Search results for "Cognitive skill"

COGNITIVE DEPTH OF TEACHING AND LEARNING PROCESS IN BIOLOGY FROM 7TH TILL 9TH GRADE

2018

From OECD PISA Science test results presented in 2016 shows that in Latvia only 3,4% of students performance is in accordance to the 5th and 6th performance level (higher order cognitive skills (HOCS) measured), which is below OECD  average. In Latvia from 2016 started Curriculum Development and Implementation project, which one of the priorities is student’s ability to apply HOCS (higher order cognitive skills) to improve these results. The development of deeper thinking (cognitive activity) is one of the most advanced skills in all subjects, including biology. In order to reduce the risks, it is necessary to analyze introducing new reforms the opportunities for students to develop HOCS th…

Reshaping Curriculum to Enhance the Relevance of Literary Competence in Children's Education

2015

Twenty-first century learners face a multi-literacy landscape as they strive to acquire the cognitive skills needed for independent learning, apply linguistic skills to other knowledge base, and become computer literate. This article envisions a combination of skill sets and knowledge bases as the foundation of a literary competence-based curriculum. Such a curriculum would have the goal of enhancing young learners' critical thinking abilities; this would also help them take charge of the cognitive, linguistic, and sociocultural dimensions of written and spoken language in order to make learning transferable and applicable to the real world.

Nepalese child labourers' life-contexts, cognitive skills and well-being

2003

Global Cognitive Functioning versus Controlled Functioning throughout the Stages of Development

2020

According to the All or None Hypothesis (Diamond, 2009), the cognitive system can operate in a global manner that is not very discriminate or in a more discriminate mode that demands greater precision, control, and cognitive effort. There are five corollaries to this hypothesis that describe, in an operative way, the conditions under which the controlled mode of functioning in the cognitive domain can be activated and thus tested. Given the impact this theory has generated and the absence of studies analyzing the corollaries in a collective and systematic way at different stages of development, this study was proposed, first of all, to test three of these corollaries in children, adolescent…

Cognitive skills among Nepalese child labourers

2001

The cognitive skills of 61 Nepalese 10-14-year-old working children with at least 2 years working experience (WE) were compared to two groups of children, beginners (N = 29) with less than 1 year of WE and a school group (N = 104) matched for age and ethnic background. All the children (N = 194) were tested by the Bender test, WISC-R for Arithmetic, Digit Span, and the Word Fluency test. The main results showed that the school group was better in all the cognitive tests, except for Digit Span Backwards, where the working group had the highest average score. The second main finding shows no major differences in cognitive skills between the beginner and working groups. However, the work exper…

Identifying Finnish Children’s Impulsivity Trajectories From Kindergarten to Grade 4: Associations With Academic and Socioemotional Development

2015

Research Findings: The purpose of this study was to identify the developmental trajectories of impulsive behavior among 378 Finnish children who were followed from kindergarten to fourth grade. In addition to ratings of children’s impulsivity, the analyses included measures of motivation, cognitive skills, socio-emotional adjustment, and teacher–student relationship. Four latent groups were identified that differed in the level and change of the children’s impulsive behavior across time: first, a group with low impulsivity; second, a group with decreasing impulsivity; third, a group with moderate impulsivity; and, fourth, a small group with a contradictory trajectory showing an upward trend…

How physical activity, fitness, and motor skills contribute to math performance: Working memory as a mediating factor

2021

Purpose The purpose of this study was to examine whether physical activity, fitness and motor skills have indirect association with math performance via cognitive outcomes and if so, through which aspects of cognition? Methods This study comprised 311 6th–9th grade adolescents (12–17y [M age=14.0y], 59% girls) from seven schools throughout Finland in 2015. Math performance was measured via a teacher-rated math achievement and the Basic Arithmetic test. Cognitive functions were measured by broad cognitive test battery. Physical activity was assessed with a self-reported questionnaire and a hip-worn accelerometer. Aerobic fitness was estimated using a maximal 20-m shuttle run test, muscular f…

Cognitive consequences of the timing of puberty

2018

In this paper, we use British cohort data to study the degree to which children at different stages of pubertal development at age 11 and 16 differ in their cognitive and behavioral outcomes at age 16 as well as in their completed educational attainment and adult earnings. Controlling for age 7 cognitive skills, region of birth, father's socioeconomic status and parents’ education, we show that boys’ late pubertal development is associated with lower levels of cognitive skills at 16, lower final educational attainment, and lower earnings in adulthood. For girls we find a similar negative relationship between late puberty and cognitive skills, but only imprecise relationships between the tim…

Bright Start -ohjelman soveltuminen koulunsa aloittavien dysfaattisten lasten kognitiiviseen kuntoutukseen

1998

Brain Responses to Letters and Speech Sounds and Their Correlations With Cognitive Skills Related to Reading in Children

2018

Letter-speech sound (LSS) integration is crucial for initial stages of reading acquisition. However, the relationship between cortical organization for supporting LSS integration, including unimodal and multimodal processes, and reading skills in early readers remains unclear. In the present study, we measured brain responses to Finnish letters and speech sounds from 29 typically developing Finnish children in a child-friendly audiovisual integration experiment using magnetoencephalography. Brain source activations in response to auditory, visual and audiovisual stimuli as well as audiovisual integration response were correlated with reading skills and cognitive skills predictive of reading…