Search results for "Typically developing"
showing 10 items of 13 documents
Gross motor proficiency and intellectual functioning
2018
This cross-sectional study examines differences in gross motor proficiency as a function of different intellectual functioning profiles. Two motor areas have been investigated as being equally essential to gross motor functions in every-day life: locomotion and object control. It aims to compare gross motor skills endorsed by children with Down syndrome (DS), children with borderline intellectual functioning (BIF), and typically developing children (TDC). Group 1 was composed of 18 children with DS (chronological age=8.22), group 2 was composed of 18 children with BIF (chronological age=9.32), and group 3 was composed of 18 children with typical development (TD) (chronological age=9.28). Gr…
The development of children's perception of hierarchical patterns : an investigation across tasks and populations
2011
The thesis investigated the development of children’s global/local processing hierarchical patterns introduced by Navon (1977). The objectives were to understand more comprehensively the developmental characteristics of children’s perception through their global and local processing of hierarchical patterns, by considering the effects of age, stimuli properties, duration of exposure to the stimuli and gender in a perceptual task and a drawing task. These effects were tested in 3 different populations: typically developing children, children with mental retardation and early blind children. The results revealed that typically developing children attended to both the local and global level of…
Attentional processes in typically developing children as revealed using brain event-related potentials and their source localization in Attention Ne…
2019
AbstractAttention-related processes include three functional sub-components: alerting, orienting, and inhibition. We investigated these components using EEG-based, brain event-related potentials and their neuronal source activations during the Attention Network Test in typically developing school-aged children. Participants were asked to detect the swimming direction of the centre fish in a group of five fish. The target stimulus was either preceded by a cue (centre, double, or spatial) or no cue. An EEG using 128 electrodes was recorded for 83 children aged 12–13 years. RTs showed significant effects across all three sub-components of attention. Alerting and orienting (responses to double …
Numerosity Discrimination in Children With Down Syndrome
2009
To understand the difficulties in mathematics exhibited by children with Down syndrome (DS), this study evaluated the core knowledge of numerosities with a discrimination task adapted from Xu and Spelke (2000). Although continuous variables varying with numerosity were controlled, children with DS discriminated the numerosity 8 from 16, but not from 12. Moreover, their performance did not differ from typically developing children matched either on chronological or mental age. Thus, the approximate numerosity system that recruits parietal lobes (Dehaene, Spelke, Pinel, Stanescu, & Tsivkin, 1999) is efficient in children with DS. These findings point at language-based systems as the source of…
Measuring Motor Skills in Finnish Children with Intellectual Disabilities
2013
This investigation examined differences in motor skill development between Finnish children (12 boys, 8 girls) with mild intellectual disability and typically developing Finnish children between the ages of 7 and 11 years. Ulrich's Test of Gross Motor Development (TGMD) assessed the performances of 20 children with intellectual disability and an age- and sex-matched sample of 20 children without disabilities. Videotaped performances were assessed by the authors who were very familiar with the TGMD–2. The group with intellectual disability performed at a statistically significantly lower level on the Gross Motor Quotient, Locomotor, and Object Control subtests of TGMD–2, compared to the gro…
Children with differing developmental trajectories of prelinguistic communication skills: language and working memory at age 5.
2014
Purpose In this article, the authors examine the developmental continuity from prelinguistic communication to kindergarten age in language and working memory capacity. Method Following work outlining 6 groups of children with different trajectories of early communication development (ECD; Määttä, Laakso, Tolvanen, Ahonen, & Aro, 2012), the authors examined their later development by psychometric assessment. Ninety-one children first assessed at ages 12–21 months completed a battery of language and working memory tests at age 5;3 (years;months). Results Two of the ECD groups previously identified as being at risk for language difficulties continued to show weaker performance at follow-u…
Phoneme processing skills are reflected in children's MMN responses.
2017
Phonological awareness (PA), the core contributor in phoneme processing abilities, has a link to later reading skills in children. However, the associations between PA and neural auditory discrimination are not clear. We used event-related potential (ERP) methodology and neuropsychological testing to monitor the neurocognitive basis of phonological awareness in typically developing children. We measured 5–6-year-old children's (N=70) phoneme processing, word completion and perceptual reasoning skills and compared their test results to their brain responses to phonemic changes, separately for each test. We found that children performing better in Phoneme processing test showed larger mismatc…
Postural Control Profiles of Typically Developing Children From 6 to 12 Years old: An Approach Using Self-Organizing Maps
2020
The purposes of the present study were a) to establish postural control profiles for individuals 6–12 years of age, b) to analyze the participants’ characteristics (age, sex, weight, height, and physical activity) in those profiles, and c) to analyze the influence of visual information in the profiles found. Two hundred and eight typically developing children aged 6–12 years performed two trials in bipedal standing position with eyes open and closed. Feature extraction involved time, frequency, and sway-density plot variables using signals from the center of pressure. A Self-Organizing Map was used to classify and visualize the values of the participants in all the postural control variable…
Executive Function Domains among Children with ADHD: Do they Differ between Parents and Teachers Ratings?
2014
Abstract The purpose of this study was to evaluate parents and teachers behavior rating measures of executive functions (EFs) in everyday activities in ADHD children, predominantly inattentive (ADHD-PI) and combined type (ADHD-CT), relative to their typically developing peers. Sixteen children with ADHD combined type and fourteen with ADHD predominantly inattentive type were age- and gender-matched to thirteen typically developing peers. Both parents and teachers of the participants completed the BRIEF. As expected, the executive functioning of children with ADHD were rated significantly worse than those of controls by both parents and teachers. Thus, parent and teachers reported more EF im…
Habilidades matemáticas tempranas en niños chilenos con Trastorno del Desarrollo del Lenguaje: Un estudio comparativo
2021
En las últimas décadas se ha incrementado el interés de las investigaciones respecto a las dificultades académicas que presentan los niños con Trastorno del Desarrollo del Lenguaje (TDL). No obstante, su relación con las habilidades matemáticas es una de las menos estudiadas. El objetivo de este estudio consistió en determinar si existen diferencias relevantes entre las habilidades matemáticas tempranas de niños con TDL y con desarrollo típico (DT). Participaron 78 niños de 4 a 7 años 11 meses de edad, pertenecientes a colegios con programas de integración escolar de Santiago de Chile. Se conformó un grupo de 44 niños con TDL y un grupo de 34 con DT. Se establecieron comparaciones del rendi…