classes without walls” is implemented.

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Pędzich, Angelika, and Joanna Łukasiewicz-Wieleba. "Forming of children's creative imagination by animated cartoons and fairy tale books." Problemy Opiekuńczo-Wychowawcze 589, no. 4 (April 30, 2020): 45–58. http://dx.doi.org/10.5604/01.3001.0014.0911.

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Currently, there has been a big change in the form of spending free time because a large part of the average person's life is occupied by the Internet. Every day we browse pages, watch programs, movies and series. Activities involving children have also changed. Today, full playgrounds or libraries are a rare picture. The youngest generations absorb visual content much more often - various types of animated cartoons, which they often watch several hours a day. Sometimes cartoons are also used by parents as a form of bribery or as a kind of seizing the child's attention for some time. The purpose of this article is to find the answer to the question of how the form of content (text, movie), inspiring the creation of artistic products, affects the creative imagination of a child. At the beginning we present the scientific position in this matter, and then the results of our own research. As a tool in the research, the Kate Franck Drawing Completion Test was used, which measures the imagination of the examined person, and then the method of product analysis was used, , referring to the category of creative imagination. Two groups of children from the second grade of primary school took part in the study and were asked to create drawings after learning the presented content. For one group a fairy tale was presented in the text form, but for the second group: in the form of the animated cartoon. Students from the group listening to the story read from the book, on the created drawings added a lot of original ideas, variously presented the reality of the fairy tale heard, in contrast to the second group, in which the drawings of all students were very similar to each other. The results of the study indicate that cartoons in a form of the movie much less stimulate children to use their creative imagination, than fairy tales in a text form, which allows them to activate their creative potential.

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Oktavianus Jeffrey Budiarto. "INOVASI PEMBELAJARAN AGAMA DALAM ERA DISRUPSI." PROSIDING SEMINAR NASIONAL PENDIDIKAN DAN AGAMA 3, no. 1 (May 13, 2022): 10–15. http://dx.doi.org/10.55606/semnaspa.v3i1.82.

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Advances in information and communication technology have brought the world of education into a new era. Every student, especially in urban areas, has a gadget. They can easily and quickly navigate the virtual world, access information, socialize or have recreation with online games. They are comfortable spending time there. The audio visual design is so very tempting and catches their attention. Teachers and books are slowly getting overlooked. They prefer to look down at the screen and dissolve in virtual reality. This is the phenomenon of disruption that is hitting our world of education. The relationship between teachers and students is disturbed by the existence of gadgets with all the sophistication it offers. The era of disruption is an era of desacralization. Schools and teachers are no longer primary sources of knowledge. Like the jargon of a cellphone advertisement, now the world is in everyone's hands. The role of the teacher becomes relative in the search for "truth". Because students have got what they want to know with just a few clicks. It's faster, tends to be certain and can be done whenever and wherever he likes. Meanwhile, the teachers still hold tightly to the concept of three education centers, namely family, school and community. In fact, most of the children are active in cyberspace. An inevitable dimension of life exists and is real but is often overlooked. Teachers may often find students busy "playing cellphones" in class, uploads on social media that are so massive about their feelings. Although not infrequently there is also a talent for photography, art and positive expression. However, many parties are concerned about this as a threat.In my opinion, humans must always be the subject in all situations and conditions. So, responding to the phenomenon of disruption, as an educator, you must remain in a position of empowerment instead of feeling or allowing yourself to be deceived by gadgets that have already become a trend in students' lifestyles. Especially for religious teachers, students should not be influenced by negative content that can plunge them into pornography, spread provocations and hate speech, cyber crimes, and so on.This disruption phenomenon actually opens an opportunity for further learning exploration and learningdeep. Some of the things I have done are to invite students to criticize things that attract public attention on the internet related to religious, political and celebrity issues, use gadgets to create works (photos, videos, narrations) and upload them on social media. Like the cry of Saint Ignatius who reminded people to always try to find God in everything, so as educators we must try to help students find God and are sent to be bearers of glad tidings in virtual reality.

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胡瑀, 胡瑀, та 孟瑛如 Yu Hu. "國小注意力缺陷過動症學生、學習障礙伴隨注意力缺陷過動症問題學生與一般學生在魏氏兒童智力量表第五版(WISC-V)表現差異之探討". 特殊教育學報 54, № 54 (грудень 2021): 031–60. http://dx.doi.org/10.53106/207455832021120054002.

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本研究旨在瞭解60名注意力缺陷過動症(ADHD)學生與一般學生在魏氏兒童智力量表第五版(WISC-V)的表現差異，並將前述60名ADHD學生分為國小一／二／三及四／五／六年級兩組各30名，探討其在在WISC-V表現差異情形，及另外15名學習障礙(SLD)伴隨ADHD問題學生在WISC-V表現情形。研究結果發現：(1)ADHD在WISC-V各項分數除「圖形設計」外，均顯著低於一般學生；分測驗量表分數以「圖形設計」排序最前，「圖畫廣度」最弱；主要指數分數以「視覺空間」排序最前，「工作記憶」最弱；選擇性指數分數以「一般能力」排序最前，「認知效能」最弱；不同就學年級ADHD的WISC-V各分數差異皆未達顯著；(2)SLD伴隨ADHD問題學生在WISC-V各分測驗量表分數以「圖形設計」排序最前，「算術」表現最弱；主要指數分數以「視覺空間」排序最前，「流體推理」最弱；選擇性指數分數以「一般能力」排序最前，「數量推理」最弱；各分數之排序最前表現皆與ADHD學生一致，最弱項則不盡相同。  The purpose of this study was to comprehend difference of representation of Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) between 60 students with attention deficit/hyperactivity disorders (ADHD) and others. This study analyzed representation of WISC-V from 30 students at lower grades (1-3 grades) and 30 students at higher grades (4-6 grades). as well as 15 students with SLD and ADHD. The results were concluded as follows: Performance of WISC-V for students with ADHD was significantly lower than average at subtests scores/Full-Scale Intelligence Quotient and Primary Index Scores/Ancillary Index Scores representation except for “Block Design”. Students with ADHD have best perfor-mance in “Block Design” while worst performance in “Picture Span” in subtests scores; best performance in “Visual Spatial Index” while worst performance in “Working Memory Index” in Primary Index Scores; best performance in “General Ability Index” while worst perfor-mance in “Cognitive Proficiency Index” in Ancillary Index Scores. There is no significant difference at subtests scores/Full -Scale Intelligence Quotient and Primary Index Scores/Ancillary Index Scores representation between elementary school grades for Students with ADHD. Students with SLD/ADHD had best performance in “Block Design” while worst performance in “Arithmetic” in subtests scores, best performance in “Visual Spatial Index” while worst performance in “Fluid Reasoning Index” in Primary Index Scores; best per-formance in “General Ability Index” while worst performance in “Quantitative Reasoning Index” in Ancillary Index Scores in WISC-V. Among of them, best performance in subtests scores, primary Index Scores and Ancillary Index Scores were in consistency, while weakest scores were inconsistent.

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Алексеева, Ольга Вячеславовна, Наталья Викторовна Александрова, and Татьяна Петровна Скворцова. "DEVELOPMENT OF EDUCATIONAL AND COGNITIVE COMPETENCE OF YOUNGER SCHOOLCHILDREN BY MEANS OF VIRTUAL REALITY." Pedagogical Review, no. 4(44) (August 1, 2022): 16–24. http://dx.doi.org/10.23951/2307-6127-2022-4-16-24.

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Рассматривается вопрос развивающего значения технологий виртуальной реальности, возможностей их применения на уровне начального общего образования. Представлены результаты изучения различных исследований, посвященных философским, психологическим и педагогическим аспектам человеческой активности в виртуальной реальности (virtual reality – VR). Доказывается важность и необходимость внедрения технологий виртуальной, дополненной и смешанной реальности для цифровой трансформации сферы образования. Предложена классификация средств виртуальной реальности, применяемых в образовании, на основе критериев погружения и присутствия. Классификация включает виды технологий виртуальной реальности, различающиеся по степени иммерсивности; видам образовательных задач; графическому пользовательскому интерфейсу; графическому представлению пользователей; возможности взаимодействия; особенностям представления объектов в виртуальной реальности. Приведены примеры реализации иммерсивного подхода в общем образовании: изучение влияния социальных конфигураций на визуальное внимание учащихся и учебный процесс в иммерсивном классе виртуальной реальности; влияния текстовых аннотаций в классе иммерсивной виртуальной реальности на способности припоминания учебной информации и т. п. Описаны достоинства применения VR в младших классах с целью развития учебно-познавательной компетентности школьников: наглядность, возможность визуализации сложных и недоступных для восприятия знаний, абстрактных понятий, вовлеченность и интерактивность, мультимодальность восприятия, совместимость с дистанционным обучением и возможность геймификации образовательного процесса. Выявлены позитивные представления педагогов-практиков по отношению к использованию средств VR. Педагоги готовы внедрять в образовательный процесс средства виртуальной реальности, однако наблюдается недостаточное количество качественных VR-продуктов, отвечающих тематическим запросам учителей-предметников. Разработаны задания для детей по четырем направлениям развития: когнитивному, операционно-деятельностному, рефлексивно-оценочному и ценностно-смысловому. The question of the developing value of virtual reality technologies, the possibilities of their application at the level of primary general education is considered. The results of studying various studies on the philosophical, psychological and pedagogical aspects of human activity in virtual reality (VR) are presented. The importance and necessity of introducing virtual, augmented and mixed reality technologies for the digital transformation of the education sector is proved. An attempt is made to classify the means of virtual reality used in education based on the criteria of immersion and presence. The classification distinguishes types of virtual reality technologies according to: the degree of immersiveness; types of educational tasks; graphical user interface; graphical representation of users; interaction opportunities; features of representation of objects in virtual reality; used educational tools and technical specifications. Examples of the implementation of the immersive approach in general education are given: studying the influence of social configurations on the visual attention of students and the learning process in an immersive virtual reality classroom; the influence of text annotations in the class of immersive virtual reality on the ability to recall educational information, etc. The advantages of using VR in education for the development of educational and cognitive competence in primary school age are described: visibility, the ability to visualize complex and inaccessible knowledge, abstract concepts, involvement and interactivity, multimodality of perception, compatibility with distance learning and the possibility of gamification of the educational process. Positive ideas of practicing teachers in relation to the use of VR tools are revealed. Teachers are ready to introduce virtual reality tools into the educational process, however, there is an insufficient number of high-quality VR products that meet the thematic needs of subject teachers. Tasks for children were developed in 4 areas of development: value-semantic, cognitive, operational-activity; reflective-evaluative.

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Lisova, Liudmyla. "Peculiarities of difficulties at the stage of abridged recording of arithmetic tasks by younger schoolchildren with severe speech disorders." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 161–66. http://dx.doi.org/10.33310/2518-7813-2019-66-3-161-166.

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The proposed article presents the results of the study of the peculiarities of difficulties in solving arithmetic problems, in particular at the stage of abbreviated writing of the text of the arithmetic problem by younger students with severe speech impairment and on the basis of this level of formation of this skill. Arithmetic problems play an important role in elementary school mathematics. They, on the one hand, form a specific section of the program, the content of which students should learn, on the other – act as a didactic tool for teaching, upbringing and development of students. In our opinion, it is the solving of arithmetic problems that promotes the development and emergence of cognitive interest. It addresses the issues that students have. After all, in the course of work, the teacher does not give them ready answers, and makes them participants, learners of knowledge. It encourages them to think over the incomprehensible and prompts questions. Younger students are discovering new knowledge that can help them gain more information. According to the results of the analysis of the scientific literature, we can see that the scientists point out that the reasons for learning difficulties of children with severe speech disorders are due to the following: difficulties in solving arithmetic problems. In students with severe speech impairment there is a selective lack of cognitive functions and processes, which are the basic prerequisites for the formation of knowledge in mathematics and solving arithmetic problems, in particular, students with severe speech impairment with difficulty recognize even well-known objects, familiar objects, functions, simultaneity and succession of perception, disturbance of visual gnosis. The explanatory note to the school's program for children with severe speech impairment notes that the level of mastery of students with severe speech impairment in mathematics is lower than that of children with typical development. Most elementary students with severe speech impairment experience difficulty in learning mathematical material (such as arithmetic solving) throughout primary school. One of the most important reasons for the emergence of such features of mastering children with severe speech impediments in this discipline is the lack of basic mental processes and functions in them. The proposed article draws attention to what types of difficulties are encountered in younger students with severe speech disorders at the stage of constructing a shortened arithmetic problem. As a result of the analysis of the materials of the study, we found that three types of difficulties encountered in the construction of the reduced arithmetic problem data record for the younger students with severe speech impairments: inaccurate recording of numbers and symbols in the design of the shortened arithmetic task record; incorrect recording of words and numbers when constructing a shortened task record; wrong spatial arrangement of words and symbols when designing a short record of an arithmetic problem on a piece of paper. In particular, such types of difficulties as inaccurate recording of numbers and symbols when designing a short record of an arithmetic problem are manifested in the following errors: insufficient calligraphic recording of numbers; replaced with a number different to a certain element (1-7, 3-8) or location (14-41); did not misuse arrows, brackets; the incorrect spelling of words and numbers when constructing a shortened task record was manifested in the following errors: mistakes were made in words: letters, syllables were omitted; replaced some letters with others; incorrect placement of words, symbols while designing a short record of an arithmetic problem on a piece of paper manifested in such errors as: incorrectly maintained the distance between words, numbers and examples; improperly placed shortening and arithmetic on a piece of paper; incorrectly entered numeric data into a column. As a result of the final analysis of the materials of the study, we determined the levels of underdevelopment of the ability to design a short text entry arithmetic problem for younger students with severe speech impairment (sufficient, significant, minor, sufficient). We found that among the 1st grade students the highest percentage of students was observed with a significant level of underdevelopment of this skill (63%), the lowest percentage was students with a deep level of underdevelopment of this skill (2%). Grade 2 students with deep underdevelopment were not found, the smallest number of students (16%) had a significant underdevelopment level and the highest – 50% was a sufficient level. In grade 3, students with a deep level of underdevelopment were not found, only 3% of students had a significant level of underdevelopment, and a significant proportion of students (82%) were students with a sufficient level of development. Fourth grade students had no profound and significant level of underdevelopment, a slight underdevelopment in 12% of children and a sufficient level of development was observed in 88% of younger pupils with severe speech impairment. According to the results of the analysis of the study materials, we see a fairly large percentage of younger students with severe speech impairment by the end of el.

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