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Relevant bibliographies by topics / Child development; Cognitive development / Dissertations / Theses

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Dissertations / Theses on the topic 'Child development; Cognitive development'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Wacharasin, Chintana. "Predicting child cognitive development in low-income families /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7252.

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2

Strauss, Clara Yolanda. "Depression and the development of cognitive coping." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364546.

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3

Meakin, Peter Timothy. "Sociodramatic play and child development." Thesis, n.p, 2004. http://ethos.bl.uk/.

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4

Gudbjornsdottir, G. "Cognitive development, gender, class and education : A longitudinal study of Icelandic early and late cognitive developers." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377067.

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5

Watson-Jones, Rachel. "The ritualistic child : imitation, affiliation, and the ritual stance in human development." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:2b00ce6b-f281-4644-83fb-ef484701b5f6.

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Researchers have long argued that ritual plays a crucial role in marking social identities and binding individuals together in a system of shared actions and beliefs. The psychological processes underlying how and why ritual promotes group bonding and influences in- and out-group biases have not yet been fully elucidated. The research presented in this thesis was designed to examine the social and cognitive developmental underpinnings of conventional/ ritualistic behavior. Because learning cultural conventions is essential for participation in group behavior and for signaling group membership

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6

Pine, Karen Jane. "Implicit and explicit representations in children's learning." Thesis, University of Hertfordshire, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361261.

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7

Hanvey, Aimee Nicole. "Child cognitive development as examined using the family stress model." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252937777/.

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8

Ingle, Sarah J. "An exploration of parental sensitivity and child cognitive and behavioral development." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5794/.

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The current study attempted to show the relationship of paternal sensitivity and maternal sensitivity and their possible influences on child cognitive and behavioral development. This study used data collected as part of the National Institute for Child Health and Human Development (NICHD) Study of Early Child Care, which is a longitudinal, multi-site study. Correlation and regression analyses were computed to examine relationships between the variables at child age 6 and 36 months. Results indicated paternal sensitivity was a significant positive predictor of child cognitive abilities and a n

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9

Hill, Roslyn. "Young children's understanding of the cognitive verb forget." Thesis, University of Warwick, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389451.

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10

Walter, Sarah E. "One for you, two for me : quantitative sharing by young children." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:bdf38c29-1fda-41ab-b1c1-c675bc1d39c4.

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The current research aimed to examine children’s understanding of cardinality by looking at their ability to use several quantitative concepts that underpin this understanding: correspondence, counting and equivalence in the context of sharing. Understanding cardinality requires children to develop knowledge about the relations between these quantitative concepts which is important for the development of mathematical reasoning. The first study aimed to investigate how flexibly children can use correspondence to build equivalent sets in different types of sharing scenarios: equal sharing, recip

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11

Feld, Jason Kane. "Validating cognitive skill sequences in the early social development domain using path-referenced technology and latent trait models." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184476.

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The present study was a systematic investigation of hierarchical skill sequences in the early social development domain. Recent research has suggested that social development may be conceptualized as a phenomena involving a hierarchical sequencing of competencies. In particular, social development may involve sequential changes in capability, reflecting successively higher levels of functioning within these competencies. The conceptual problem of this study focused on the construction and validation of a meaningful representation of ability in early social development. Ability was conceptualiz

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12

Plocha, Aleksandra Helena. "The Importance of Imaginative Play in Child Development." Thesis, Boston College, 2007. http://hdl.handle.net/2345/502.

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Thesis advisor: Julia Fisher<br>The future of imaginative playtime in the lives of children today is at great risk. Currently, 40% of schools are considering eliminating- or have already eliminated- recess from the school day. The goal of this essay is to argue the irreplaceable value that imaginative play has in contributing to the cognitive, emotional, and social growth of a child. In making a case for the importance of play in child development, all three of these areas of potential growth will collectively be considered as true development of the child. To lay the foundation for these spec

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13

Chorlton, Elizabeth Jane. "A qualitative study exploring children's illness representations : a developmental and cultural perspective." Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325882.

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14

Newton, Paul Edward. "Preschool prevarication : an investigation of the cognitive prerequisites for deception." Thesis, University of Portsmouth, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261258.

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15

Lynch, Jamie L. "Child Health and Cognitive Development at the Onset of the Life Course." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1310147160.

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16

Newman, James E. "Exploring Early Adolescents' Adjustment across the Middle School Transition: The Role of Peer Experiences and Social-cognitive Factors." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/NewmanJE2003.pdf.

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17

Yanakieva, Elena R. "Fathers' Involvement in their Young Children's Everyday Life: A Look at Father's Involvement in his Preschool Child's Physical, Social, Cognitive, and Emotional Development." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/YanakievaER2004.pdf.

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18

Parker, Deborah A. (Deborah Ann). "Children's Cognitive and Moral Reasoning: Expressive Versus Receptive Cognitive Skills." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331176/.

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Past research has shown that there are differences between children's ability to express verbally moral judgment or social cognitive principles (cognitive-expression) and their ability to understand and utilize these principles when making evaluations about others (cognitive-reception). This study investigated these differences.

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19

Terada, Jaimie. "The effect of art education on affective and cognitive development." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Terada_JMITthesis2009.pdf.

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20

Böhm, Birgitta. "Risk and resilience in children born preterm : cognitive and executive functioning at 5 1/2 years of age /." Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-729-0/.

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21

Bygrave, Patricia, and n/a. "Music as a cognitive developing activity : implications for learning and for the learning disabled child." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060622.143654.

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Various cognitive learning theories have been examined for the purpose of considering music as an activity developing cognitive processes. It was felt that an exploration of these theories could offer insights into how music can be used to demonstrate cognitive development in learning and in children with learning disabilities. In an attempt to illustrate the relationship between music and cognition, concepts in the theories of Piaget, the Neo-Piagetians (Case, Pascaul-Leone, Biggs and Collis), Bruner, Ausubel, Vygotsky, Luria and Leont'ev have been discussed in association with music activiti

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22

Trumpff, Caroline. "Association of Neonatal Thyroid Stimulating Hormone Concentration with Intellectual, Psychomotor and Psychosocial Development of Preschool Children." Doctoral thesis, Universite Libre de Bruxelles, 2015. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/221567.

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Iodine is necessary for thyroid hormones synthesis which in turn are essential for brain development during fetal and early postnatal life. In these critical periods, severe iodine deficiency can induce irreversible brain damage in the fetus and the infant, resulting in retarded cognitive and/or psychomotor development. Despite the introduction of salt iodization programs such as national measures to control iodine deficiency, some European countries, including Belgium, are still affected by Mild Iodine Deficiency (MID) and MID during pregnancy may affect neurodevelopment of the offspring. Ele

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23

Pike, Christopher D. "The internalisation of adult-child conversation in children's cognitive development : a microgenetic single-case study." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322804.

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24

Zvara, Bharathi Jayanthi. "Can fathers' education level moderate relations between low birth weight and child cognitive development outcomes?" Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243447958.

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25

Cannell-Cordier, Amy Lynn. "The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2366.

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The quality of children's daily experiences in preschool classrooms is predictive of their school readiness and later achievement (Duncan et al., 2007; La Paro & Pianta, 2000). One particularly important aspect of these experiences is the quality of emotional support provided by teachers and peers in the classroom (Hamre & Pianta, 2005; Howes et al., 2008; Mashburn, 2008; National Center on Quality Teaching and Learning, 2012). Traditionally, emotional support quality has been calculated as the average of ratings taken across the school year and is meant to represent children's average daily e

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26

El-Sayed, Eman Mohamed. "Brain maturation, cognitive tasks, and quantitative electroencephalography : a study in children with attention deficit hyperactive disorder /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-407-0/.

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27

Sundell, Knut. "Day care and children's development the relations among direct teaching, communicative speech, cognitive performance, and social participation /." Uppsala : Stockholm, Sweden : Academia Ubsaliensis ; Distributor, Almqvist & Wiksell International, 1988. http://catalog.hathitrust.org/api/volumes/oclc/25318452.html.

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28

DeLorenzi, Leigh de Armas. "The relationship between caregiver intimate partner violence, posttraumatic stress, child cognitive self-development, and treatment attrition among child sexual abuse victims." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5188.

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Child sexual abuse (CSA) is a worldwide problem, with two-thirds of all cases going unreported. A wealth of research over the last 30 years demonstrates the negative emotional, cognitive, physical, spiritual, academic, and social effects of CSA. As a result, researchers and mental health professionals frequently attempt to measure the efficacy of treatment modalities in order to assess which treatments lead to better outcomes. However, in order to effectively study treatment outcomes, researchers must be able to track the status of child functioning and symptomology before, during, and after t

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29

Rybanska, Veronika. "Ritual in development : improving children's ability to delay gratification." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:36c2e04a-1d99-4147-b693-b6a3d3b1c085.

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To be accepted into social groups, individuals must internalise and reproduce appropriate group conventions, such as rituals. The high fidelity copying of such rigid and socially stipulated behavioural sequences places heavy demands on executive function abilities. Given previous research showing that challenging executive functioning also improves it, it was hypothesised that prolonged engagement in ritualistic behaviours would improve executive functioning in children, in turn improving their ability to delay gratification. A three month circle-time-games intervention with primary school chi

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30

Coleman, Priscilla K. "Maternal self-efficacy beliefs as predictors of parenting competence and toddlers' emotional, social, and cognitive development." Morgantown, W. Va. : [West Virginia University Libraries], 1998. http://etd.wvu.edu/templates/showETD.cfm?recnum=219.

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Thesis (Ph. D.)--West Virginia University, 1998.<br>Title from document title page. Document formatted into pages; contains x, 93 p. Vita. Includes abstract. Includes bibliographical references (p. 62-72).

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31

Choi, Jeong-Kyun. "Father-involvement and child behavior and cognitive development in poor and near-poor African American single-mother families." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835545421&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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32

Kang, Min Ju. "Quality of Mother-Child Interaction Assessed by the Emotional Availability Scale: Associations With Maternal Psychological Well-Being, Child Behavior Problems and Child Cognitive Functioning." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124158815.

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33

Shpizner, Cara A. "Theory of Mind and Moral Theme Comprehension in Preschool Children Ages 3-4." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/393.

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Research suggests that there is a relationship between theory of mind and moral development in young children. However, the nature of this relationship is still unclear, specifically in regards to the relationship between theory of mind and moral theme comprehension, which has yet to be studied. The current study attempted to begin to fill this gap in the research by examining the relationship between 8 preschool children’s false belief understanding, as determined by the Sally-Anne task, and moral theme comprehension. Results were not significant, but suggest a trend that children who pass th

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34

Tan, Lynne S. C. "Numerical understanding in infancy." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388999.

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35

Chong, Betty Haw. "Early childhood gifted education : relationship of screening tests with measured intelligence /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974616.

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36

GAO, Jie. "Body Perception in Chimpanzees: A Comparative-Cognitive Study." Kyoto University, 2020. http://hdl.handle.net/2433/258989.

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付記する学位プログラム名: 霊長類学・ワイルドライフサイエンス・リーディング大学院<br>Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(理学)<br>甲第22721号<br>理博第4630号<br>新制||理||1665(附属図書館)<br>京都大学大学院理学研究科生物科学専攻<br>(主査)准教授足立幾磨, 准教授後藤幸織, 教授高田昌彦<br>学位規則第4条第1項該当

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37

Ulfarsdóttir, Lilja Ósk. "The effects of short term interpersonal cognitive problem solving therapy with young children." Thesis, University of Northampton, 2002. http://nectar.northampton.ac.uk/2691/.

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The primary aim of this study is to investigate the effects of short term Interpersonal Cognitive Problem Solving (ICPS) training with pre-school children compared to an alternative treatment of Music Therapy (MT). The MT treatment served to investigate the relationship between creativity and Alternative Solutions Thinking (AST). No treatment control was included in the design (Study 1). Seven-month follow-up measures of effects from the treatments are included (Study IT), to determine the stability of therapeutic gains. The results reveal a successful elevation of AST and Consequential Thinki

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38

id, julia suleeman@ui ac, and Julia Suleeman Chandra. "A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090209.101855.

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This thesis examines how mothers, as primary caretakers, might promote the development of critical thinking of their 4- and 5-year-olds. Interest in critical thinking in very young children can be traced back to the early years of the 20th century with views expressed by philosophers such as John Dewey and John Stuart Mill that were in favour of giving young children opportunities that might encourage their free expression and inquiring, critical nature in the school context. Educators like Frobel and Montessori who developed programs for kindergartens worked on similar assumptions. However,

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39

Clausell, Andria R. "Maternal Scaffolding and First Graders' Near and Far Transfer on Problem-Solving Tasks." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/283.

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This study examined correlations between four dimensions of maternal scaffolding, maternal beliefs and values, children’s temperament, and children’s performance and use of self‑regulation strategies on problem‑solving tasks. There are two foci of this study: examining factors that predict the quality of maternal scaffolding, and assessing the relationship between quality of maternal scaffolding and children’s problem solving. Participants consisted of 10 mother‑child dyads in the experimental group and 10 children in the control group. Using a pre- and post‑test design, children were given ne

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40

Karakitsou, Chrisoula. "Assessment of cognitive development in four to eight year old children by means of drawing tasks." Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/22859.

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The present thesis explores the link between children's drawings and cognitive development. The aim of this study is to investigate the intellectual abilities of the child draughtsman with good depiction skills and to evaluate the merit of the drawing technique in the assessment of conceptual maturity. The standardised Goodenough-Harris Drawing Test (GHDT) of intellectual maturity was administered to 115 children between 4 to 8 years of age against criterion ability measures (Wechsler scales). Its psychometric properties are examined in respect to its norms and scales, its reliability and vali

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41

Andrews, Samantha Lee. "The general development and cognitive ability of a sample of children in specialized education." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1015714.

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The main aim of this study was to explore and describe the development and cognitive ability of a sample of children aged six to eight enrolled in specialised education, in the category of specific learning disability (SLD). This was achieved through the utilization of the Griffiths-Mental Development Scales – Extended Revised, the Wechsler Intelligence Scales for Children – Fourth Edition and input from the trans-disciplinary team. A non-probability, purposive sampling method was employed and the sample consisted of eight participants. The multiple case study method was used in order to achie

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42

Ribeiro, Camila da Costa. "Habilidades motoras, linguísticas e cognitivas de crianças prematuras e crianças nascidas a termo entre dois e três anos." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/25/25143/tde-05042013-142959/.

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A prematuridade é considerada um fator de risco biológico para o desenvolvimento infantil. Permeando a hipótese de que, a prematuridade possa levar à alterações do desenvolvimento, condição esta significativa nas fases iniciais, quando o cérebro está imaturo tornando a criança vulnerável à eventos interferentes nos processos de aquisição de habilidades, este estudo foi delineado, com o objetivo de comparar o desempenho de crianças nascidas prematuras e típicas de idade entre dois e três anos quanto ao desempenho motor, linguístico e cognitivo. Após o cumprimento dos aspectos éticos, foram aval

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43

Wills, Jeremiah B. "Maternal Employment, Relative Income, and Child Well-Being: The Effects of Gendered Household Resource Allocation on Children's Cognitive Development Trajectories." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03222007-133600/.

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In this study, I extend the scholarship on maternal employment and the allocation of household resources by evaluating the effects of mothers? time spent in the labor force and mothers? relative income on children?s cognitive development. I use a gendered resource allocation model that recognizes differences in investment preferences between men and women and how women can use increases in their relative earnings to direct greater amounts of family resources towards enrichment goods and services that promote child well-being. Support for this model comes mostly from research conducted outside

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44

Wells, Michael Benjamin. "Father-Child Play: A Longitudinal Study on fathers' Parenting and Cognitive Development and Academic Achievement across the Transition to School." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396363850.

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45

Heck, Alison, Alyson Chroust, Hannah White, Rachel Jubran, and Ramesh S. Bhatt. "Development of Body Emotion Perception in Infancy: From Discrimination to Recognition." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2730.

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Research suggests that infants progress from discrimination to recognition of emotions in faces during the first half year of life. It is whether the perception of emotions from bodies develops in a similar manner. In the current study, when presented with happy and angry body videos and voices, 5-month-olds looked longer at the matching video when they were presented upright but not when they were inverted. In contrast, 3.5-month-olds failed to match even with upright videos. Thus, 5-month-olds but not 3.5-month-olds exhibited evidence of recognition of emotions from bodies by demonstrating i

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46

Smith, Meghan. "The Development of the Treatment Integrity - Efficient Scale for Cognitive Behavioral Treatment for Youth Anxiety (TIES-CBT-YA)." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4939.

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Brief, easy to use, psychometrically strong (i.e., pragmatic) instruments are needed to support implementation research; the current study assessed whether it was possible to develop a pragmatic observational treatment integrity instrument and reduce the amount of time coders spend making treatment integrity ratings (while maintaining score validity) of therapists delivering two protocols of individual cognitive-behavioral treatment (ICBT) for youth anxiety in research and practice settings. The 12-item instrument was derived from four observational treatment integrity instruments with promisi

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47

Mireku, Michael Osei. "The effects of anemia during pregnancy and its risk factors on the cognitive development of one-year-old children in Benin." Thesis, Paris 6, 2016. http://www.theses.fr/2016PA066156/document.

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L'objectif était d'évaluer l'effet de l'anémie pendant la grossesse et ses facteurs de risque sur le développement cognitif d'enfants à un an.Notre cohorte a inclus 636 couples de mères et d'enfants singletons nés de femmes enceintes incluses dans un essai clinique antipaludiques au Bénin. Les prélèvements sanguins ont été réalisés lors des 1er et 2nd visites prénatales (VP) et à l'accouchement (AC) afin d'évaluer la concentration en hémoglobine (Hb) et la ferritine sérique. Les selles ont été testé la présence d'oeufs d'helminthes par la technique de Kato-Katz. Toutes les femmes ont reçu 600m

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48

Warren, Murielle. "A study of the relationship between a bilingual upbringing in early childhood and the linguistic and cognitive development of the child." Thesis, Birkbeck (University of London), 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261588.

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49

Hewson, M. E. "The development of metaphoric comprehension in children aged between eight and fourteen years." Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378343.

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50

Newman, Nellis Leah M. "The effects of peer interaction and cognitive ability on the planning skills of preschool children." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/952812.

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The ability related differences and the role of peer interaction in preschool children's planning skill on a sociocultural task was investigated. Shopping routes through a model grocery store were planned by 50 children ranging in age from 3 years, 2 months to 5 years, 11 months. There were 30 children with average ability (Differential Ability Scales GCA score 85-115) and 20 children with high ability (DAS scores above 120). All subjects planned a total of five shopping trips. The first and last trips were completed alone, while the three middle trips were either completed alone, with a same-

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