Journal articles: '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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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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Denisenkova, N. S., and V. V. Fyodorov. "Comparative Analysis of Developmental Levels of Mental Abilities in Modern Preschoolers and Their Peers Who Attended Kindergartens in the Last Third of the Twentieth Century." Психологическая наука и образование 26, no. 3 (2021): 40–53. http://dx.doi.org/10.17759/pse.2021260302.

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The article describes results of a study on the level of mental abilities in mod- ern children and in their peers from the last third of the 20th century. It was assumed that the mental abilities of modern preschoolers differ from those of their peers who were brought up in the pre-digital era. Developmental levels of sensory and intellectual abilities of preschool children aged 6-7 years (N=156) (studies from the 1970s), preschool children aged 5-6 years (N=100) (studies from the 1990s) were compared to those of children aged 5-6 years (N=184) and children aged 6-7 years (N=236) who attended preschool departments in Moscow, Moscow region, Smolensk and Ivanovo in 2015-2020. The level of development of sensory and intellectual abilities was assessed using specific tests (“Standards”, “Perceptual modeling”, “Schematization”, “Systematization”). The data was processed using statistical methods: descriptive statistics, the Fisher test, the Student’s t-test for samples with equal variances and samples with different variances. The results of the study show that the level of some sensory abilities of 21st-century preschoolers is lower than that of their 20th-century peers. On the other side, the level of intellectual abilities of preschoolers who were brought up in the early 21st century is higher than that of their peers from the 20th century.

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Shivalingaiah, Shrunga Manchanapura, Fathimath Ramseena, and Nafeesath Shareen. "Theory of Mind Abilities and Social Competence in Preschool Children." Journal of Health and Allied Sciences NU 09, no. 01 (January 2019): 09–11. http://dx.doi.org/10.1055/s-0039-1689067.

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Abstract Background and Objective Theory of mind (ToM) is the ability that can be attributed to mental status beliefs, intents, emotions, proficiency, etc., to oneself and to others, and the understanding that others also have intentions, conceptions, desires, and perspectives that are different from one’s own. Daily social life depends on the ability to evaluate the behavior of other people on the basis of their mental state such as their beliefs, intentions, compassions, and goals. This study was conducted to explore the ToM abilities in preschoolers. Methods A total of 36 preschoolers participated in the study. Two stories were narrated to the children, the classic Sally-Anne Task and the Smarty’s Task. In both the tasks, the responses of the children were scored as either true belief or false belief. Results The results of the present study revealed mixed responses among the preschoolers. It was found that 3- to 4-year-old children had more false beliefs for both the tasks when compared with 4- to 5-year-old. Conclusion This study highlights the importance of ToM abilities in typically growing children and other clinical population. It can be concluded that the ToM abilities were improved in typically developing children. Future studies are required to explore the higher levels of embedding of ToM, and also to incorporate it in the clinical population.

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Fazio, Barbara B. "The Counting Abilities of Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 37, no. 2 (April 1994): 358–68. http://dx.doi.org/10.1044/jshr.3702.358.

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This study examined the counting abilities of preschool children with specific language impairment compared to language-matched and mental-age-matched peers. In order to determine the nature of the difficulties SLI children exhibited in counting, the subjects participated in a series of oral counting tasks and a series of gestural tasks that used an invented counting system based on pointing to body parts. Despite demonstrating knowledge of many of the rules associated with counting, SLI preschool children displayed marked difficulty in counting objects. On oral counting tasks, they showed difficulty with rote counting, displayed a limited repertoire of number terms, and miscounted sets of objects. However, on gestural counting tasks, SLI children’s performance was significantly better. These findings suggest that SLI children have a specific difficulty with the rote sequential aspect of learning number words.

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HARALDSSON, ERLENDUR. "Personality and Abilities of Children Claiming Previous-Life Memories." Journal of Nervous and Mental Disease 183, no. 7 (July 1995): 445–51. http://dx.doi.org/10.1097/00005053-199507000-00004.

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Marinis, Theodoros, Arhonto Terzi, Angeliki Kotsopoulou, and Konstantinos Francis. "Pragmatic abilities of high-functioning Greek-speaking children with autism." Psychology: the Journal of the Hellenic Psychological Society 20, no. 3 (October 15, 2020): 321. http://dx.doi.org/10.12681/psy_hps.23544.

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This paper reports on the findings of the pragmatic abilities of Greek-speaking children with autism spectrum disorders (ASD). Twenty high functioning children with ASD and their typically developing age and vocabulary controls were administered a pragmatics task in the context of a larger study targeting the grammar of Greek-speaking children withautism. The task was based on the Diagnostic Evaluation of Language Variation (DELV) and assessed the children’s abilities in communicative role taking, narrative, and question asking. The children with ASDshowed an uneven profile in their pragmatic abilities. The two groups did not differ in communicative role taking and question asking. However, the children with ASD had difficulties on the narrative task, and morespecifically, on the items assessing reference contrast and temporal links. Yet, they performed similarly on the mental state representations and the false beliefs items. Despite their good performance on mental states and false beliefs, the ASD children’s lower performance on reference contrast can be interpreted via Theory of Mind deficits if we assume that the former involve an additional level of complexity; namely, quantifying the amount of information available to the listener. Lower performance on temporal links is in line with the ASD children’s attested difficulties in organizing events into a coherent gist. Their overall profile, and, in particular, the dissociation between the different sections of the task, does not support single deficit accounts. It rather indicates that the deficits of individuals with ASD stem from distinct deficits in core cognitive processes (Happé & Frith, 2006).

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SHIOMI, Kunio, and Hiroshi NAKASHIMA. "THE DEVELOPMENT OF THE ABILITY OF MENTAL ROTATION IN CHILDREN AND ITS RELATIONSHIP WITH MENTAL ABILITIES." Japanese Journal of Educational Psychology 37, no. 1 (1989): 55–60. http://dx.doi.org/10.5926/jjep1953.37.1_55.

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Gredebäck, Gustaf, Sara Haas, Jonathan Hall, Seth Pollak, Dogukan Cansin Karakus, and Marcus Lindskog. "Social cognition in refugee children: an experimental cross-sectional study of emotional processing with Syrian families in Turkish communities." Royal Society Open Science 8, no. 8 (August 2021): 210362. http://dx.doi.org/10.1098/rsos.210362.

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More than 5.6 million people have fled Syria since 2011, about half of them children. These children grow up with parents that often suffer from war-related mental health problems. In this study, we assess emotional processing abilities of 6–18 year-old children growing up in families that have fled from Syria and reside in Turkish communities (100 families, 394 individuals). We demonstrate that mothers', but not fathers’, post-traumatic stress (PTS) impacts children's emotional processing abilities. A 4% reduction of mothers' PTS was equivalent to 1 year of development in children, even when controlling for parents’ traumatic experiences. Making a small investment in increased mental health of refugee mothers might have a positive impact on the lives of their children.

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Кузнецова, Татьяна Владимировна. "DEVELOPMENT OF COGNITIVE ABILITIES IN CHILDREN WITH MENTAL RETARDATION THROUGH THE TECHNOLOGY OF STEP-BY-STEP FORMATION OF MENTAL ACTIONS IN THE PROCESS OF LEARNING THE ELEMENTS OF RESEARCH ACTIVITIES." Pedagogical Review, no. 3(37) (June 9, 2021): 197–205. http://dx.doi.org/10.23951/2307-6127-2021-3-197-205.

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Рассматривается возможность применения технологии поэтапного формирования умственных действий в процессе обучения детей элементам исследовательской деятельности как средства развития познавательных способностей младших школьников с задержкой психического развития. Материалом исследования послужил теоретический анализ научно-методической литературы по теме исследования: теория поэтапного формирования умственных действий П. Я. Гальперина; положения о развитии познавательных способностей младших школьников как результата развивающего обучения В. В. Давыдова, А. В. Запорожца, Л. В. Занкова, А. Н. Леонтьева; подходы к развитию познавательных способностей детей с задержкой психического развития Н. В. Бабкиной, Л. Н. Блиновой, А. Д. Вильшанской, Г. Н. Пениным, У. В. Ульенковой, Л. М. Шипицыной. Теоретический анализ научно-методической литературы позволил предположить, что технология поэтапного формирования умственных действий может эффективно применяться для обучения младших школьников с ЗПР элементам исследовательской деятельности на разном уровне самостоятельности и сложности и тем самым развивать у обучающихся познавательные способности. The purpose of this article is to consider the possibility of using the technology of step-bystep formation of mental actions in the process of teaching children the elements of research activity, as a means of developing the cognitive abilities of younger schoolchildren with mental retardation. The material of the study was a theoretical analysis of scientific and methodological literature on the topic of research: the theory of step-by-step formation of mental actions by P. Ya. Galperin; the provisions on the development of cognitive abilities of younger schoolchildren as a result of developing training by V. V. Davydov, A. V. Zaporozhets, L. V. Zankov, A. N. Leontiev; approaches to the development of cognitive abilities of children with mental retardation by N. V. Babkina, L. N. Blinova, A. D. Vilshanskaya, G. N. Penin, U. V. Ulenkova, L. M. Shipitsina. The theoretical analysis of the scientific and methodological literature suggests that the technology of step-by-step formation of mental actions can be effectively used to teach younger students with mental retardation the elements of research activity at different levels of independence and complexity, and thereby develop students’ cognitive abilities. The relevance of addressing the topic of the development of cognitive abilities in children with mental retardation (hereinafter referred to as PDA) is due to the fact that this category of children is one of the numerous groups represented in general education organizations that implement inclusive educational practice, since PDA can be observed in most categories of children with disabilities and is secondary in nature.

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Petrova, Anna, and Nadezhda Sytina. "Asymmetry in Cognitive and Speech Development of Children: Dialogic Process in Intre- and Intrapsychological Aspects." SHS Web of Conferences 50 (2018): 01178. http://dx.doi.org/10.1051/shsconf/20185001178.

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The current paper deals with correlation between cognitive and speech development of children from the socialization perspective. It relies on the assumption that children thinking and speech processes develop asynchronously. The material consists of the experimental results of pilot tests with the use of the associative method. The peculiarities of cognitive and speech development of infants, speaking different languages, are considered. The experimental evidence suggests that preschool-aged children understand adult’s speech in a particular situation. The authors claim that children have better receptive language abilities rather than productive abilities. It is concluded that correlation between cognitive and speech development of children is connected with a dialogic process and mental activity on inter-and intrapsychological levels. The dialogic process shows that mental activity keeps its «quasi-social» character in intrapsychological aspect.

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Jinabhai, C. C., M. Taylor, M. F. Rangongo, N. J. Mkhize, S. Anderson, B. J. Pillay, and K. R. Sullivan. "Investigating the mental abilities of rural Zulu primary school children in South Africa." Ethnicity & Health 9, no. 1 (February 2004): 17–36. http://dx.doi.org/10.1080/13557850410001673978.

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Tepe, Zehra Gozel. "Determining the Motor Ability Levels of the Preschool Children." Journal of Education and Learning 9, no. 3 (April 27, 2020): 73. http://dx.doi.org/10.5539/jel.v9n3p73.

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In this study, it was aimed to investigate the motor ability levels of the preschool children. The sampling of the study consisted of 46 children (22 girls, 24 boys) between the ages of 5-6. Kindergarten Mobile Test (KiMo) was used in determining the motor ability levels of the children. The test consisted of 5 subtests. These were; the shuttle run, standing long jump, one leg stand, flexibility and lateral jumping. Descriptive statistics were used to identify the average, frequency and percentage distributions regarding the motor abilities of the children. The children achieved average and below-average scores at all age groups in the shuttle run, standing long jump, one leg stand, flexibility and lateral jumping and they were incompetent in coordination, endurance and speed as basic motor abilities. As a result, it was determined that the motor abilities of the preschool children were low as of the early years. Performing activities that involve motor abilities inside and outside the school for the preschool children, who spend most of the day in narrow locations with limited movement areas, would support their healthy development in physical, mental and social terms.

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Lewis, Fiona M., Bruce E. Murdoch, and Gail C. Woodyatt. "Linguistic abilities in children with autism spectrum disorder." Research in Autism Spectrum Disorders 1, no. 1 (January 2007): 85–100. http://dx.doi.org/10.1016/j.rasd.2006.08.001.

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Kalmykov, Dmitry. "Methodology implementation features for the development of coordination abilities on the basis of an integrated approach among children with mental retardation." Tambov University Review. Series: Humanities, no. 183 (2019): 118–27. http://dx.doi.org/10.20310/1810-0201-2019-24-183-118-127.

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The relevance of the study is the need to find ways to effectively develop coordination abilities among children of primary school age with mental retardation. In this study we develop and test the method of developing coordination abilities among children of primary school age with mental retardation on the basis of an integrated approach that takes into account the types of formation stages of coordination abilities, hierarchy, consistency and parallel development of their types. Attention is drawn to the methodology implementation features among children of primary school age with mental retardation. We present the coordination abilities dynamics development in the implementation of the methodology in terms of defining: the ability to arbitrary relaxation (A.A. Artemenkov, N.I. Sapozhnikov), the ability to the preservation and maintenance of static balance (Romberg's test), dynamic balance (Turnings on gymnastic bench, P. Hirtz), the ability to manifest the accuracy of fine motor skills (Fist-sharp of the hand-palm, N.I. Ozeretskiy), ability to assimilate motor rhythm (Sprint in a given rhythm, P. Hirtz), the ability to harmonize body movements and its parts in the motor actions (step over through gymnastic stick, V.I. Lyakh), the ability to orientation in space (Jumping to the goal, P. Hirtz), the ability to differentiate effort, time, space (Jump down to the markup, P. Hirtz), the ability to manifest response time (Releasing stick – response, V.F. Lomeyko, K. Mekota).

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Afuzova, Hanna, Liliia Rudenko, Nataliya Stepanchenko, Veronika Shkrabiuk, Oksana Martsyniak-Dorosh, and Olena Dubovyk. "Future Psychologist's Mental Orientation at the Correctional Support of the Children with Impaired Mental and Physical Development." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 12, no. 3 (August 23, 2021): 127–48. http://dx.doi.org/10.18662/brain/12.3/224.

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The practice of the integrated techniques of teaching children with impaired development of various nosological categories in comprehensive schools together with children with normal development is becoming increasingly extensive alongside with a series of researches in this direction. As it follows, in this complicated process a mentally correctional support of an educated specialist is essential for a child with impaired mental and physical development. The findings of the theoretical analysis of the role and place of the orientation phenomenon in the personality's professional activity have been given. Particular attention is focused upon the content, structure and formation levels of the personality's professional orientation in adolescence; as well as on the peculiarities of the correctional support in the context of the psychological assistance to the children with alternative abilities. The specificity of the empirical research of the peculiarities of future psychologists' professional orientation at the correctional support of alternatively able children has been described. The qualification characterization of a future special psychologist's support has been presented, the techniques and methods of the investigation of the psychological peculiarities of the professional orientation at correctional support have been outlined, the findings of the empirical research have been analyzed. The theoretical and methodological foundations of the psychological provision of the formation process of the future psychologist's professional orientation at the correctional support of the children with alternative abilities have been discussed. The organization of the activity aimed at the development of the future special psychologists' professional orientation has been described, methodological apparatus has been worked out and the approbation results have been adduced. On the basis of the findings the conclusion may be drawn that the suggested methodology is correct, the tasks have been successfully performed, the objective has been achieved, the efficiency of the methodological recommendations has been verified.

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Kamhi, Alan G., and Linda A. Koenig. "Metalinguistic Awareness in Normal and Language-Disordered Children." Language, Speech, and Hearing Services in Schools 16, no. 3 (July 1985): 199–210. http://dx.doi.org/10.1044/0161-1461.1603.199.

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The purpose of this study was to better understand the relationship between delayed linguistic performance and metalinguistic abilities. A metalinguistic task involving the identification and revision of syntactic, semantic, and phonologic errors was administered to 10 normal and 10 language-disordered children of comparable mental age and receptive language abilities. The two groups performed similarly in identifying and correcting semantic and phonologic errors. However, the language-disordered children performed significantly poorer than the normal children in identifying and correcting syntactic errors. These findings suggest that not only do language-disordered children take longer to understand and produce certain language forms, but they also take longer to access this knowledge once it is acquired.

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Guarnera, Maria, Palmira Faraci, Elena Commodari, and Stefania Lucia Buccheri. "Mental Imagery and School Readiness." Psychological Reports 120, no. 6 (June 28, 2017): 1058–77. http://dx.doi.org/10.1177/0033294117717262.

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The aim of this study was to investigate the relationships between the skills that constitute school readiness, such as linguistic, phonological, logical-mathematical and psychomotor skills, and mental imagery processes in preschool children. The participants were 100 healthy children (50 boys and 50 girls) aged four to five. Two batteries of tests were used to assess school readiness and different aspects of the mental imagery processes. The mental imagery battery measured mental imagery generation, inspection, and rotation of images. The results showed a relationship between the generation and inspection processes and the level of skills that constitute school readiness. These findings emphasize the potential usefulness of screening all preschoolers and kindergarteners for imagery ability, with the aim of adopting effective measures to increase their mental imagery abilities.

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Metcalfe, John Alban, and Brian Stratford. "Development of Perception and Cognitive Abilities Among Nonhandicapped Children and Children with Down Syndrome." Australia and New Zealand Journal of Developmental Disabilities 12, no. 1 (January 1986): 65–78. http://dx.doi.org/10.3109/13668258609084070.

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ABREU-MENDOZA, ROBERTO A., TANIA JASSO, ELIA E. SOTO-ALBA, and NATALIA ARIAS-TREJO. "Receptive number morphosyntax in children with Down syndrome." Language and Cognition 12, no. 4 (May 8, 2020): 679–704. http://dx.doi.org/10.1017/langcog.2020.18.

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ABSTRACTThis study investigated the comprehension of plural morphosyntactic markers and its relationship with numerical comparison abilities in children with Down syndrome (DS). It evaluated 16 Spanish-speaking children with DS (mean verbal mental age = 3;6) and 16 typically developing children with similar receptive vocabulary (mean chronological age = 3;5). Children participated in two preferential looking tasks assessing their abilities to map singular and plural markers to their visual referents and to distinguish one object from more than one. Results showed that both groups of children correctly mapped plural markers to their referents but failed to map singular ones. Furthermore, results also indicated that both groups also looked at collections of more than one object with four objects but not at those with two. The eye movement patterns of children who looked at collections of more than one object suggest a counting-like strategy. These results indicate that comprehension of plural markers of children with DS is similar to that of their typically developing peers; however, it is not related to their numerical abilities.

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GILLIES, SUSAN. "SOME ABILITIES OE PSYCHOTIC CHILDREN AND SUBNORMAL CONTROLS*." Journal of Intellectual Disability Research 9, no. 2 (June 28, 2008): 89–101. http://dx.doi.org/10.1111/j.1365-2788.1965.tb00825.x.

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De Clercq-Quaegebeur, Maryse, Séverine Casalis, Bruno Vilette, Marie-Pierre Lemaitre, and Louis Vallée. "Arithmetic Abilities in Children With Developmental Dyslexia: Performance on French ZAREKI-R Test." Journal of Learning Disabilities 51, no. 3 (January 30, 2017): 236–49. http://dx.doi.org/10.1177/0022219417690355.

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A high comorbidity between reading and arithmetic disabilities has already been reported. The present study aims at identifying more precisely patterns of arithmetic performance in children with developmental dyslexia, defined with severe and specific criteria. By means of a standardized test of achievement in mathematics ( Calculation and Number Processing Assessment Battery for Children; von Aster & Dellatolas, 2006), we analyzed the arithmetic abilities of 47 French children with dyslexia attending 3rd, 4th, and 5th grade. Of them, 40% displayed arithmetic deficits, mostly with regard to number transcoding and mental calculation. Their individual profiles of performance accounted for varying strengths and weaknesses in arithmetic abilities. Our findings showed the pathway for the development of arithmetic abilities in children with dyslexia is not unique. Our study contrasts with the hypotheses suggesting the mutual exclusiveness of the phonological representation deficit and the core number module deficit.

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Nathanson, Rebecca, and Michelle D. Platt. "Attorneys' Perceptions of Child Witnesses with Mental Retardation." Journal of Psychiatry & Law 33, no. 1 (March 2005): 5–42. http://dx.doi.org/10.1177/009318530503300102.

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Children with mental retardation are more likely to be abused than the general population, yet are often denied access to the justice system. Research on children without mental retardation has revealed skepticism as to their reliability as witnesses in the court of law. Even more so, children with mental retardation face the issue of credibility because of their age and disability. This study assesses attorneys' perceptions of child witnesses with mental retardation. Thirty-nine criminal attorneys completed a 33-item questionnaire designed to assess their opinions of the abilities of adults and of children with and without mental retardation to recall and communicate information in the forensic context. Results revealed that attorneys perceived child witnesses as less credible and more suggestible than adult witnesses. Moreover, analyses indicated that child witnesses with mental retardation were also perceived as less credible and more suggestible than child witnesses without mental retardation.

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Blasi, Francesco D. Di, Flaviana Elia, Serafino Buono, Ger J. A. Ramakers, and Santo F. Di Nuovo. "Relationships between Visual-Motor and Cognitive Abilities in Intellectual Disabilities." Perceptual and Motor Skills 104, no. 3 (June 2007): 763–72. http://dx.doi.org/10.2466/pms.104.3.763-772.

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The neurobiological hypothesis supports the relevance of studying visual-perceptual and visual-motor skills in relation to cognitive abilities in intellectual disabilities because the defective intellectual functioning in intellectual disabilities is not restricted to higher cognitive functions but also to more basic functions. The sample was 102 children 6 to 16 years old and with different severities of intellectual disabilities. Children were administered the Wechsler Intelligence Scale for Children, the Bender Visual Motor Gestalt Test, and the Developmental Test of Visual Perception, and data were also analysed according to the presence or absence of organic anomalies, which are etiologically relevant for mental disabilities. Children with intellectual disabilities had deficits in perceptual organisation which correlated with the severity of intellectual disabilities. Higher correlations between the spatial subtests of the Developmental Test of Visual Perception and the Performance subtests of the Wechsler Intelligence Scale for Children suggested that the spatial skills and cognitive performance may have a similar basis in information processing. Need to differentiate protocols for rehabilitation and intervention for recovery of perceptual abilities from general programs of cognitive stimulations is suggested.

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Pilowsky, Tammy, Nurit Yirmiya, Ruth S. Shalev, and Varda Gross-Tsur. "Language abilities of siblings of children with autism." Journal of Child Psychology and Psychiatry 44, no. 6 (August 4, 2003): 914–25. http://dx.doi.org/10.1111/1469-7610.00175.

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Masterson, Julie J., Lea Helen Evans, and Mark Aloia. "Verbal Analogical Reasoning in Children With Language-Learning Disabilities." Journal of Speech, Language, and Hearing Research 36, no. 1 (February 1993): 76–82. http://dx.doi.org/10.1044/jshr.3601.76.

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This study was designed to explore the influences of both cognitive and linguistic abilities on verbal analogy completion. School-age children classified as language-learning disabled were administered five types of verbal analogies: synonyms, antonyms, linear order, category membership, and functional relationship. The performance of the children with language-learning disabilities was compared with one group of normally developing children matched for mental age and another group matched for language age. Results indicated that the group matched for mental age performed better than the other two groups on all types of analogies. Although they had significantly higher mental ages, the children with language-learning disabilities did no better than the language-matched group on any analogy type except antonyms.

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Kennard, Betsy D., Sunita M. Stewart, Cheryl H. Silver, and Graham J. Emslie. "Neuropsychological Abilities and Academic Gains in Learning Disabled Children." School Psychology International 21, no. 2 (May 2000): 172–76. http://dx.doi.org/10.1177/0143034300212004.

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Michel, Margaret K., Betty N. Gordon, Peter A. Ornstein, and Mary Ann Simpson. "The Abilities of Children With Mental Retardation to Remember Personal Experiences: Implications for Testimony." Journal of Clinical Child Psychology 29, no. 3 (August 2000): 453–63. http://dx.doi.org/10.1207/s15374424jccp2903_16.

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Campbell, Linda E., Rayna Azuma, Fiona Ambery, Angela Stevens, Anna Smith, Robin G. Morris, Declan G. M. Murphy, and Kieran C. Murphy. "Executive Functions and Memory Abilities in Children With 22q11.2 Deletion Syndrome." Australian & New Zealand Journal of Psychiatry 44, no. 4 (April 2010): 364–71. http://dx.doi.org/10.3109/00048670903489882.

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Objective: Velo-cardio-facial syndrome or 22q11.2 deletion syndrome (22q11DS) is the most common known microdeletion syndrome. One of the genes in the deleted region is the catechol-O-methyltransferase (COMT) gene, which is thought to have significant effects on cognition through its influence on dopamine metabolism. The aim of the present study was to better characterize the cognitive phenotype in a large cohort children with 22q11DS compared with sibling controls and to investigate if the cognitive deficits in 22q11DS were modulated by COMT expression. Method: The memory, executive function and attentional abilities of children with 22q11DS (n = 50) compared to sibling controls (n = 31), were measured. Also, within children with 22q11DS, a preliminary exploration was carried out of the relationship between cognitive ability and COMT genotype. Results: Overall, the 22q11DS group had significantly reduced scores on tests of memory (especially in visual memory) and executive function (particularly in planning, working memory, and motor organization) compared with sibling controls. No association, however, was identified between COMT genotype and cognitive function. Conclusions: Although 22q11DS children have specific cognitive deficits, differences in COMT do not account for these findings.

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Dillmann, Julia, Claudia Freitag, Birgit Lorenz, Kerstin Holve, Silke Schweinfurth, and Gudrun Schwarzer. "Motor and Visual-spatial Cognitive Abilities in Children Treated for Infantile Esotropia." Perceptual and Motor Skills 128, no. 4 (April 22, 2021): 1443–63. http://dx.doi.org/10.1177/00315125211011726.

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While many studies have investigated links between motor and visual spatial cognitive abilities in typically developing children, only a few studies have tested this link among children with innate handicaps. Therefore, we assessed motor abilities (using the M-ABC-2) and visual spatial cognitive skills (using the Block Design subtest of the WPPSI-III and a picture mental rotation task, PRT) of 5-7 year old typically developing children (n= 17) and same-aged children with severe deficits in stereopsis due to infantile esotropia (n= 17). Compared to the typically developing children, children with esotropia showed significantly poorer motor performances, especially in manual dexterity and ball skills, and significantly poorer and slower performance on the visual spatial cognitive tasks. Especially the girls treated for infantile esotropia needed more time to mentally rotate the pictures of the PRT correctly. Overall, this study showed that perceptual, motor and cognitive processes are interconnected and that children treated for infantile esotropia had an increased risk of motor and visual spatial cognitive deficits.

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Anand, Kruthika, Kishan Madikeri Mohan, and Krishna Yeraguntla. "Auditory processing abilities in amateur musicians." International Journal on Disability and Human Development 16, no. 1 (February 1, 2017): 105–13. http://dx.doi.org/10.1515/ijdhd-2016-0038.

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Abstract Music has important consequences on the anatomo-functional organization of the brain. Learning and listening to music has various advantages beginning with relaxation, mind training and neural strengthening. Learning music when young has a wide influence on cognion, attention and listening thereby resulting in better performance in most tasks. Currently the practice of parents exposing their children from the womb through their children’s early years has not been researched and explored. Method: School going children who are undergoing music training for more than 2 years and an non-musical control group were tested for auditory processing abilities for pitch perception, gap detection and auditory processing performance scale. Result: The children in the school going amateur musical group out performed the non-musical trained group in the pitch pattern test, the random gap detection test and in the child auditory processing performance scale. Conclusion: Music training results in better temporal processing which can be shown in classroom activities. The improvement observed in amateur musicians over a short training duration, can be attributed to the pitch, loudness, and duration of the acrobatics that the musicians undergo. Studying these aspects and reporting the benefits help in designing training modules for children with various developmental disorders.

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Sundaram, Ramkumar, Shagirunisha Rizvana A. M., Aishwarya T., Anbarasan V., and Ganesh Babu S. M. "Mental health in children: a view on social attribute." International Journal Of Community Medicine And Public Health 8, no. 7 (June 25, 2021): 3694. http://dx.doi.org/10.18203/2394-6040.ijcmph20212631.

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Child and adolescence are crucial periods to promote emotional well-being as the greater part of psychological issues start at these stages, and a large number of these continue for the rest of the life. Right now, this has become a need as overall information shows an increase in the pervasiveness of emotional well-being issues in childhood and adolescence and the level of those coming to almost 20%. Factors affecting mental health are familial factors, social and environment, media, physical activity, chronic illness in child, abuse, and bereavement. These factors affect the child’s mental health from their early stages of life. Thus remembering the effect from these factors the child’s mental health to be improved. Large numbers of the psychological wellness programs carried out in schools advance the improvement of social abilities, socio-enthusiastic capabilities, and learning results while simultaneously diminishing problematic behaviour.

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Bird, Elizabeth Kay-Raining, Patricia L. Cleave, and Lyndsey McConnell. "Reading and Phonological Awareness in Children With Down Syndrome: A Longitudinal Study." American Journal of Speech-Language Pathology 9, no. 4 (November 2000): 319–30. http://dx.doi.org/10.1044/1058-0360.0904.319.

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Many children with Down syndrome (DS) are capable of developing some reading and writing abilities. The purpose of this study was to further the knowledge of literacy learning and factors that influence that learning in children with DS. Twelve elementary school children with DS were followed over a 4.5-year period. All the children attended regular education classrooms with personal aides and resource rooms as support. Measures of the children’s reading, language, cognitive, and phonological awareness abilities were collected three times. Analyses demonstrated that some reading ability was present in all but one of the children by the end of the study. Phonological awareness and word attack skills did not keep pace with word recognition abilities in these children. When age and mental age (i.e., the mean of the age-equivalent scores from the Pattern Analysis and Bead Memory subtests of the Stanford Binet Intelligence Scale, 4 th edition) were partialled out, word attack skill was uniquely predicted by measures of phoneme segmentation and auditory memory as well. Clinical implications of the findings are discussed.

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Camaioni, L., P. Perucchini, F. Muratori, B. Parrini, and A. Cesari. "The communicative use of pointing in autism: developmental profile and factors related to change." European Psychiatry 18, no. 1 (February 2003): 6–12. http://dx.doi.org/10.1016/s0924-9338(02)00013-5.

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AbstractPurpose. –To describe different longitudinal profiles in communicative abilities and symptoms severity in early autism.Methods. –Five children with autism, aged from 3;3 to 4;10 years at baseline, were tested for production and comprehension of imperative and declarative pointing at about 4-month intervals. Concurrently with these sessions, children were evaluated in terms of cognitive and communicative abilities, and symptoms severity.Results. –Four subjects showed a mild to severe retardation in communicative and linguistic abilities. For production, all children exhibited the imperative pointing and only one the declarative pointing. For comprehension, two subjects showed the same profile as in production (‘only imperative’ and ‘first imperative–later declarative’, respectively). One child did not show any clear comprehension of the pointing gestures produced by the experimenter, and one child was able to understand both pointing in the same session. Childhood autism rating scale (CARS) global scores tended to decrease across sessions for all subjects and different individual profiles were identified.Discussion. –Declarative or experience-sharing pointing emerged later in one child only; it remained absent in four children as production, and in two children as comprehension. A preliminary conclusion based on CARS rating, is that autism involves a symptomatology that may decrease across time even if children differ in the decreasing profile relative to specific scores.

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Morgan, John. "Autonomy and safeguards in people with impaired decision-making abilities." Psychiatric Bulletin 14, no. 10 (October 1990): 603–7. http://dx.doi.org/10.1192/pb.14.10.603.

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In everyday life we all make choices and decisions with regard to ourselves and our environment. Such decisions may be quite trivial, for example which pair of trousers we should wear, or major, for example to move home. The freedom to make such decisions may be called the right to self-determination or autonomy. For adults, such a right is recognised by the law, either explicitly as in USA or more implicitly as here in the United Kingdom. Such a right is also partially acknowledged in children although if the child or young person is not capable of making a reasoned decision then the parent or guardian may make the decision on their behalf. Some adults through mental disability (mental illness, mental handicap) have a diminished ability to make reasoned decisions. However, it is important to recognise that in any given situation there should be an assessment of the person's ability to make a reasoned decision and assumptions not made for convenience's sake. Even people with substantial intellectual impairment are capable of making some decisions.

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Hemphill, Lowry, Nancy Picardi, and Helen Tager-Flusberg. "Narrative as an index of communicative competence in mildly mentally retarded children." Applied Psycholinguistics 12, no. 3 (September 1991): 263–79. http://dx.doi.org/10.1017/s014271640000922x.

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ABSTRACTThis study compared the narrative abilities of mildly mentally retarded and nonretarded children. Twenty mildly mentally retarded children and 20 nonretarded children, matched on mental age, PPVT-R scores, and SES were audiotaped while narrating a wordless picture book story. Results showed no differences between the groups in narrative length, use of tense and conjunctions, and use of narrative devices. However, there were significant differences in use of reference, with the mildly retarded children using more definite article + noun character introductions, showing more pronoun confusion, and more often pronominalizing all references to the story protagonist. Control of reference in narrative is discussed as presenting a particularly challenging set of discourse abilities because it requires the child to integrate knowledge across a number of linguistic and nonlinguistic domains.

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Jacobs, Emilie, and Nathalie Nader-Grosbois. "Affective and Cognitive Theory of Mind in Children With Intellectual Disabilities: How to Train Them to Foster Social Adjustment and Emotion Regulation?" Journal of Education and Training Studies 8, no. 4 (February 9, 2020): 80. http://dx.doi.org/10.11114/jets.v8i4.4757.

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Affective and cognitive Theory of Mind (ToM) is known to be deficit or delayed in children with intellectual disabilities (IDs), when compared with typically developing children matched for developmental age. Yet, little is known about causal contribution of affective and cognitive ToM on emotion regulation or social adjustment in these children. Studies that aimed to answer this problematic, implemented training focusing on the nine mental states – mainly on beliefs and emotions – and in toddlers and adolescents’ samples, rarely compared to control group. The present study aims at testing whether training ToM abilities notably affective and cognitive mental states in children with IDs could foster ToM, but also their emotion regulation and social adjustment. 30 children with mild or moderate IDs functioning at preschool developmental age, took part in a pre-test session involving measures on cognition and ToM. Teachers and/or parents completed questionnaires evaluating children’s emotion regulation and social adjustment. Secondly, children were allocated to control or experimental group which benefits from the specific “ToM program for children”. It was delivered in eight sessions, by an experimented searcher to sub-groups of three children. Finally, all children took part in a post-test session. Results showed significant improvement of affective and cognitive ToM abilities in children with IDs in experimental groups. After ToM training, they displayed a better understanding of cognitive mental states and of consequences of emotions. In post-tests, they are perceived as more socially adjusted by teachers.

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Moura, Ricardo, Peterson Marco Oliveira Andrade, Patrícia Lemos Bueno Fontes, Fernanda Oliveira Ferreira, Larissa de Souza Salvador, Maria Raquel Santos Carvalho, and Vitor Geraldi Haase. "Mini-mental state exam for children (MMC) in children with hemiplegic cerebral palsy." Dementia & Neuropsychologia 11, no. 3 (September 2017): 287–96. http://dx.doi.org/10.1590/1980-57642016dn11-030011.

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ABSTRACT Cognitive impairment is frequent in cerebral palsy (CP) and there is a lack of multiprofessional screening instruments. OBJECTIVE: The aim of this study was to investigate the utility of the Mini-Mental State Examination for Children (MMC), an adapted version of the Mini-Mental State Examination, in screening for cognitive impairments in children with CP. METHODS: We assessed 397 Brazilian children, 310 with typical development and 87 with CP (hemiplegic and quadriplegic forms), aged 5-16 years. Association between the MMC and general intelligence was assessed by the Colored Progressive Matrices instrument. RESULTS: Psychometric indexes for the MMC were adequate. ROC analyses revealed effective diagnostic accuracy in all ages assessed. Cut-off values are reported. Major difficulties on the MMC were observed in children with CP, particularly individuals with the quadriplegic form. Moreover, the MMC showed moderate correlation with the intelligence test, and was reliable in discriminating, among clinical cases, those with poorer cognitive abilities. CONCLUSION: The MMC could be useful as a multiprofessional screening instrument for cognitive impairment in children with hemiplegic CP. Results of the MMC in quadriplegic CP children should be interpreted with caution. Diagnosis should be confirmed by further psychological testing.

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Nafikadini, Iken, and Driya Paramarta. "Pola Asuh Ibu dalam Kebersihan Organ Reproduksi selama Menstruasi pada Remaja Tunagrahita." Jurnal Kesehatan 8, no. 3 (January 28, 2021): 208–19. http://dx.doi.org/10.25047/j-kes.v8i3.193.

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Mentally retarded children are children who have limitations in intellectual abilities. The classification of mental retardation based on intellectual classification is divided into three classes, namely debil/moron, moderate, and idiot. Mentally retarded children will step into adolescence which will be marked by physical changes but not in line with their thinking abilities. Reproductive health problems arise in children with mental retardation, especially during menstruation. Personal hygiene during menstruation should be noticed by mentally disabled children that have mental retardation. The role of mothers in caring is very helpful in personal hygiene during menstruation so that children with mental disabilities can be more independent and do not depend on others. The purpose of this study is to explore the mother education system toward personal hygiene of reproductive organs during menstruation in mentally retarded adolescents. The determination of informants in this study by using purposive technique. Researchers collected data using in-depth interviews, and triangulation of sources. The results of this study indicate that all informants provided regulatory aspects through communicated oral regulations such as by reminding and giving examples. Most mothers have given punishment through verbal, such as yelling, and through physical punishment such as hitting. All mothers have given appreciation through praise in subtle ways, smiles, seduction when the child can behave following what has been taught. All mothers have provided an aspect of consistency by reminding their children all the time, communicating with the school’s teacher, additionally providing examples and direct practice in front of the children.

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Hoffman, N., J. Donders, and E. H. Thompson. "Novel Learning Abilities After Traumatic Head Injury in Children." Archives of Clinical Neuropsychology 15, no. 1 (January 1, 2000): 47–58. http://dx.doi.org/10.1093/arclin/15.1.47.

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Yirmiya, Nurit, Marian Sigman, and Daphna Zacks. "Perceptual perspective-taking and seriation abilities in high-functioning children with autism." Development and Psychopathology 6, no. 2 (1994): 263–72. http://dx.doi.org/10.1017/s0954579400004570.

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AbstractThis study compared a group of 18 high-functioning children with autism (9–16 years of age) and a group of 14 normally developing children (9–14 years of age) on their abilities to take the perceptual perspective of someone else and to seriate objects based on length, size, weight, and color. Results indicated that the high-functioning children with autism were as able as the normally developing children to seriate the various objects. In contrast, significant differences emerged on the perceptual perspective-taking tasks with the high-functioning children with autism as a group performing less well than the normally developing children. However, the majority of autistic children showed good perspective-taking ability. The implications of these results to our understanding of autism are discussed.

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Jafari, Parvin, Seyyed Jalal Younesi, Ali Asgary, and Mehdi Dastjerdi Kazemi. "Pragmatic abilities in children with neurodevelopmental disorders: development of Pragmatic Abilities Questionnaire based on the Rasch rating scale model." Psychology Research and Behavior Management Volume 12 (August 2019): 629–39. http://dx.doi.org/10.2147/prbm.s209345.

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Journal articles on the topic 'Children with mental abilities'

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