Search results for "cognitive development"
showing 10 items of 97 documents
Early development of children at familial risk for Dyslexia—follow-up from birth to school age
2004
We review the main findings of the Jyväskylä Longitudinal study of Dyslexia (JLD) which follows the development of children at familial risk for dyslexia (N = 107) and their controls (N = 93). We will illustrate the development of these two groups of children at ages from birth to school entry in the skill domains that have been connected to reading and reading disability in the prior literature. At school entry, the highest score on the decoding task among the poorer half (median) of the at risk children--i.e. of those presumably being most likely genetically affected--is 1 SD below the mean of the control group. Thus, the familial risk for dyslexia shows expected consequences. Among the e…
Predicting Reading Disability: Early Cognitive Risk and Protective Factors
2013
This longitudinal study examined early cognitive risk and protective factors for Grade 2 reading disability (RD). We first examined the reading outcome of 198 children in four developmental cognitive subgroups that were identified in our previous analysis: dysfluent trajectory, declining trajectory, unexpected trajectory and typical trajectory. We found that RD was unevenly distributed among the subgroups, although children with RD were found in all subgroups. A majority of the children with RD had familial risk for dyslexia. Second, we examined in what respect children with similar early cognitive development but different RD outcome differ from each other in cognitive skills, task-focused…
Changes in students’ self‐determined motivation and goal orientation as a result of motivational climate intervention within high school physical edu…
2006
Abstract The aim of the study was to analyze changes in students’ self‐determined motivation and goal orientation following a one academic‐year intervention that was directed toward increasing task‐involvement during physical education lessons. After adjusting for initial differences, students in the intervention classes were more self‐determined by the end of the year than students in the control group. Additionally, the experimental group decreased in external regulation, whereas, it increased in the control group. Students in experimental groups were also less amotivated than students in the control group. Finally, experimental students reported higher levels of task orientation when com…
Current and Potential Cognitive Development in Healthy Children: A New Approach to Raven Coloured Progressive Matrices
2022
In clinical practice and research, Raven’s Coloured Progressive Matrices (RCPMs) continue to be used according to a single procedure that aims to evaluate a single overall score of the current general intelligence level. This study aimed to examine potential cognitive development in a sample of 450 typically developing children, aged from 6 to 10 years, by administering RCPMs according to the standard procedure followed immediately by a standardized interview on incorrect items. In addition, the study aimed to analyze how performance differed across age groups. The results analysis was examined on the basis of three different factors in which the items were grouped in previous factorial stu…
A teacher-led motor programme to enhance pre-literacy and motor skills in kindergarten children
2020
Structured motor tasks may affect cognitive development by creating a cognitively challenging “enriched environment’, giving opportunity for social cooperation, increasing the joy to learn through play, improving the sense of mastery and competence. The study investigated the association between motor and cognitive exercises, through a teacher-led programme, to provide kindergarten children with the skills necessary for school literacy. Using a cluster-randomized trial design with an intervention group (N = 110) and a control group (N = 64), we examined the effects of a 3-month teacher-led motor programme enriched by executive function tasks. In the intervention group, significant gains wer…
Alternativas en la investigación de los aspectos sociales del desarrollo cognitivo
2001
The terms “social” and “cultural” are ambiguous and can be used with different meanings. This paper tries to clarify the prevailing conceptions of the social factors that intervene in cognitive development, as found in developmental psychology. These conceptions are grouped into five main approaches, based on their theoretical commitments and the corresponding methodological strategies: 1) some theories treat the social world as an object of knowledge; 2) other theories see social life as consisting in a collection of symbolic interactions; 3) some approaches tend to consider socio-cultural variables as constituting an environment that influences individual subjects; 4) still other approach…
How can mental models theory account for content effects in conditional reasoning? A developmental perspective
1998
Abstract This article proposes a modification to Johnson-Laird's mental models theory applied to the interpretation of conditional statement of the form `if...then'. The model suggests that this interpretation is based on the construction of mental models supplied by establishing a correspondence between the semantic spaces associated with the antecedent and consequent of the statements. The construction of the models and the interpretation of the statements would depend on the nature of the semantic spaces involved, the interpretative context and the subject's knowledge and processing capacity. Three experiments show that the interpretation of conditional rules depends, for example, on whe…
How teachers’ practices and students’ attitudes towards technology affect mathematics achievement: results and insights from PISA 2012
2018
The present work seeks to deepen the impact of factors linked to the characteristics of teaching practices and students' attitudes towards the use of technology on their performance in mathematics in the process of teaching-learning in the Spanish context. In this sense, this study is a secondary analysis of the PISA 2012 data. Therefore, it is an ex post facto design. Regarding the attitudes and the contextual variables, the results do coincide with the accumulated evidence. However, once these contextual effects have been controlled for, the negative relationship found between the pedagogic strategies used by the teachers and the mathematics score cannot but convey perplexity, since the r…
Visual exploration of face and facial expression in infancy: A qualitative approach of cognitive and social development
2016
International audience; This article proposes a methodological consideration for the use of "head free" eye-tracking systems, which allowed to extend this technique to the study of infant skills. It explores how the technological developments enable a more qualitative approach, which offers the possibility of considering "how" in addition to "how long" the infant looks at a visual scene, especially the scene of the face.
When your nose knows what you see : multisensory development of visual categorization : evidence from odor-driven face categorization in the human br…
2020
This thesis examines whether and how odors contribute to the development of visual categorization in the human brain using fast periodic visual stimulation coupled with scalp electroencephalography (FPVS-EEG). Specifically, we sought to characterize if a neural visual response selective to the face category is modulated by the presence of a body odor in both infants (Study 1, 2, 3) and adults (Study 4).In infants, the selectivity of the odor effect on visual categorization was addressed by testing separately three categories in three groups of 4-month-old infants presented with a control odor or their mother’s odor. We observed that a face-selective response is largely enhanced by maternal …