Thematische Bibliographien / Cognition in children

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Cognition in children“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Cognition in children"

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Parke, Elyse M., Megan L. Becker, Stacey J. Graves, Abigail R. Baily, Michelle G. Paul, Andrew J. Freeman, and Daniel N. Allen. "Social Cognition in Children With ADHD." Journal of Attention Disorders 25, no. 4 (December 13, 2018): 519–29. http://dx.doi.org/10.1177/1087054718816157.

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Objective: Despite evidence of social skill deficits in children with ADHD, there is no consensus regarding a social cognitive profile and whether these skills predict behavior. Therefore, a comprehensive battery was used to investigate the relationship between social cognition and behavioral functioning. Method: Children ages 7 to 13 with ADHD ( n = 25) and controls ( n = 25) completed tests assessing social cognitive domains (affect recognition and theory of mind [ToM]). Parents completed measures of social cognition (pragmatic language ability and empathy), behavioral symptoms, and adaptive
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Guo, Kexin. "The Effect of Auditory on Children's Memory and Cognitive Development." Lecture Notes in Education Psychology and Public Media 6, no. 1 (May 17, 2023): 478–82. http://dx.doi.org/10.54254/2753-7048/6/20220441.

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The majority of current research on childrens cognition concentrates on how vision and touch affect children's cognition. According to this study, aural environment and stimulation play a significant impact throughout a childs vital era in the development of their memory and cognitive abilities. This paper first describes the cognitive function and the key period in childrens cognitive development, then combines these concepts with measures to support childrens memory and cognitive growth. This research asserts that the auditory sense is particularly significant during the key era of children'
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Jurayeva, Mokhinur S. "CHILDREN OF PRESCHOOL AGE DEVELOP COGNITIVE PROCESSES AND CRITICAL COGNITION AND DEVELOP EFFECTIVE REFLEXIVE ACTIVITIES." Oriental Journal of Education 02, no. 01 (May 1, 2022): 130–36. http://dx.doi.org/10.37547/supsci-oje-02-01-20.

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In ontogenesis, the period from 3 to 7 years is the age period of the kindergarten. Taking into account that there are very rapid qualitative changes in the psychology of preschool children, it is possible to divide the pre-school age into 3 periods (3-4 years), the junior preschool period (4-5 years), the junior kindergarten period (6-7 years), and the senior kindergarten period into 6-7 years. The child in the process of development begins a relationship with the world of subjects and phenomena created by the generation of personality. The child actively mastered and mastered all the achieve
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Westfall, Daniel R., Nicole E. Logan, Naiman A. Khan, and Charles H. Hillman. "Cognitive Assessments in Hydration Research Involving Children: Methods and Considerations." Annals of Nutrition and Metabolism 74, Suppl. 3 (2019): 19–24. http://dx.doi.org/10.1159/000500341.

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The effects of optimal and insufficient hydration on human health have received increasing investigation in recent years. Specifically, water is an essential nutrient for human health, and the importance of hydration on cognition has continued to attract research interest over the last decade. Despite this focus, children remain a relatively understudied population relative to the effects of hydration on cognition. Of those studies investigating children, findings have been inconsistent, resulting from utilizing a wide variety of cognitive domains and cognitive assessments, as well as varied h
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O’Neill, Rachel. "Deaf children and cognition." Deafness & Education International 24, no. 2 (April 3, 2022): 97–99. http://dx.doi.org/10.1080/14643154.2022.2067465.

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James, Clara E., Sascha Zuber, Elise Dupuis-Lozeron, Laura Abdili, Diane Gervaise, and Matthias Kliegel. "How Musicality, Cognition and Sensorimotor Skills Relate in Musically Untrained Children." Swiss Journal of Psychology 79, no. 3-4 (December 2020): 101–12. http://dx.doi.org/10.1024/1421-0185/a000238.

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Abstract. Whereas a growing corpus of research has investigated the impact of music practice on several domains of cognition, studies on the relationships between musicality and other abilities and skills in musically untrained children are scarce. The present study examined the associations between musicality, cognition, and sensorimotor skills in 69 musically untrained primary school children of around 10 years of age, using a test battery of musical, cognitive, and sensorimotor abilities. We analyzed the results using nonparametric correlations and an exploratory factor analysis. It was our
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Johnston, Judith R., Linda B. Smith, and Peggy Box. "Cognition and Communication." Journal of Speech, Language, and Hearing Research 40, no. 5 (October 1997): 964–74. http://dx.doi.org/10.1044/jslhr.4005.964.

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Ten children with specific language impairment and 10 children with normal language development were asked to describe objects so that a listener could select them. Each trial targeted two out of a group of three toys. The targeted objects were identical or were similar in size or color. Children in the two groups did not differ in referential success, although children in both groups found the size items more difficult. Content analysis of the messages did reveal differences in the referential strategies used most frequently. Children with specific language impairment were more likely to ment
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Connolly, K. J., and J. D. Kvalsvig. "Infection, nutrition and cognitive performance in children." Parasitology 107, S1 (January 1993): S187—S200. http://dx.doi.org/10.1017/s0031182000075612.

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SUMMARYThe paper considers briefly the nature of cognition and its relationship to intelligence. The information processing model of human cognition is outlined and IQ and DQ are explained. The literature dealing with the effects of malnutrition and parasitic infection on cognitive performance and development in children is selectively reviewed. A speculative hypothesis concerning the psychological effects of parasitic infection is sketched and brief consideration is given to models and measures in research on development.
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Santos, Samantha Nunes, Denise Miranda, Gúbio Soares Campos, Silvia Inês Sardi, Marina Martorelli Pinho, Nayara Argollo, and Eduardo Pondé de Sena. "Cognition of infants exposed to Zika virus in pregnancy: a systematic review / Cognição de bebês expostos ao vírus zika na gestação: revisão sistemática." Brazilian Journal of Development 8, no. 4 (April 26, 2022): 30763–78. http://dx.doi.org/10.34117/bjdv8n4-521.

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This article aimed to systematically review the literature on the cognition of children exposed to Zika virus infection (ZIKV) during pregnancy. After searching the main electronic databases, PubMed, Capes, Web of Science, Scopus, Cochrane and BVS, the keywords “Zika virus”, “ZIKV infection”, “pregnancy”, “congenital”, “congenital syndrome”, “development”, “Cognition”, “neurodevelopment”, “child”, “infants”, “neuropsychology”, “developmental disorders”, “Bayley”, “Denver” were used for systematic data search. After applying the eligibility criteria for inclusion, 20 articles related to the cog
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Claxton, Reid P., and Roger P. McIntyre. "Need for Cognition: Exploratory Relationships with Sibship Structure and Cognitive Style." Psychological Reports 75, no. 3 (December 1994): 1131–35. http://dx.doi.org/10.2466/pr0.1994.75.3.1131.

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Statistical evidence indicates that need for cognition scores may be linked to the number of male children in the family. Responses from 33 female and 46 male university students indicated that the independent variable of number of male children in the family was related to need for cognition scores. The number of female children was not related. The concept of cognitive style as related to Jungian psychological type theory is discussed as a partial explanation.
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Dissertationen zum Thema "Cognition in children"

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Lindquist, Barbro. "Hydrocephalus in children : cognition and behaviour /." Göteborg : Department of Pediatrics, Institute of Clinical Sciences, Sahlgrenska Academy at Göteborg University, 2007. http://hdl.handle.net/2077/2557.

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Heaton, Pamela Florence. "Musical cognition in children with autism." Thesis, Goldsmiths College (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396246.

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Heaton, Pamela Florence. "Musical cognition in children with autism." Online version, 1998. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.396246.

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Cupples, Sarah Anne. "Social cognition in children with visual impairment." Thesis, Goldsmiths College (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248371.

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Marcello, Angelica. "Contemplating the evolution of attachment and cognition in a collaborative learning environment." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3213074.

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Thesis (Ph. D.)--University of California, San Diego, 2006.<br>Title from first page of PDF file (viewed June 26, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 192-213).
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Tillman, Carin. "Working Memory and Higher-Order Cognition in Children." Doctoral thesis, Uppsala University, Department of Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9271.

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<p>Higher-order cognitive functions, such as executive function (EF) and intelligence, are crucial to the everyday functioning of human beings. Gaining knowledge about these functions is important for our general understanding of human nature as well as for our ability to help those who may not develop these processes optimally. The present thesis focused particularly on the EF component working memory (WM), described as the ability to maintain informa-tion in consciousness during short time periods with the purpose of using that information in complex cognition. The major aims of the thesis w
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Williamson, Meagan. "Deconstructing visual-spatial cognition in typically developing children." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32275.

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Visual-spatial cognition was examined in typically developing children. Fifty-six children between 3- to 10-years-old completed a comprehensive battery of cognitive tasks that tapped 8 components of visual-spatial functioning. Results demonstrate that task complexity and age interact across the majority of visual-spatial sub-domains, with visual-spatial competencies increasing linearly with age. Examination of acquisition rates showed that after 8 years of age children are capable of performing each measu
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Wass, Malin. "Children with Cochlear Implants : Cognition and Reading Ability." Doctoral thesis, Linköpings universitet, Institutet för handikappvetenskap (IHV), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-51735.

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The present thesis investigated cognitive ability in children with severe to profound hearing impairment who have received cochlear implants (CIs). The auditory stimulation from a cochlear implant early in life influences most cognitive functions as a consequence of the plasticity of the brain in the young child. It is important to understand the cognitive consequences of auditory stimulation from CIs in order to provide adequate support to these children. This thesis examined three specific aspects of cognitive ability (working memory, phonological skill and lexical access), and reading abili
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Jones, Anna. "Emotion processing and social cognition in deaf children." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/323072/.

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Understanding others’ emotions and false beliefs, known as Theory of Mind (ToM), and to recognise and produce facial expressions of emotion has been linked to social competence. Deaf children born to hearing parents have commonly shown a deficit, or at best a delay in ToM. The emotion processing skills of deaf children are less clear. The main aims of this thesis were to clarify the ability of emotion recognition in deaf children, and to provide the first investigation in emotion production. While deaf children were poorer than hearing controls at recognising expressions of emotion in cartoon
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Jones, Anna. "Emotion processing and social cognition in deaf children." Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/323072/1/PhD%20Thesis%20Anna%20Jones.pdf.

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Understanding others’ emotions and false beliefs, known as Theory of Mind (ToM), and to recognise and produce facial expressions of emotion has been linked to social competence. Deaf children born to hearing parents have commonly shown a deficit, or at best a delay in ToM. The emotion processing skills of deaf children are less clear. The main aims of this thesis were to clarify the ability of emotion recognition in deaf children, and to provide the first investigation in emotion production. While deaf children were poorer than hearing controls at recognising expressions of emotion in c
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Bücher zum Thema "Cognition in children"

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Bearison, David J. Collaborative cognition: Children negotiating ways of knowing. Westport, Conn: Ablex Pub., 2002.

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Benga, Oana. Development and cognition. Cluj-Napoca: Editura Presa Universitară Clujeană, 2001.

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Croker, Steve. The development of cognition. Andover: Cengage Learning, 2012.

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Tamar, Globerson, Zelniker Tamar, and Universiṭat Tel-Aviv. Yeḥidah le-sotsyologyah shel ha-ḥinukh ṿeha-ḳehilah., eds. Cognitive style and cognitive development. Norwood, N.J: Ablex Pub. Corp., 1989.

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Angus, Gellatly, Rogers Don, and Sloboda John A, eds. Cognition and social worlds. Oxford [England]: Clarendon Press, 1989.

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Aḥirshāw, al-Ghālī. سيكولوجية الطفل: Muqārabāt maʻrifīyah. Rabat ?]: Manshūrāt Majallat ʻUlūm al-Tarbiyah, 2008.

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C, Friedman Reva, and Shore Bruce M, eds. Talents unfolding: Cognition and development. Washington, DC: American Psychological Association, 2000.

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Maxwell, Laurie. Eight pointers on teaching children to think. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1987.

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R, Schiffer Stephen, and Steele Susan, eds. Cognition and representation. Boulder, Colo: Westview Press, 1988.

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1923-, Izard Carroll E., ed. Development of emotion-cognition relations. Hove: Erlbaum, 1989.

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Buchteile zum Thema "Cognition in children"

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Bellugi, Ursula, Helene Sabo, and Jyotsna Vaid. "Spatial Deficits in Children with Williams Syndrome." In Spatial Cognition, 273–98. New York: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315785462-16.

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Crowe, Louise, Simone Darling, and Jennifer Chow. "Assessing social cognition in children." In Clinical Disorders of Social Cognition, 307–26. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003027034-10.

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Stiles-Davis, Joan. "Spatial Dysfunctions in Young Children with Right Cerebral Hemisphere Injury." In Spatial Cognition, 251–72. New York: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315785462-15.

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Marazzi, Elisa. "Chapter 2. Almanacs for children." In Children’s Literature, Culture, and Cognition, 46–68. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.15.02mar.

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Almanacs are one of the most characteristic subgenres of early modern and modern popular print. One of the keys of their persistence was their ability to evolve over time, which led, among other things, to the publication of almanacs for children. The latter, randomly preserved in libraries and archives, are still largely unexplored by both book historians and scholars of children’s literature. After a brief introduction on the history of almanacs, the chapter describes the contents and materiality of selected examples of almanacs for children from a range of European countries (Britain, France, Germany, Italy, Netherlands, Spain), printed between 1750 and 1900. By placing these items in the sociocultural context in which they were issued, the chapter attempts to understand the strategies put in place by international authors and publishers.
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Smith, Linsey, Raedy M. Ping, Bryan J. Matlen, Micah B. Goldwater, Dedre Gentner, and Susan Levine. "Mechanisms of Spatial Learning: Teaching Children Geometric Categories." In Spatial Cognition IX, 325–37. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11215-2_23.

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Landau, Barbara. "The Construction and Use of Spatial Knowledge in Blind and Sighted Children." In Spatial Cognition, 343–71. New York: Psychology Press, 2022. http://dx.doi.org/10.4324/9781315785462-19.

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Iwasaki, Sumie, and Reiki Kishimoto. "Studies of Prospective Information-Seeking in Capuchin Monkeys, Pigeons, and Human Children." In Comparative Cognition, 255–67. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2028-7_15.

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Mounoud, P. "Action and Cognition." In Motor Development in Children: Aspects of Coordination and Control, 373–90. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4460-2_21.

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Rector, Monica. "A Note on Teaching Writing to Rio Slum-Children." In Neuropsychology and Cognition, 59–65. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-015-8285-8_4.

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Murphy, Kerry. "Cognition and learning needs." In Supporting the Wellbeing of Children with SEND, 135–58. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003138365-6.

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Konferenzberichte zum Thema "Cognition in children"

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Yi, Peiqi, Yunzhu Hu, Xiaoxue Zhang, Hui Wang, and Xin He. "Myopia Prevention Game Interface Design Based on Children's Cognition." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002072.

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This paper is based on the cognitive characteristics of Chinese children. Through literature review and user study, we understand that children prefer pictures and videos for information acquisition, and they are more concerned with saturated colours. What’s more children are more willing to experience and interact in action. Therefore, this article addresses the above characteristics, takes the prevention of children's myopia as the application scenario, and combines the most common information media that children currently come into contact with, to design a game interface that is suitable f
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Joseph, Mr Ebenezer, Dr Veena Easvaradoss, Dr Sumathi Chandrasekaran, Ms Anita Kennedy, and Mrs Miriam Kalpana Simon. "Chess training increases cognition in children." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-1865_cbp16.50.

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Silva, Cláudia, Catia Prandi, Marta Ferreira, Valentina Nisi, and Nuno Jardim Nunes. "Towards Locative Systems for, and by, Children." In C&C '19: Creativity and Cognition. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3325480.3326568.

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CHANG, ZIYI, LING LIU, and XINYU LIU. "EXPLORING THE INFLUENCE OF PARENTS' NEGATIVE LANGUAGE ON CHILDREN BASED ON SATIR THEORY." In 2023 9TH INTERNATIONAL SYMPOSIUM ON SOCIAL SCIENCE. Destech Publications, Inc., 2023. http://dx.doi.org/10.12783/dtssehs/isss2023/36105.

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Childhood is the golden period of physical and mental growth and the embryonic stage of self-knowledge. From previous scholars' research, if parents habitually use negative language to teach, it will have many adverse effects on children and hinder healthy, positive development. This paper aims to analyze the adverse effects of the influence of negative words on children's behavior, psychology and cognition through Satir's theory. Children will get used to using negative words, affect their emotions and correct value judgment, and hinder the formation of good cognition. This paper uses the des
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Ali, Safinah, Tyler Moroso, and Cynthia Breazeal. "Can Children Learn Creativity from a Social Robot?" In C&C '19: Creativity and Cognition. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3325480.3325499.

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Sakamoto, Takashi, Kouki Kamada, Atsushi Maki, and Toshikazu Kato. "The Impact of Parental Treatment and Education on Social Exclusion Sensitivity in Adult Children: A Questionnaire Survey and fNIRS Study Using the Cyberball Paradigm." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004209.

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We investigated how attachment styles between parents and children, as well as the coping styles taught by parents to their children, affect sensitivity to social exclusion using psychological assessments based on questionnaire surveys. Additionally, we examined whether differences in sensitivity to social distress could be detected as differences in activation sites in the brain using functional near-infrared spectroscopy (fNIRS) measurements with the Cyberball Paradigm. The results suggested a potential correlation between children's own coping styles and their cognitive perception of parent
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Xu, Meng, Bo Liu, and Yue Shi. "AR Experimental Game Design of Children Character Based on Etymon Literacy Method." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001795.

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Purpose With the promulgation of China's "Three-child Policy", the cardinal number of children population has surged. The era of parent-child format arrives. Since ancient times, China has emphasized on education. With the development of the internet, people have improved the Chinese character position unprecedently. In recent years, the game education APP of mobile terminal has developed with irresistible force due to the development of the mobile devices and the influence of COVID-19. But due to its virtual property, offline interaction is weak, and it isn't easy to review and memorize. The
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Giannakos, Michail N., and Letizia Jaccheri. "What motivates children to become creators of digital enriched artifacts?" In C&C '13: Creativity and Cognition 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2466627.2466634.

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Xu, Jing, and Duoduo Zhang. "From disembodied to embodied: the embodied transformation of children's architectural education learning situation design." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002386.

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The current traditional teaching mode of children's architectural education makes children's bodies detached from the situation, and there are problems such as abstract knowledge, single perception, and lack of practice. Based on the concept of embodied learning, this paper proposes a design strategy for embodied learning situations, and on this theoretical basis, designs and implements children's educational practice services based on Huayao's traditional architectural culture. Firstly, through literature research, based on situational learning and embodied cognition theory, analyze the chara
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Seo, Jinsil Hwaryoung, Pavithra Aravindan, and Annie Sungkajun. "Toward Creative Engagement of Soft Haptic Toys with Children with Autism Spectrum Disorder." In C&C '17: Creativity and Cognition. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3059454.3059474.

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Berichte der Organisationen zum Thema "Cognition in children"

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Amanda Cremone, Amanda Cremone. Can extending sleep improve cognition in children with ADHD? Experiment, May 2016. http://dx.doi.org/10.18258/7043.

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Sun, Yang, Jing Zhao, PanWen Zhao, Hui Zhang, JianGuo Zhong, PingLei Pan, GenDi Wang, ZhongQuan Yi, and LILI Xie. Social cognition in children and adolescents with epilepsy: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0011.

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Review question / Objective: To our knowledge, no meta-analysis has summarized social cognitive performance in children and adolescents with epilepsy as independent groups. Therefore, we conducted this meta-analysis to examine differences between children and adolescents with epilepsy and HCs in terms of ToM and FER performance. Condition being studied: Epilepsy is characterized by chronic, unprovoked and recurrent seizures, is the most frequent neurological disease in childhood and usually occurs in early development. Worldwide, it is estimated that approximately 50 million people suffer from
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Outes-Leon, Ingo, Alan Sánchez, and Catherine Porter. Early Nutrition and Cognition in Peru: A Within-Sibling Investigation. Inter-American Development Bank, August 2011. http://dx.doi.org/10.18235/0011313.

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This paper examines the causal link between early childhood nutrition and cognition, applying instrumental variables to sibling-differences for a sample of preschool aged Peruvian children. Child-specific shocks in the form of food price changes and household shocks during the critical developmental period of a child are used as instruments. The analysis shows significant and positive returns to early childhood nutritional investments. An increase in the Height-for-Age z-score of one standard deviation -keeping other factors constant- translates into increases in the Peabody Picture Vocabulary
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Meghir, Costas, Orazio P. Attanasio, Natalia Varela, Sally Grantham-McGregor, and Marta Rubio-Codina. The Socio-Economic Gradient of Child Development: Cross-Sectional Evidence from Children 6-42 Months In Bogota. Inter-American Development Bank, January 2013. http://dx.doi.org/10.18235/0011641.

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We study the socio-economic gradient of child development on a representative sample of low- and middle-income children aged 6-42 months in Bogota, using the Bayley Scales of Infant Development, a high quality test based on direct observation of the child's abilities. We find a statistically significant difference between children in the 90th and 10th percentile of the wealth distribution in our sample of 0.33 standard deviations (SD) in cognition, 0.29 SD in receptive language and 0.38 SD in expressive language at 14 months. The socio-economic gap increases substantially with age to 1 SD (cog
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Attanasio, Orazio P., Florencia Lopez Boo, Diana Perez-Lopez, and Sarah Anne Reynolds. Inequality in the Early Years in LAC: A Comparative Study of Size, Persistence, and Policies. Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005359.

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Gaps in child development by socioeconomic status (SES) start early in life, are large and can increase inequalities later in life. We use recent national-level, cross-sectional and longitudinal data to examine inequalities in child development (namely, language, cognition, and socio-emotional skills) of children 0-5 in five Latin American countries (Chile, Colombia, Mexico, Peru and Uruguay). In the cross-section analysis, we find statistically significant gaps with inequality patterns that widely differ across countries. For instance, gaps in language and cognition for Uruguay and Chile are
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Verdisco, Aimee, Jennelle Thompson, and Santiago Cueto. Early Childhood Development: Wealth, the Nurturing Environment and Inequality First Results from the PRIDI Database. Inter-American Development Bank, July 2016. http://dx.doi.org/10.18235/0011753.

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This paper presents findings from the Regional Project on Child Development Indicators, PRIDI for its acronym in Spanish. PRIDI created a new tool, the Engle Scale, for evaluating development in children aged 24 to 59 months in four domains: cognition, language and communication, socio-emotional and motor skills. It also captures and identifies factors associated with child development. The Engle Scale was applied in nationally representative samples in four Latin American countries: Costa Rica, Nicaragua, Paraguay and Peru. The results presented here are descriptive, but they offer new insigh
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Malamud, Ofer, Santiago Cueto, Julian P. Cristia, and Diether Beuermann. Research Insights: Do Children Benefit from Internet Access? Inter-American Development Bank, June 2024. http://dx.doi.org/10.18235/0012991.

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In Latin America and the Caribbean, there exists an important digital divide which can have important implications for children's educational development. In particular, many children in the region lack access to the internet at home, which could potentially impact their academic and cognitive growth. The potential implications of lack of digital resources on childrens development took center stage during the school closures induced by the Covid-19 pandemic.
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MacFadyen, Anne. Cognitive Interview Evaluation of “Healthy and Ready to Learn” Survey Questions (HRSA). Hyattsville, MD: National Center for Health Statistics (U.S.), July 2022. http://dx.doi.org/10.15620/cdc/150783.

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This report aimed to assess school readiness of children aged three to five years old. These questions, the “Healthy and Ready to Learn” question set, consist of a subset of questions for inclusion on the National Survey of Children’s Health (NSCH)
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Calderón, María Cecilia, and John Hoddinott. The Inter-Generational Transmission of Cognitive Abilities in Guatemala. Inter-American Development Bank, May 2011. http://dx.doi.org/10.18235/0011205.

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This paper examines early childhood development (ECD) outcomes and their association with family characteristics, investments, and environmental factors, with particular emphasis on the inter- generational transmission of cognitive abilities. The paper examines the causal relationship between parental cognitive abilities and ECD outcomes of their offspring using a rich data set from rural Guatemala that can account for such unobservable factors. A 10 percent increase in maternal Raven's scores increase children's Raven's scores by 7.8 percent. A 10 percent increase in maternal reading and voca
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Esteve, Albert, Andrés Castro, and Federica Becca. Family Change in Latin America: Schooling and Labor Market Implications for Children and Women. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005145.

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This chapter provides an account of the major family transformations that occurred in recent decades across Latin American and Caribbean countries and examines the implications of such transformations for childrens school attendance and progress and womens labor force participation. Latin American and Caribbean families and households have undergone substantial changes in recent years while keeping some of their distinctive features unchanged (Esteve et al., 2022; Esteve &amp; Florez-Paredes, 2018a; Juárez &amp; Gayet, 2014). This combination of stability and change has had profound transforma
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