Relevant bibliographies by topics / Children with mental abilities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children with mental abilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Children with mental abilities"

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Snow, Jeffrey H., and Elizabeth E. Strope. "Development of mental rotation matching abilities with children." Developmental Neuropsychology 6, no. 3 (January 1990): 207–14. http://dx.doi.org/10.1080/87565649009540461.

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Burg, Blanka, and Ira Belmont. "Mental Abilities of Children from Different Cultural Backgrounds in Israel." Journal of Cross-Cultural Psychology 21, no. 1 (March 1990): 90–108. http://dx.doi.org/10.1177/0022022190211004.

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Jo, Sung-Suk, and Jung-Wan Kim. "A Study on Phonological Processing Abilities and Writing Abilities of Children with Mild Mental Retardation and Normal Children Group." JOURNAL OF SPECIAL EDUCATION & REHABILITATION SCIENCE 55, no. 3 (September 30, 2016): 487–504. http://dx.doi.org/10.15870/jsers.2016.09.55.3.487.

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ABE, Kenichi. "Motor Abilities of Children with Mental Retardation on CA-MA Coordinates." Japanese Journal of Special Education 28, no. 3 (1990): 37–44. http://dx.doi.org/10.6033/tokkyou.28.37_1.

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DANDII, Odgerel. "Assessment of the Mental Abilities of Special School Children in Mongolia." Japanese Journal of Special Education 39, no. 6 (2002): 83–89. http://dx.doi.org/10.6033/tokkyou.39.83_2.

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Gunder, Esma Esgin, Pelin Pistav Akmese, and Akmer Mutlu. "Assessment of Social Development and Abilities in Children with Mental Disabilities." Procedia - Social and Behavioral Sciences 46 (2012): 1537–40. http://dx.doi.org/10.1016/j.sbspro.2012.05.336.

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7

Kiselev, S. "Deficit in executive abilities as a risk factor for emerging weakness in grammar understanding in Russian-speaking children." European Psychiatry 33, S1 (March 2016): S131. http://dx.doi.org/10.1016/j.eurpsy.2016.01.194.

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IntroductionWeakness in grammar understanding is key future of specific language impairment (SLI) in children. There has been a considerable amount of work on the language abilities of children with SLI, but we still know relatively little about their other cognitive abilities –in particular their non-linguistic cognitive strengths and weaknesses.AimsThe aim of this research was to examine the hypothesis that Russian-speaking children at the age of 4 with deficit in executive abilities have a risk for emerging weakness in grammar understanding at the age of 6.MethodsOne hundred and twenty-five children at the age of 4 were assessed with the NEPSY to reveal children with different level of executive abilities. We have revealed 21 children with deficit in executive abilities. The control group included 21 children with typical level of executive abilities. The children from experimental and control group were matched for IQ and gender. In the framework of longitudinal research, children at the age of 6 from both groups were assessed by Grammar Understanding Test from Luria's neuropsychological assessment technique.ResultsTwo-way ANOVAs with repeated measures revealed significant differences between groups for scores in the Grammar Understanding Test. Children from experimental group had weakness in grammar understanding.ConclusionsWe have revealed that children at the age of 4 with weakness in executive abilities have a risk for emerging weakness in grammar understanding at the age of 6. In view of the obtained results, it can be assumed that executive abilities have influence on the development of grammar understanding in preschool children.Disclosure of interestThe author has not supplied his/her declaration of competing interest.
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Fazio, Barbara B. "Mathematical Abilities of Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 39, no. 4 (August 1996): 839–49. http://dx.doi.org/10.1044/jshr.3904.839.

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A 2-year follow-up of the mathematical abilities of young children with specific language impairment (SLI) is reported. To detect the nature of the difficulties children with SLI exhibited in mathematics, the first- and second-grade children's performance was compared to mental age and language age comparison groups of typically developing children on a series of tasks that examined conceptual, procedural, and declarative knowledge of mathematics. Despite displaying knowledge of many conceptual aspects of mathematics such as counting plates of cookies to decide which plate had "more," children with SLI displayed marked difficulty with declarative mathematical knowledge that required an immediate response such as rote counting to fifty, counting by 10's, reciting numerals backwards from 20, and addition facts such as 2 + 2=?. Moreover, children with SLI performed similarly to their cognitive peers on mathematical tasks that allowed children to use actual objects to count and on math problems that did not require them to exceed the sequence of numbers that they knew well. These findings offer further evidence that storage and/or retrieval of rote sequential material is particularly cumbersome for children with SLI.
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Prior, Margot, Ann Sanson, Christopher Freethy, and Gina Geffen. "AUDITORY ATTENTIONAL ABILITIES IN HYPERACTIVE CHILDREN." Journal of Child Psychology and Psychiatry 26, no. 2 (March 1985): 289–304. http://dx.doi.org/10.1111/j.1469-7610.1985.tb02267.x.

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Tzuriel, David, and Gila Egozi. "Dynamic Assessment of Spatial Abilities of Young Children: Effects of Gender and Task Characteristics." Journal of Cognitive Education and Psychology 6, no. 2 (January 2007): 219–47. http://dx.doi.org/10.1891/194589507787382160.

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The main objectives of this study were to investigate: (a) gender differences in spatial abilities of kindergartners, (b) the effects of a teaching, using dynamic assessment (DA), on cognitive modifiability of spatial abilities, and (c) the effects of task characteristics (rotation, symmetry, complexity) on mental rotation performance. Thirty two boys and 32 kindergarten girls, 5 to 6 years old, were administered the Spatial Relations subtest (PMA), the Mental Rotation subtest (CMB), the Visual Figure Ground test, and the Dynamic Embedded Figures Test. The results revealed a significant pre- to postteaching improvement in mental rotation and spatial visualization in both gender groups. Boys showed higher performance than girls on easy preteaching mental rotation tasks but the girls closed the gap on the postteaching test. On difficult mental rotation tasks (e.g., higher rotation or higher complexity) boys and girls showed similar pre-teaching performance, but boys showed higher performance than girls on the postteaching test. Pearson correlations between spatial and verbal abilities were higher among girls than among boys — a result which was explained by the girls’ tendency to use their verbal abilities for solving spatial problems, especially for the spatial visualization tasks. Boys tended to separate between the two domains and use a holistic spatial strategy.
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Dissertations / Theses on the topic "Children with mental abilities"

1

Ho, Anna. "Profiles of communicative abilities in Hong Kong autistic children." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209909.

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Thesis (B.Sc)--University of Hong Kong, 1999.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
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Wilson, Ronald Graham. "Gender differences in intelligence, personality and primary mental abilities among Irish children." Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292806.

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Mason, Elizabeth M. "Factor structure differences in cognitive abilities of LD and EH children." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514851.

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Previous empirical studies have been inconsistent in the identification of cognitive differences between LD and EH children on psychoeducational assessment batteries. Furthermore, studies using multivariate procedures such as discriminant analysis have failed to verify the basic underlying assumption of homogeneity of variance-covariance matrices of the groups. Homogeneity of covariance can be assessed by comparing factor structures of the two groups.The purpose of this study was to investigate the cognitive differences between LD and EH children on a psychoeducational assessment battery Including the WISC-R, WRAT, PIAT, PPVT, and DVMI, typically used to identify the two exceptionalities. Differences In factor structures were investigated in an effort to clarify group differences in cognitive functioning, and to investigate the utility of multivariate analyses such as discriminant analysis with these two groups of children.The subjects were 1165 public school children, aged 6 to 16, referred for assessment and subsequently classified and served in special LD and EH programs. Four and five factor solutions were compared using the congruence coefficient to determine statistical similarities. The first three factors of each solution, Verbal Concepts, Verbal Achievement, and Visual Perceptual Reasoning, were found to be statistically similar in construct and interpretation. These results suggest that If the use of multivariate procedures in studying LD and EH group differences is limited to cognitive performance in the areas of verbal concepts, reading and spelling achievement, and visual perceptual reasoning skills, the results can be accepted as valid. The discriminant analysis would not likely be violating the homogeneity assumption.Differences were found in factor structures Involving the order of the factors extracted in terms of importance In explaining variance. Also, statistically significant differences were found between the factors Involving Math, Visual Motor, and Sequential skills, suggesting that multivariate analyses using these factors would likely violate the homogeneity assumption.Results indicate the presence of heterogeneity in the matrices of LD and EH children, and suggest caution in the interpretation of multivariate statistical analyses with these children. Violation of the assumption of homogeneity can invalidate statistical findings and their application to the study of group differences.
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Soares, Ana Cristina Silva. "Uso de computadores na aprendizagem de crianÃas e adolescentes com deficiÃncia mental." Universidade Federal do CearÃ, 2004. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6817.

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FundaÃÃo de Amparo à Pesquisa do Estado do CearÃ
Este estudo analisa os efeitos do computador na aprendizagem de crianÃas e adolescentes com deficiÃncia mental, atravÃs de uma intervenÃÃo educacional envolvendo as habilidades de seriaÃÃo, conservaÃÃo de quantidades e inclusÃo de classes. Foram adotados, como fundamentaÃÃo teÃrica, os estudos de Jean Piaget, Vygotsky, Inhelder, Papert e Valente, os quais subsidiaram a construÃÃo da metodologia e anÃlise dos dados coletados. O objetivo deste estudo foi descrever e analisar as estratÃgias de raciocÃnio que ocorrem antes, durante e depois do uso do computador, alÃm de caracterizar as possÃveis mudanÃas cognitivas das habilidades de seriaÃÃo, conservaÃÃo de quantidades e inclusÃo de classes. A pesquisa envolveu prà e pÃs-testes com aplicaÃÃo do Teste de InteligÃncia NÃo-Verbal (INV) e exames clÃnicos piagetianos de seriaÃÃo, inclusÃo de classes e conservaÃÃo de quantidades contÃnuas e descontÃnuas em trÃs grupos: o grupo experimental (GE) realizou atividades com o computador, incluindo trÃs softwares: BalanÃa Serial, Micromundos e Tabletop; o grupo controle (GC) realizou atividades semelhantes ao GE sem o uso do computador; e o grupo de referÃncia (GR) nÃo realizou atividades. Participaram doze crianÃas e adolescentes, na faixa-etÃria de 7 a 16 anos de idade, cujos diagnÃsticos indicavam deficiÃncia mental leve e moderada. Na intervenÃÃo educacional, os alunos foram separados por duplas nos GE e GC. Quanto aos resultados dos grupos, o GE apresentou mudanÃas cognitivas em percentis e nos exames de seriaÃÃo, inclusÃo de classes, conservaÃÃo de quantidades contÃnuas e descontÃnuas; o GC e GR nÃo apresentaram mudanÃas significativas, nesses ocorreram retrocessos em seus resultados. Os resultados da intervenÃÃo educacional com as habilidades cognitivas foram os seguintes: os participantes do GE obtiveram avanÃos na compreensÃo das habilidades cognitivas, contudo, os sujeitos associados ao GC nÃo obtiveram avanÃos na compreensÃo das habilidades. Concluiu-se entÃo que, o computador à uma ferramenta que oferece recursos significativos para potencializar o ato de aprender, a descoberta e situaÃÃes de trabalhos em duplas no processo de aprendizagem. A intervenÃÃo realizada com o computador apresentou benefÃcios na aprendizagem e no desenvolvimento das habilidades cognitivas de seriaÃÃo, conservaÃÃo de quantidades e inclusÃo de classes em crianÃas e adolescentes com deficiÃncia mental.
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Grubb, Emma Joy. "A comparison of the abstract problem solving abilities of a forensic sample to a sample of mental age equivalent children on the Kaufman Brief Intelligence Test /." Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09SPS/09spsg8851.pdf.

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Gan, Hock Chye. "Using multi-modal bio-digital technologies to support the assessment of cognitive abilities of children with physical and neurological impairments." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/15749.

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Current studies done using a learning test for children have problems as they only make evaluations of Physically and Neurologically Impaired (PNI) children who can succeed in the test and can be considered as a PASS/FAIL test. This pilot study takes a holistic view of cognitive testing of PNI children using a user-test-device triad model and provides a framework using non-PNI children and adults as controls. Comparisons using adapted off-the-shelf novel interfaces to the computer, in particular, an Electroencephalograph (EEG) head-set, an eye-tracker and a head-tracker and a common mouse were carried out. In addition, two novel multi-modal technologies were developed based on the use of brain-waves and eye-tracking as well as head-tracking technologies to support the study. The devices were used on three tests with increasing cognitive complexity. A self-developed measure based on success streaks (consecutive outcomes) was introduced to improve evaluations of PNI children. A theoretical model regarding a fit of ability to devices was initially setup and finally modified to fit the view of the empirical model that emerged from the outcomes of the study. Results suggest that while multi-modal technologies can address weaknesses of the individual component modes, a compromise is made between the user’s ability for multi-tasking between the modes and the benefits of a multi-modal device but the sample size is very small. Results also show children failing a test with a mouse but passing it subsequently when direct communication is used suggesting that a device can affect a test for children who are of a developing age. This study provides a framework for a more meaningful conversation between educational psychologists as well as other professionals and PNI parents because it provides more discrimination of outcomes in cognitive tests for PNI children. The framework provides a vehicle that addresses scientifically the concerns of parents and schools.
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SOARES, Ana Cristina Silva. "Uso de computadores na aprendizagem de crianças e adolescentes com deficiência mental." reponame:Repositório Institucional da UFC, 2004. http://www.repositorio.ufc.br/handle/riufc/3055.

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SOARES, Ana Cristina Silva. Uso de computadores na aprendizagem de crianças e adolescentes com deficiência mental. 2004. 141 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2004.
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Este estudo analisa os efeitos do computador na aprendizagem de crianças e adolescentes com deficiência mental, através de uma intervenção educacional envolvendo as habilidades de seriação, conservação de quantidades e inclusão de classes. Foram adotados, como fundamentação teórica, os estudos de Jean Piaget, Vygotsky, Inhelder, Papert e Valente, os quais subsidiaram a construção da metodologia e análise dos dados coletados. O objetivo deste estudo foi descrever e analisar as estratégias de raciocínio que ocorrem antes, durante e depois do uso do computador, além de caracterizar as possíveis mudanças cognitivas das habilidades de seriação, conservação de quantidades e inclusão de classes. A pesquisa envolveu pré e pós-testes com aplicação do Teste de Inteligência Não-Verbal (INV) e exames clínicos piagetianos de seriação, inclusão de classes e conservação de quantidades contínuas e descontínuas em três grupos: o grupo experimental (GE) realizou atividades com o computador, incluindo três softwares: Balança Serial, Micromundos e Tabletop; o grupo controle (GC) realizou atividades semelhantes ao GE sem o uso do computador; e o grupo de referência (GR) não realizou atividades. Participaram doze crianças e adolescentes, na faixa-etária de 7 a 16 anos de idade, cujos diagnósticos indicavam deficiência mental leve e moderada. Na intervenção educacional, os alunos foram separados por duplas nos GE e GC. Quanto aos resultados dos grupos, o GE apresentou mudanças cognitivas em percentis e nos exames de seriação, inclusão de classes, conservação de quantidades contínuas e descontínuas; o GC e GR não apresentaram mudanças significativas, nesses ocorreram retrocessos em seus resultados. Os resultados da intervenção educacional com as habilidades cognitivas foram os seguintes: os participantes do GE obtiveram avanços na compreensão das habilidades cognitivas, contudo, os sujeitos associados ao GC não obtiveram avanços na compreensão das habilidades. Concluiu-se então que, o computador é uma ferramenta que oferece recursos significativos para potencializar o ato de aprender, a descoberta e situações de trabalhos em duplas no processo de aprendizagem. A intervenção realizada com o computador apresentou benefícios na aprendizagem e no desenvolvimento das habilidades cognitivas de seriação, conservação de quantidades e inclusão de classes em crianças e adolescentes com deficiência mental.
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Plerpaitė, Ingrida. "SKIRTINGAI UGDOMŲ NEŽYMIAI PROTIŠKAI ATSILIKUSIŲ MOKINIŲ MATEMATINIAI GEBĖJIMAI BAIGIANT PAGRINDINĘ MOKYKLĄ." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090827_111501-56596.

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Darbe atlikta teorinė specialiųjų poreikių mokinių integracijos į bendrojo lavinimo mokyklas situacijos bei mokinių matematinių gebėjimų analizė. Iškelta hipotezė, kad specialiosiose mokyklose besimokančių 10 klasės nežymiai protiškai atsilikusių mokinių matematiniai gebėjimai baigiant pagrindinę mokyklą yra panašūs kaip ir toje pačioje klasėje bendrojo lavinimo mokyklose besimokančių nežymiai protiškai atsilikusių mokinių, pasitvirtino. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - įvertinti ir palyginti 10 klasės nežymiai protiškai atsilikusių mokinių, besimokančių skirtingo tipo ugdymo įstaigose, matematikos gebėjimus baigiant pagrindinę mokyklą. Atlikta kiekybinė duomenų analizė. Tyrime dalyvavo šešiasdešimt 10 klasės mokinių, besimokančių įvairiose Lietuvos mokyklose (30 bendrojo lavinimo mokyklos mokinių ir 30 specialiosios mokyklos mokinių), be to buvo apklausti 20 bendrojo lavinimo mokyklos mokytojų, dirbančių su nežymiai protiškai atsilikusiais mokiniais. Empirinėje dalyje nagrinėjami nežymiai protiškai atsilikusių mokinių, besimokančių specialiosiose mokyklose ir integruotai, matematikos programos įsisavinimo lygis. Svarbiausios empirinio tyrimo išvados: 1. Palyginus nežymiai protiškai atsilikusių mokinių matematinius gebėjimus pagal specialiosios mokyklos programą galima teigti, kad abiejų grupių mokinių programinės medžiagos įsisavinimo lygis beveik nesiskiria, o esantis skirtumas yra toks nežymus ir parodo, kad abiejų tipų mokyklų mokinių... [toliau žr. visą tekstą]
The work presents a theoretical analysis of the situation of SEN children’s integration into comprehensive schools and their mathematical abilities. The hypothesis raised in this work, i.e. that the mathematical abilities of slightly mentally deficient 10th formers at special and comprehensive schools are very much similar, has been approved. An investigation has been carried out in a survey method with a purpose to evaluate the mathematical abilities at the period of graduating from the basic school of slightly mentally deficient 10th formers’ at different educational institutions. A quantitative data analysis has been made. Sixty 10th formers from different schools in Lithuania (30 children from comprehensive schools, and 30 from special education schools) have been investigated, as well as 20 teachers from comprehensive schools, that work with slightly mentally deficient children, have been interviewed. The empiric part of the work deals with slightly mentally deficient children’s from special education schools and those who are integrated in the comprehensive schools level of mathematical knowledge. The following are the main conclusions drawn from the empiric investigation: 1. After comparing slightly mentally deficient children’s from both groups abilities to absorb the information at maths, it turned out that these abilities are rather equal, and the difference, if any, is so little, that it only supports the idea that children’s from the special education... [to full text]
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Yang, Susan Ker-Tong. "Narrative abilities in bilingual children with autism." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33975.

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Storytelling requires the integration of cognitive, linguistic, and sociocultural knowledge, and because autism undercuts competence in each of these domains, narratives provide a valuable means to investigate the nature of such deficits in autism. This is the first study on narrative abilities in bilingual children with autism, which will contribute to our knowledge of language development and the effects of bilingualism in this population. The study compares the narrative abilities of 13 monolingual English children with autism, 10 bilingual Mandarin-English children with autism, and 9 typically-developing bilingual Mandarin-English children matched on nonverbal intelligence and language ability. All children were asked to tell a story based on the wordless picture book, Frog, Where are You? (Mayer, 1969), and the bilingual children were asked to generate a story in both languages. The narratives were analyzed according to their global structure, local linguistic structure, and the child’s ability to provide evaluative comments. Comparisons between the monolingual children with autism and bilingual children with autism revealed no group differences, suggesting that bilingualism is not likely to have a negative effect on language development in children with autism. Comparisons between the two bilingual groups on the global structure revealed that bilingual children with autism included fewer story episodes and fewer types of orientation. However, both groups were able to grasp the theme of the story. With regard to the local structure, bilingual children with autism told stories of similar length, but employed less complex syntax and fewer types of conjunction, and also made more reference errors than their typically developing peers. Finally, the two groups did not differ significantly on the evaluative aspects of narratives. Results of this study demonstrated that bilingual children with autism did find certain aspects of narrative challenging, but their performance was comparable to that of monolingual children with autism, suggesting that bilingualism does not further impede language development in this population and that verbal children with autism have the capacity to be bilingual.
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Wallen, Stacey V. "Vowel Production Abilities Of Haitian American Children." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218998835.

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Books on the topic "Children with mental abilities"

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Wilson, Ronald Graham. Gender differences in intelligence personality and primary mental abilities among Irish Children. [s.l: The Author ], 1990.

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Wilson, Ronald Graham. Gender differences in intelligence personality and primary mental abilities among Irish children. [s.l: The Author], 1990.

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Vahrusheva, Lyudmila. Development of mental activity of preschool children. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1093072.

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The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.
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Bergstrom, Karen Marie. The effects of participation in astructured unit of body awareness activities on the balance abilities of elementary children with and without mental retardation. Eugene: Microform Publications, College of Human development and performance, University of Oregon, 1989.

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Aimee, Howley, and Howley Craig B, eds. The abilities of gifted children. Englewood Cliffs, N.J: Prentice Hall, 1990.

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Churton, Michael W. Teaching children with diverse abilities. Boston: Allyn and Bacon, 1998.

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Schaie, K. Warner. Schaie-Thurstone Adult Mental Abilities Test manual. Palo Alto, CA (577 College Ave., Palo Alto 94306): Consulting Psychologists Press, 1985.

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Howe, Michael J. A. The psychology of high abilities. Basingstoke: Macmillan, 1999.

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The psychology of high abilities. New York: New York University Press, 1999.

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Attwood, John Ernest. Mental processing abilities of adults with Down syndrome. Manchester: Universityof Manchester, 1993.

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Book chapters on the topic "Children with mental abilities"

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Chaves, Covadonga. "Wellbeing and Flourishing." In The Palgrave Handbook of Positive Education, 273–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_11.

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AbstractThe presence of childhood and adolescent mental illness has risen significantly in recent years. The challenges that modern society poses necessitate providing children with the cognitive, social, and emotional competencies that help them avoid future mental illness as well as flourish socially and professionally. Positive psychology has introduced models of mental health in childhood to incorporate both the ‘treatment/prevention approach’ (i.e., treating and preventing mental disorders; removing negative states) as well as the ‘promotion approach’ (promoting life satisfaction; increasing positive states). In that sense, wellbeing can be defined as feeling good, functioning well, and doing good for others. Flourishing implies feeling satisfied with life and having the ability to live to the fullest. School and family contexts are important in the promotion of wellbeing in childhood. Nowadays, there is evidence that points to the positive association between levels of wellbeing and students’ academic performance, social abilities, and physical and psychological health. Many of the lifelong habits, beliefs, behaviours, and attitudes that a person carries are established in the family context. In this chapter, advances in the incorporation of positive psychology in these developmental environments are reviewed. Special attention is paid to the efficacy of interventions in preventing future psychological problems as well as in promoting childhood wellbeing, and the importance of political commitment to the achievement of generalized and sustainable changes over time is analysed.
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Margalit, Malka. "Abilities, Difficulties, and Developmental Perspectives." In Lonely Children and Adolescents, 29–67. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6284-3_2.

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Taylor, Ronald L., and Les Sternberg. "Students with Mental Retardation." In Exceptional Children, 91–123. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_5.

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Gagarina, Natalia, Daleen Klop, Sari Kunnari, Koula Tantele, Taina Välimaa, Ingrida Balčiūnienė, Ute Bohnacker, and Joel Walters. "9 .Assessment of Narrative Abilities in Bilingual Children." In Assessing Multilingual Children, edited by Sharon Armon-Lotem, Jan de Jong, and Natalia Meir, 243–76. Bristol, Blue Ridge Summit: Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783093137-011.

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Tengland, Per-Anders. "An Analysis and a Quasi-Empirical Investigation of Some Mental Abilities." In Mental Health, 97–140. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2237-7_6.

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Taylor, Ronald L., and Les Sternberg. "Teaching Students with Mental Retardation." In Exceptional Children, 124–49. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_6.

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Benghiac, Ana-Gabriela. "Children." In Mental Health Practitioner's Guide to HIV/AIDS, 133–35. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5283-6_18.

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Aiken, Lewis R. "Individual and Group Differences in Mental Abilities." In Assessment of Intellectual Functioning, 275–304. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-9304-8_11.

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Zeanah, Charles H., and Paula Doyle Zeanah. "Infant Mental Health." In Nurturing Children and Families, 231–41. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444324617.ch20.

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Pouscoulous, Nausicaa. "“The elevator’s buttocks”: Metaphorical abilities in children." In Pragmatic Development in First Language Acquisition, 239–60. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.10.14pou.

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Conference papers on the topic "Children with mental abilities"

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Witecy, Bernadette, Tatjana Tolkmit, and Martina Penke. "Sentence repetition in German-speaking individuals with Down syndrome." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0055/000470.

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The present study investigated the morphosyntactic abilities of German-speaking individuals with Down syndrome (DS) employing a sentence repetition task. In addition, a nonword repetition task was used to assess verbal short-term memory. The performance of 16 children/adolescents with DS was compared to that of 10 typically developing (TD) children. Group comparisons as well as the inspection of standard scores that were determined based on nonverbal mental age indicated a significant morphosyntactic impairment in most individuals with DS that could neither be solely attributed to the general cognitive delay nor to the observed deficit in verbal verbal short-term memory. Further qualitative results are presented.
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Scanlan, David A. "The mental abilities associated with programming aptitude." In the 1988 ACM sixteenth annual conference. New York, New York, USA: ACM Press, 1988. http://dx.doi.org/10.1145/322609.323192.

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"Session details: Designing for different abilities." In IDC '18: Interaction Design and Children, edited by Christopher Frauenberger. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3247767.

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Fargier, Patrick, Ophélie Bal, and Raphaël Massarelli. "MENTAL ROTATION AND MATHEMATICAL ABILITIES. EFFECT OF PHYSICAL EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1572.

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Guseva, O. Iu. "Mental arithmetic as a way to develop a child’s abilities." In Научный диалог: Молодой ученый. ЦНК МОАН, 2018. http://dx.doi.org/10.18411/spc-22-12-2018-15.

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Erawan, Bambang, and Widi Kusumah. "Contribution of Athletes’ Physical and Mental Abilities to Their Performance." In Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshpe-18.2019.106.

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Mauzner, Filip, Lidija Mandić, Ana Agić, and Jesenka Pibernik. "Development of children´s cognitive abilities through interactive applications." In 10th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design,, 2020. http://dx.doi.org/10.24867/grid-2020-p71.

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In this paper we present the development of cognitive abilities in kindergarten children with interactive applications. Practical part includes the design of application prototype used for the development of cognitive abilities in children age three to four. It comprises three categories in which children’s cognitive abilities are tested and being developed. The categories are colors, numbers, shapes and sizes.
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Khoirunnisa, Riza N. "Cooperative Games and Problem Solving Abilities in Preschool Children." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.079.

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Menchaca-Brandan, M. Alejandra, Andrew M. Liu, Charles M. Oman, and Alan Natapoff. "Influence of perspective-taking and mental rotation abilities in space teleoperation." In Proceeding of the ACM/IEEE international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1228716.1228753.

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Cartocci, Giulia, Anton Giulio Maglione, Giovanni Vecchiato, Gianluca Di Flumeri, Alfredo Colosimo, Alessandro Scorpecci, Pasquale Marsella, et al. "Mental workload estimations in unilateral deafened children." In 2015 37th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2015. http://dx.doi.org/10.1109/embc.2015.7318693.

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Reports on the topic "Children with mental abilities"

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Cunningham, Gail. The correlation between expressive language delay in children and their motor abilities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3233.

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Fryer, Roland, and Steven Levitt. Testing for Racial Differences in the Mental Ability of Young Children. Cambridge, MA: National Bureau of Economic Research, March 2006. http://dx.doi.org/10.3386/w12066.

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Sanders, Robert. Iriss ESSS Outline: Care experienced children and young people’s mental health. Iriss, October 2020. http://dx.doi.org/10.31583/esss.20201012.

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dosReis, Susan, Gloria Reeves, Beverly Bulter, and C. Daniel Mullins. Understanding Caregiver Preferences for Treating Children with Intellectual and Cognitive Disabilities and a Mental Illness. Patient-Centered Outcomes Research Institute® (PCORI), October 2019. http://dx.doi.org/10.25302/10.2019.me.130601511.

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Heckel, Arthur. Chronological Age, Mental Age and Socioeconomic Status Variance in Expressive Preposition Acquisition of Young Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1942.

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Murray, Candace. Reading Abilities and Phonological Skills of Second Grade Children with Three Different Language Histories: Normal, Delayed, and Chronically Delayed. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7028.

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Burkett, Christopher. A Colorless Nature: Exploring the Mental Health (Help-Seeking) Experiences of Pre-Adolescent Black American Children. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7330.

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James, George. An Investigation of the Performance of Black Children Age 3.6 to 6.0 on Three Subtests of the Illinois Test of Psycholinguistic Abilities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2586.

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Coker, Tumaini, and Lorena Porras-Javier. Does a Video Chat Referral Process Help Families With Children Who Have Medicaid to Initiate Mental Health Care? Patient-Centered Outcomes Research Institute® (PCORI), August 2019. http://dx.doi.org/10.25302/8.2019.ih.12114168ic.

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Clarke, Alison, Sherry Hutchinson, and Ellen Weiss. Psychosocial support for children. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1003.

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Masiye Camp in Matopos National Park, and Kids’ Clubs in downtown Bulawayo, Zimbabwe, are examples of a growing number of programs in Africa and elsewhere that focus on the psychological and social needs of AIDS-affected children. Given the traumatic effects of grief, loss, and other hardships faced by these children, there is increasing recognition of the importance of programs to help them strengthen their social and emotional support systems. This Horizons Report describes findings from operations research in Zimbabwe and Rwanda that examines the psychosocial well-being of orphans and vulnerable children and ways to increase their ability to adapt and cope in the face of adversity. In these studies, a person’s psychosocial well-being refers to his/her emotional and mental state and his/her network of human relationships and connections. A total of 1,258 youth were interviewed. All were deemed vulnerable by their communities because they had been affected by HIV/AIDS and/or other factors such as severe poverty.
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