Search results for "Cognitive development"
showing 10 items of 97 documents
The development of rhythm at the age of 6–11 years: non-pitch rhythmic improvisation
2006
In the statistical and transcriptional analyses reported in this exploratory study, original rhythms of 6–11-year-old children (N = 36) were examined. The hypotheses were based on a new model of musical development, and tested empirically using non-pitch rhythmic improvisation in a MIDI-environment. Several representational types were found in cluster analysis. The types are comparable to those found in earlier studies of rhythm. A dimensional conflict appeared between grouping and metre, and was solved in the last substage (10–11 years). Age was found to be a significant factor in the development of the hierarchy of form, the amount of different rhythm patterns, the metrical hierarchy, as …
Reading and math abilities of Finnish school beginners born very preterm or with very low birth weight
2017
Reading and math skills of preterm born (birth weight 1500 g or gestational age:532 weeks) children and full term (FT) children were compared during the first weeks of grade 1. The participants were 194 preterm born and 175 FT children born between 2001 and 2006. There were more precocious readers among FT than among preterm students, but even the latter performed close to the national norm. FT and preterm group differences among non-readers were minor with only rapid naming showing a robust difference. Math performance showed a stable difference in favor of FT students and the difference was sustained in the full-scale IQcontrol. Major brain pathology increased the likelihood of poor schol…
Demographic and Parental Factors Associated With Developmental Outcomes in Children With Intellectual Disabilities
2019
The aim of the study was to examine the relation between demographic variables, parental characteristics, and cognitive, language and motor skills development in children with intellectual disabilities (ID). A sample of 89 children with ID, aged 20 to 47 months, completed the Bayley Scales of Infant Development to measure cognitive, motor and linguistic development. Parents were administered questionnaires about demographic information and parental anxiety, depression, parental stress, conjugality and familial functioning. Parenting behaviors (affection, responsiveness, encouragement, and teaching) were observed using the Spanish version of PICCOLO (Parenting Interactions with Children: Che…
Academic skills in children with early-onset type 1 diabetes: the effects of diabetes-related risk factors
2012
Aim The study aimed to assess the effects of diabetes-related risk factors, especially severe hypoglycaemia, on the academic skills of children with early-onset type 1 diabetes mellitus (T1DM). Method The study comprised 63 children with T1DM (31 females, 32 males; mean age 9y 11mo, SD 4mo) and 92 comparison children without diabetes (40 females, 52 males; mean age 9y 9mo, SD 3mo). Children were included if T1DM had been diagnosed before the age of 5 years and if they were aged between 9 and 10 years at the time of study. Children were not included if their native language was not Finnish and if they had a diagnosed neurological disorder that affected their cognitive development. Among th…
The role of parental social class, education and unemployment on child cognitive development
2020
ABSTRACT Objective Assessing the association between socioeconomic gradient and cognitive development among children of a Spanish birth cohort aged 5-6 years from a gender perspective. Method Cognitive development was assessed on 525 children aged 5-6 years in the INMA-Valencia cohort, with the Global Cognitive Score (GCS) from McCarthy Scales of Children's Abilities. Information on social class, education level and employment was collected for both parents in addition to other sociodemographic factors, parental, family and child characteristics. The relationship between maternal and paternal socioeconomic gradient and cognitive development was assessed by linear regressions and comparing t…
Parental Pre- and Postpartum Mental Health Predicts Child Mental Health and Development
2017
Objective To identify interplay of early maternal and paternal mental health symptoms for predicting child mental health and development. Background Research on family mental health has largely excluded fathers, although the well-being of both parents is likely to be important for child development. In this study, we analyzed (a) intrafamilial dynamics between mothers' and fathers' early mental health symptoms and (b) the importance of separate (mother and father) and joint (additive, hierarchical, and buffering) theoretical models of parental mental health for predicting child mental health and development. Method Finnish mothers and fathers (N = 763), half of whom conceived through assist…
Preschool children's fundamental motor skills: a review of significant determinants
2013
Fundamental motor skills (FMS) affect children's physical, social, and cognitive development. To plan successful interventions when promoting the development of children's FMS, the underlying positive determinants for the acquisition of FMS competence during preschool years need to be identified. The purpose of this systematic review was to identify positive determinants of FMS such as stability, locomotor, and manipulative movements in children between the ages of three and six. Five electronic databases (ERIC, PsycINFO, MEDLINE, SPORTDiscus, and Physical Education Index) were used for the systematic search and in our final analysis there were 29 articles. Four categories of determinants w…
School readiness of moderately preterm children at preschool age
2012
The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and preliteracy ones. The research project involved an experimental group made up of 55 moderately preterm children (mean age = 62 months, mean gestational age = 34.6 weeks), without any clinical neonatal complications, and low birth weight (M = 2,100 g, SD = 350 g); a control group made up of 55 full-term children without pre- and perinatal complications.…
Umbrales de transformación en la transición de la literatura infantil a la juvenil: el símbolo del espejo
2018
This article approaches the study of children’s literature as a threshold of change that allows readers to explore the reality around them, imagine other worlds and understand other perspectives. Based on the notion of the child’s cognitive development organized into four stages ―pre-reading, fantastic stage, fantastic-realistic stage and aesthetics stage― reading becomes a resource to combine fantasy and experience where the mirror is a highly suggestive element and prone to hundreds of interpretations and applications as can be seen in the plots of well-known books such as the brother Grimm’s Snow White, Lewis Carroll’s Through the Looking-Glass, Michael Ende’s The Neverending story and J…
Developmental Underpinnings of the Association of Attention Deficit Hyperactivity Disorder and Its Subtypes to Neuropsychological and Academic Weakne…
2005
Caron and Rutter (1) and Pennington (2) recently published excellent conceptual and methodological reviews and analyses of comorbidity in child psychopathology, and a special issue of Developmental Neuropsychology (3) reviewed attention deficit hyperactivity disorder (ADHD)-learning disabilities (LD) comorbidity in particular. None of these reviews, however, focused on the association of dimensions of ADHD and cognitive development, which are included in this chapter. Moreover, relatively little empirical data exist from early development. It is very likely that language-related impairments and extreme temperament traits contribute to the emergence of developmental problems and/or the accum…