Relevant bibliographies by topics / Memory in children

Contents

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

Academic literature on the topic 'Memory in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Memory in children"

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Ye. Pyadysheva. "Book of Memory: Children." International Affairs 68, no. 003 (2022): 84–90. http://dx.doi.org/10.21557/iaf.78084833.

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Hall, Geri Richards, Kathleen C. Buckwalter, and JoEllen Crowe. "Children and memory loss." American Journal of Alzheimer's Care and Related Disorders & Research 5, no. 2 (1990): 37–43. http://dx.doi.org/10.1177/153331759000500208.

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Ceci, Stephen J. "Memory distortions in children." Journal of the Neurological Sciences 134, no. 1-2 (1995): 7. http://dx.doi.org/10.1016/0022-510x(96)80088-8.

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Pérez-Carpinell, Joaquín, Vicente J. Camps, and Mario Trottini. "Color memory in children." Color Research & Application 33, no. 5 (2008): 372–80. http://dx.doi.org/10.1002/col.20433.

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Winarsih, Biyanti Dwi, Yayuk Fatmawati, and Sri Hartini. "Hubungan Status Gizi dan Status Hidrasi dengan Fungsi Memori Jangka Pendek Anak Usia Sekolah." Jurnal Litbang: Media Informasi Penelitian, Pengembangan dan IPTEK 17, no. 2 (2021): 115–30. http://dx.doi.org/10.33658/jl.v17i2.261.

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ENGLISHShort-term memory in school-age children is significant in the learning process and academic ability improvement. Adequate intake of nutrients and body fluids are needed to accelerate brain performance so that children have optimum memory function. A preliminary study on short term memory of students in SD N Gembong 2, Pati Regency showed that some students experienced a decrease in short-term memory. The objective of this study was to analyze the correlation between nutritional status and nutritional status with children's short-term memory. This study used a correlational design and i
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CECI, S. J. "Memory Development: Cognitive Learning and Memory in Children." Science 231, no. 4744 (1986): 1452. http://dx.doi.org/10.1126/science.231.4744.1452.

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Muqaddaskhan, Umarova. "UNVEILING THE PHYSIOLOGICAL BASIS AND SPECIFICITY OF MEMORY IN PRESCHOOL CHILDREN." International Journal of Pedagogics 4, no. 3 (2024): 91–96. http://dx.doi.org/10.37547/ijp/volume04issue03-16.

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Memory formation and retention in preschool children play a pivotal role in their cognitive development and learning processes. Understanding the physiological basis and specificity of memory in this age group is crucial for educators and caregivers to enhance learning experiences effectively. This article explores the neurobiological mechanisms underlying memory formation in preschool children, highlighting the specificity of memory types and their implications for early childhood education.
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Buribaevich, Murotmusaev Komiljon. "PSYCHOLOGICAL FACTORS IN THE DEVELOPMENT OF MEMORY IN PRESCHOOL CHILDREN." Frontline Social Sciences and History Journal 02, no. 03 (2022): 21–31. http://dx.doi.org/10.37547/social-fsshj-02-03-03.

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The article deals with the development of memory in preschool children. Analyzed the importance of such methods of psychological influence, which contribute to the activation and make any activity in them interesting. Also considered the issues of the child's desire to remember, and such his abilities should be encouraged in every possible way, which is the key to the successful development of not only memory.
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Yaxshiboyeva, Bakhtigul A. "PEDAGOGICAL AND PSYCHOLOGICAL DIRECTIONS OF STUDYING THE MEMORY OF PRESCHOOL CHILDREN." Oriental Journal of Education 02, no. 01 (2022): 35–41. http://dx.doi.org/10.37547/supsci-oje-02-01-06.

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Memory is a set of processes by which a person perceives, remembers, stores, and reproduces information. Failure at any of these levels can lead to learning difficulties. The fact that a preschooler’s memory develops the most rapidly compared to other abilities does not necessarily mean that one should be satisfied. On the contrary, it is necessary to develop the child's memory as much as possible at a time when all the factors contribute to this. Therefore, it is possible to talk about the development of a child's memory from early childhood.
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Zhang, Jiani. "Influencing Factors of Memory Development among Children." Lecture Notes in Education Psychology and Public Media 15, no. 1 (2023): 304–11. http://dx.doi.org/10.54254/2753-7048/15/20231075.

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The brain encodes, stores, and then retrieves information about objective things through the cognitive process of memory. Childrens cognitive development includes memory development, which has an impact on their day-to-day activities, interpersonal interactions, and academic performance. Therefore, it's crucial to pay attention to how childrens memories grow. The current article focused more on racial and socioeconomic issues, as well as the environmental factors of education, parenting styles, interparental conflict, and culture. The biological variables, like genetic factors, that affect how
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Dissertations / Theses on the topic "Memory in children"

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Eastwood, Adrienne E. "Memory or attention?, understanding working memory in children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65235.pdf.

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MacDonald, Mary Ann. "Memory and metamemory in hyperactive children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30999.

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Memory and metamemory were examined in 30 hyperactive and 30 nonhyperactive children matched on age, grade, and IQ (as measured by the Vocabulary and the Block Design subtests of the WISC-R), within the context of a broad range of tasks. The five tasks investigated in this study were: (a) a prospective memory task, (b) a feeling-of-knowing task, a visual retention task, (c) a word generation task, (d) and (e) an object span and recall task. Previous research has demonstrated considerable variability in the performance of hyperactive children on memory tasks. They have been shown to perform as
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Forrest, Tammy J. "Memory errors in elementary school children." Diss., Full text available online (restricted access), 2002. http://images.lib.monash.edu.au/ts/theses/Forrest.pdf.

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Henry, Lucy A. "The development of memory in children." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253175.

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McCormack, Teresa. "The development of contextual memory in children." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326665.

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Ashbrook, Richard McBride. "Memory organization in attention deficit disorder children." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371733849.

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Gascoigne, Michael. "Long-term memory in children with epilepsy." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10216.

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Memory difficulties represent a common complaint in patients with epilepsy. These difficulties may refer to (i) a faster rate of forgetting of newly-learned materials over long delays relative to short delays (accelerated long-term forgetting; ALF) or (ii) autobiographical memory (ABM) difficulties, including deficits in recall of episodic (re-experiencing of personal events) and semantic (factual information) components. To date, ALF and ABM studies have largely focussed on adults. This thesis assesses ALF and ABM in children with temporal lobe epilepsy (TLE) and in those with idiopathic gene
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Howard, Megan. "Understanding Autobiographical Memory of Children Through Self-Report." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1226.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Psychology
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Buller, Terri. "Implicit and explicit memory in preschoolers." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29349.

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Explicit memory refers to conscious or deliberate recollection of recent events and experiences, whereas implicit memory is revealed when the same events and experiences affect performance in the absence of conscious recollection. It is well known that implicit and explicit memory develop differently across the life span: Explicit memory is acquired in early childhood, remains stable across adulthood, and then decreases in later life, whereas implicit memory develops earlier in childhood and remains intact well into late adulthood (for review see Graf, 1990). To explain this pattern of results
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Tillman, Carin. "Working Memory and Higher-Order Cognition in Children." Doctoral thesis, Uppsala University, Department of Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9271.

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<p>Higher-order cognitive functions, such as executive function (EF) and intelligence, are crucial to the everyday functioning of human beings. Gaining knowledge about these functions is important for our general understanding of human nature as well as for our ability to help those who may not develop these processes optimally. The present thesis focused particularly on the EF component working memory (WM), described as the ability to maintain informa-tion in consciousness during short time periods with the purpose of using that information in complex cognition. The major aims of the thesis w
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Books on the topic "Memory in children"

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Tchaikovsky, Adrian. Children of Memory. Orbit, 2023.

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Kathy, Pezdek, and Banks William P, eds. The recovered memory/false memory debate. Academic Press, 1996.

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Kail, Robert. The development of memory in children. 3rd ed. W. H. Freeman, 1990.

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Kail, Robert V. Children and their development. Prentice Hall, 1998.

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Kail, Robert V. Children and their development. 2nd ed. Prentice Hall, 2001.

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Kail, Robert V. Children and their development. 3rd ed. Pearson/Prentice Hall, 2004.

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Pressley, Michael, and Charles J. Brainerd, eds. Cognitive Learning and Memory in Children. Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4613-9544-7.

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J, Ceci Stephen, Toglia Michael P, and Ross David F. 1959-, eds. Children's eyewitness memory. Springer-Verlag, 1987.

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Buscaglia, Leo F. A memory for Tino. SLACK, 1988.

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Hartson, John N. The forgotten R: Remembering : memory skill instruction for school-aged children. s.n., 1989.

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Book chapters on the topic "Memory in children"

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Cyr, Mireille. "Memory in children." In Conducting Interviews with Child Victims of Abuse and Witnesses of Crime. Routledge, 2022. http://dx.doi.org/10.4324/9781003265351-2.

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Kenny, Dianna T. "Memory." In Children, Sexuality and Child Sexual Abuse. Routledge, 2018. http://dx.doi.org/10.4324/9781315109329-10.

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Cole, Carol B., and Elizabeth F. Loftus. "The Memory of Children." In Children’s Eyewitness Memory. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-6338-5_10.

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Sen, Hia. "The Children From Memory." In 'Time-Out' in the Land of Apu. Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-02223-5_9.

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Kenny, Dianna T. "When memory deceives." In Children, Sexuality and Child Sexual Abuse. Routledge, 2018. http://dx.doi.org/10.4324/9781315109329-11.

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Daehler, Marvin W., and Carolyn Greco. "Memory in Very Young Children." In Springer Series in Cognitive Development. Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4613-9544-7_2.

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Esperanza Rock Núñez, María. "Memory, poetry, art, and children." In Poetry, Method and Education Research. Routledge, 2020. http://dx.doi.org/10.4324/9780429202117-24.

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Lange-Küttner, Christiane. "Visual Memory Development in Children." In Visual and Motor Cognition in Infants and Children. Routledge, 2024. http://dx.doi.org/10.4324/9780429270604-8.

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Óttarsdóttir, Unnur Guðrún. "Memory Drawing for Children Who have Experienced Stress and/or Trauma and have Specific Learning Difficulties." In Memory. Routledge, 2024. http://dx.doi.org/10.4324/9781032663944-8.

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Dekker, Rudolf. "Children of an Artisan." In Childhood, Memory and Autobiography in Holland. Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1007/978-1-349-62377-8_4.

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Conference papers on the topic "Memory in children"

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Leite, Iolanda, André Pereira, and Jill Fain Lehman. "Persistent Memory in Repeated Child-Robot Conversations." In IDC '17: Interaction Design and Children. ACM, 2017. http://dx.doi.org/10.1145/3078072.3079728.

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Krasnoshchekova, Sofia V. "INTERROGATIVE PRONOUNS CHTO ‘WHAT’, KTO ‘WHO’, KAKOI ‘WHICH’ AND LINES OF THEIR DERIVATIVES IN THE L1 ACQUISITION." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.16.

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The article examines the acquisition of pronouns of the lines kto ‘who’, chto ‘what’ and kakoi ‘which’, belonging to the interrogative, indefinite and negative groups, by Russian- speaking children. We have used longitudinal data, those being recordings of the speech of 5 children aged from 2 to 4 years. Analysis of the functional-semantic and morphological-syntactic features of pronouns in the speech of children allowed us to draw the following conclusions: children’s speed and ease of mastering the pronouns depends not only on their frequency in the input, but also on the internal linguistic
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Mahmutoglu, Vildan. "Memory Shaping in Migration Age: Amal’s Walking." In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.9-1.

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Memory forms through visual and auditory perception and experience. Yet, memory studies frequently note that past traumas influence memory and the shaping of memory. Here, studies on past suffering influence the field of memory studies. For example, Huyssen notes that the narratives concerning past trauma not only transfer this past pain but also build memory which will emerge in the future (2018). At the present time, the creation of narratives is increasingly shifting away from large institutions, where short story pieces are gaining a place in general media through their formation as micron
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Ozfidan, Burhan. "Verbal Working Memory and Short-Term Memory: Bilingual Versus Monolingual Children." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2001513.

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Vasina, Yuliya M. "The development of figurative memory in older preschool children with mental retardation through computer technology." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-79-83.

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The article discusses the use of computer technologies in the development of figurative memory in older preschool children with mental retardation. The features of memory development in children with developmental disorders are revealed. Criteria and diagnostic tools for identifying the level of development of figurative memory in children with this disorder are described. A series of computer training programs aimed at developing the basic properties of figurative memory are analyzed.
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Kruglyakova, Tatiana А. "THE SPECIFICS OF PRIMING-EFFECT DURING REPRODUCTION OF A NON-USUAL UTTERANCE BY A CHILD." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.17.

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In his work How Children of the Preschool Age Observe Language, Gvozdev argued that a child of two-three years old could fix and correct errors in the speech of other people. At the same time, numerous priming-experiments built on the data of synonymous constructions of common language indicate that least frequency constructions willingly used by children in this age make the greatest influence on children’s speech. The aim of this article is to analyze speech behavior of a child who hears phrases with errors or receives a task to repeat wrongly constructed statements. Nobody has already studi
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Hui, Liew Tze, Lau Siong Hoe, Hishamuddin Ismail, Neo Han Foon, and Goh Kah Ong Michael. "Evaluate children learning experience of multitouch flash memory game." In 2014 Fourth World Congress on Information and Communication Technologies (WICT). IEEE, 2014. http://dx.doi.org/10.1109/wict.2014.7077309.

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Zhang, Wei, Li Fan, and Ye-Ping Jiang. "Memory Updating Deficit in Attention Deficit Hyperactivity Disorder (ADHD) Children." In 2015 International Conference on Medicine and Biopharmaceutical. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814719810_0001.

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Joseph, Ebenezer, Veena Easvaradoss, T. Edwin Prabhakaran, and Sweta Jain. "MALLEABILITY OF WORKING MEMORY THROUGH CHESS TRAINING IN SCHOOL CHILDREN." In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact054.

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Azhan, M. N. Mohd, M. S. A. Megat Ali, W. Mansor, et al. "An EEG-Based Visual Working Memory Assessment Protocol for Children." In 2023 IEEE Symposium on Wireless Technology & Applications (ISWTA). IEEE, 2023. http://dx.doi.org/10.1109/iswta58588.2023.10249299.

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Reports on the topic "Memory in children"

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McCausland, Kathleen. A comparative study of the short-term auditory memory span and sequence of language/learning disabled children and normal children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2849.

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Davis, Patricia. Normative data on the auditory memory performance of three- and four-year old children as measured by the Auditory memory test package (AMTP). Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3289.

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Zhu, Qiqi, Jie Deng, Chong Xu, Meixi Yao, and Yu Zhu. Effects of physical activity on visuospatial working memory in healthy individuals: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.8.0053.

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Review question / Objective: P: Healthy individuals (including children, adolescents, adults, and seniors); I: Individuals who join various physical activities (including aerobic exercise, HIT, yoga, resistance training, Tai Chi, balance training, skill training, et al); C: Individuals who have no movement, do reading, or do same as normal activities; O: 1-Back Test, 2-Back Test, Trail Making Test-A, Trail Making Test-B, Digit Span Forward, Digit Span Backward; S: Randomized Controlled Trial (RCT). Condition being studied: Healthy individuals without any cognitive disorders.
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Camilo, Cláudia, Andréia Salmazo, Margari da Vaz Garrido, and Maria Manuela Calheiros. Parents’ executive functioning in parenting outcomes: A meta-analytic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.3.0067.

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Review question / Objective: Guided by the PRISMA guidelines, this study aims to systematically review and meta-analyze the literature exploring the association between parents’ basic and higher-order executive functions in adulthood (working memory, inhibitory control, cognitive flexibility, planning, reasoning, problem-solving) and positive and negative parenting outcomes (parenting practices, behaviors, styles). Eligibility criteria: his meta-analysis will include: 1) Studies that analyze the association of mothers’/ fathers’ basic and higher-order executive functions in adulthood and paren
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‘Working for the future: parentally deprived Nigerian Children have enhanced working memory ability’ – Tochukwu Nweze video abstract. ACAMH, 2020. http://dx.doi.org/10.13056/acamh.11856.

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‘Understanding developmental cognitive science from different cultural perspectives’ – In Conversation with Tochukwu Nweze. ACAMH, 2020. http://dx.doi.org/10.13056/acamh.13666.

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Tochukwu Nweze, lecturer in the Department of Psychology, University of Nigeria, Nsukka and, PhD student in MRC Cognition and Brain Sciences Unit, University of Cambridge talks about his recent paper on parentally deprived Nigerian children having enhanced working memory ability, how important is it to study cultural differences in cognitive adaption during and following periods of adversity, and how can mental health professionals translate this understanding of difference into their work.
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