Search results for "kouluikä"

How do early family systems predict emotion recognition in middle childhood?

2021

Facial emotion recognition (FER) is a fundamental element in human interaction. It begins to develop soon after birth and is important in achieving developmental tasks of middle childhood, such as developing mutual friendships and acquiring social rules of peer groups. Despite its importance, FER research during middle childhood continues to be rather limited. Moreover, research is ambiguous on how the quality of one's early social-emotional environment shapes FER development, and longitudinal studies spanning from infancy to later development are scarce. In this study, we examine how the cohesive, authoritarian, disengaged and enmeshed family system types, assessed during pregnancy and inf…

Trajectories of reading development: A follow-up from birth to school age of children with and without risk for dyslexia

2006

In order to understand why some children are vulnerable to difficulties in their language development and their acquisition of reading skill, the Jyväskylä Longitudinal Study of Dyslexia followed 200 Finnish children from birth to school age. Half of these children had a family history of reading problems and were considered at risk for dyslexia; the other half were not at risk. A novel analysis, mixture modeling, revealed four subgroups with differential developmental trajectories to early reading. The subgroups who showed either a “dysfluent trajectory” (n = 12; 11 at risk vs. 1 control) or a “declining trajectory” (n = 35; 24 vs. 11) contained more children with familial risk for dyslexi…

Mikä tekee perheestä perheen? : viidesluokkalaisten käsityksiä perheestä

2017

Tutkielman tarkoituksena on selvittää viidesluokkalaisen käsityksiä perheestä. Käsityksiä pyritään löytämään viidesluokkalaisten tuottamien perhepiirustusten avulla. Piirustusten tueksi tutkielman aineistoa täydentävänä osana toimii viidesluokkalaisen vastaukset kysymykseen: Mikä tekee perheestä perheen? Tutkielmaan osallistui 28 viidennen luokan oppilasta. Aineisto kerättiin erään keskipohjanmaalaisen alakoulun kolmelta eri viidenneltä luokalta keväällä 2017. Oppilaat tuottivat perhepiirustuksen ja vastasivat kysymykseen ”Mikä tekee perheestä perheen?”, kukin ryhmä kolmen eri oppitunnin aikana. Aineisto analysoitiin fenomenografisen analyysin mukaisesti. Fenomenografisen analyysin pohjalta…

Physical Activity, Sedentary Behavior, and Academic Performance in Finnish Children

2013

Purpose: This study aimed to determine the relationships between objectively measured and self-reported physical activity, sedentary behavior, and academic performance in Finnish children. Methods: Two hundred and seventy-seven children from five schools in the Jyväskylä school district in Finland (58% of the 475 eligible students, mean age = 12.2 yr, 56% girls) participated in the study in the spring of 2011. Self-reported physical activity and screen time were evaluated with questions used in the WHO Health Behavior in School-Aged Children study. Children’s physical activity and sedentary time were measured objectively by using an ActiGraph GT1M/GT3X accelerometer for seven consecutive da…

The Longitudinal Associations of Fitness and Motor Skills with Academic Achievement

2019

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A framework for children's participation in online environments

2014

Neural correlates of morphological processing and its development from pre-school to the first grade in children with and without familial risk for d…

2022

Previous studies have shown that the development of morphological awareness and reading skills are interlinked. However, most have focused on phonological awareness as a risk factor for dyslexia, although there is considerable diversity in the underlying causes of this reading difficulty. Specifically, the relationship between phonology, derivational morphology, and dyslexia in the Finnish language remains unclear. In the present study, we used magnetoencephalography (MEG) to measure the brain responses to correctly and incorrectly derived Finnish nouns in 34 first grade Finnish children (21 typically developing and 13 with familial risk for dyslexia). In addition, we compared longitudinall…

School-Age Children's Actual Motor Competence and Perceived Physical Competence: A 3-Yr Follow-up.

2022

Purpose This study examined school-aged children’s actual motor competence (MC) and perceived physical competence (PC) over three years along with the covariate effects of gender and body mass index (BMI). Methods Participants were 1 121 (girls 573, boys 548) children (Mage 11.26 ± .32) from 35 randomly selected public schools across Finland. MC was assessed using three movement tests targeting locomotor, stability, and object control skills, and PC was assessed using the sport competence subscale of the Physical Self-Perception Profile via four-phase monitoring. Results MC and PC remained stable over time. Of the three variables, locomotor skills showed the strongest association with PC. L…

Heterogeneity of executive functions among preschool children with psychiatric symptoms

2019

The aim of the present study was to investigate associations between internalizing and externalizing symptoms and deficits in executive functions (EF) as well as to examine the overall heterogeneity of EFs in a sample of preschool children attending a psychiatric clinic (n = 171). First, based on cut-off points signifying clinical levels of impairment on the parent-completed Child Behavior Checklist (CBCL), children were assigned into groups of internalizing, externalizing, combined or mild symptoms and compared to a reference group (n = 667) with regard to day care teacher ratings of EFs on the Attention and Executive Function Rating Inventory-Preschool (ATTEX-P). Second, latent profile an…

Semantic anomaly detection in school-aged children during natural sentence reading : A study of fixation-related brain potentials

2018

In this study, we investigated the effects of context-related semantic anomalies on the fixation-related brain potentials of 12–13-year-old Finnish children in grade 6 during sentence reading. The detection of such anomalies is typically reflected in the N400 event-related potential. We also examined whether the representation invoked by the sentence context extends to the orthographic representation level by replacing the final words of the sentence with an anomalous word neighbour of a plausible word. The eye-movement results show that the anomalous word neighbours of plausible words cause similar first-fixation and gaze duration reactions, as do other anomalous words. Similarly, we obser…