Relevant bibliographies by topics / Social and kognitive development

Contents

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

Academic literature on the topic 'Social and kognitive development'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Social and kognitive development"

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Khoiruzzadi, Muhammad, and Nabillah Karimah. "Pembelajaran Bilingual dan Usaha Sekolah Memaksimalkan Perkembangan Kognitif, Sosial, Dan Motorik Anak." JECED : Journal of Early Childhood Education and Development 2, no. 2 (December 31, 2020): 147–60. http://dx.doi.org/10.15642/jeced.v2i2.709.

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This study aims to describe bilingual learning and school efforts in maximizing children's cognitive, social and motor development. This research is included in the field research with a descriptive qualitative approach. The data is taken from the results of observations of learning in happy classrooms, classroom teacher interviews and principals at Play group, Day Care and Kindergarten Ceria Demangan Yogyakarta. The results showed that bilingual learning is done both from warming up activities, circle time, breafing activity, snack time, free play, and going home. School effort in maximizing children's cognitive development is by the use of learning methods that are attractive to children. Children's social development by teaching children to work together, be responsible, be disciplined and help one another. Children's motor development with sports activities, social service, and learning while playing. And finally, complete play facilities are very supportive of children's cognitive, social and motor development.
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Khoiruzzadi, Muhammad, Mabid Barokah, and Aisiyatin Kamila. "Upaya Guru Dalam Memaksimalkan Perkembangan Kognitif, Sosial dan Motorik Anak Usia Dini." JECED : Journal of Early Childhood Education and Development 2, no. 1 (June 15, 2020): 40–51. http://dx.doi.org/10.15642/jeced.v2i1.561.

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Teachers are the spearhead in maximizing early childhood development. The purpose of this study is to determine the efforts of teachers in developing children's potential, and want to know the obstacles experienced by teachers on children's cognitive, social and motor development. this research included in field research (field research). The approach used is a descriptive qualitative approach. For primary data is data obtained from interviews with class B1 group teachers and school principals, as well as the results of observations of learning both inside and outside class B1 group RA Ar-Rahmah Papringan Caturtunggal, Depok District, Sleman Regency. The results showed that teachers need to understand the ideal development of a child in terms of cognitive, social and motor aspects. RA Ar-Rahmah group B1 has different character and development, some are smart in counting, active in moving and playing, active in answering, responsive to teachers and friends, and others. The learning done by teachers in group B1 children is more varied in using learning methods such as singing, habituation, exemplary, advice, and others in accordance with what material is intended to be taught to children. Interlude between one material with another learning material is also important in learning conducted at RA Ar-Rahmah. Excellent programs owned by RA Ar-Rahmah also encourage teachers to think together so that the desired goals of the school are achieved. Developmental delay in children is indeed one of the obstacles in optimizing children's development. The need for good collaboration between teachers at school and parents at home in optimizing children's cognitive, social and motor development.
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Todorović, Jelena, Dragan Pavlović, Mirna Zelić, and Lana Jerkić. "Cognitive phenotype in neurofibromatosis type 1." Engrami 42, no. 2 (2020): 69–79. http://dx.doi.org/10.5937/engrami41-28271.

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Neurofibromatoses are a set of different genetic disorders that have a common characteristic of the appearance of nervous system tumors. There are three forms of the disease, of which type 1 neurofibromatosis (NF 1) is the most common. NF 1 is an inherited autosomal-dominant disease, with a high rate of new mutations. In addition to the many physical manifestations and complications that occur in persons with NF 1, there are also numerous cognitive difficulties, including lower general intellectual functioning, learning difficulties, but also problems in attention, visual abilities, executive functions, and speech. Attention disorders are up to three times more common in people with NF 1, while learning disabilities are present in more than half of these subjects. Disturbances in the field of visuospatial perception are recognisable even in the preschool period. About 80% of children with NF1 exhibit various speech and language disorders: slow early speech development, slower vocabulary enrichment, syntactic, semantic and phonological speech disorders. Disruption of executive functions will manifest itself in the areas of working memory, organisation, planning / problem solving. This will reflect as the underperformance in academic achievement. Nearly one-third of these persons have emotional and social problems.
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Knobloch-Westerwick, Silvia. "Kognitive Dissonanz »Revisited«." Publizistik 52, no. 1 (March 2007): 51–62. http://dx.doi.org/10.1007/s11616-007-0005-2.

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Dea, Leli Fertiliana, and Eva Latipah. "Pengembangan Kemampuan Kognitif dan Sosial-Emosional Melalui Penerapan Media Balok dan Bermain Peran Pada Siswa TK Kuntum Mekar, Lampung." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 3, no. 2 (December 30, 2017): 185. http://dx.doi.org/10.14421/al-athfal.2017.32-06.

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This study aims to (1) to determine the use of block media in the cognitive and social development of children in Kuntum Mekar 2 Bandar Lampung, (2) to know the application of bemain role method in developing cognitive and social emotional of children in Kuntum Mekar Kindergarten 2 Bandar Lampung, (3) to know the successful application of block media and role playing method in early childhood cognitive and social development. This research uses qualitative research method, the data obtained through observation to know the initial data of application of block media and the application of role play, interview to get data in condition of cognitive development and social emotional of early child, then the data is analyzed by data reduction, data presentation and concluded. From the analysis of the research, it can be concluded that: First, the application of beam media in Kuntum Mekar TK 2 Bandar Lampung succeeded. Use the following steps: (a) The teacher prepares the tools. (b) The teacher accepts the children present. (c) Master explains how to play blocks. (d) The child builds with the beam and the teacher is just watching. Second, the application of role playing in Kuntum Mekar 2 Bandar Lampung was successful. Apply using the following steps: (a) Teachers collect children for direction and rules in the game, (b) Teacher discusses the tools to be used, (c) Teacher gives assignments to the child. Third, the successful application of beam media and role playing methods in early childhood cognitive and social development is evidenced by children developing as expected, as children are able to recognize objects by function, the child is able to classify objects by shape, color and size, the child is able to recognize the ABC pattern , children are able to recognize the concept of numbers, children are able to say a lot of objects 1-10 and children are able to cooperate with friends, children are able to know etiquette and courtesy in accordance with local social cultural values, children are able to understand the rules and discipline and children are able to show empathy attitude.
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Pepe, Camelia Kristika, and Meilanny Budiarti Santoso. "Mengatasi Distorsi Kognisi pada Remaja." EMPATI: Jurnal Ilmu Kesejahteraan Sosial 5, no. 1 (June 9, 2016): 60–68. http://dx.doi.org/10.15408/empati.v5i1.9777.

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Teenager is one of the phase that will be experienced in by all of an adult human being. The failure in meet the needs and the development of duty during adolescence can become difficulties to have a self actualization. The difficulties’ symptoms can be started from the appearance of thought and selftalk negative on theirselves. It is known with the term cognitive distortion. The distortion is cognitive deviation the thought that is experienced by individuals. Deviation this thinking consist of personalization, over generalization, mental filter, mind reading, development with equity should the statement and also minimization. Social workers as a profession assistance having stage practices to do and starting from initial phase namely assessment into termination. In the case of clients by distortion cognitive, social workers may provide various technique therapy to change the mind automatic (selftalk) for client from negative to be positive selftalk. One technique therapy which could be provided by a social worker in clients by distortion cognitive is therapeutic cognitive three colom. This therapy is intended to transform the mind clients which was originally irrational being rational, reduce their negative thoughts and change dysfunctional thought process . When social workers use this therapy in help clients the clients should make self report which serves to see the replacement of irrational thought after they have been given the therapy.Keywords: Distorsi Kognitif, Selftalk, Kognitif Tiga Kolom.
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Milenković, Branka. "ISTORIJSKI RAZVOJ NASTAVE VEŠTINE PISANjA: EKSPRESIVNI, KOGNITIVNI, SOCIOLOŠKI I DISKURSNI PERIOD." Lipar XXI, no. 73 (2020): 159–77. http://dx.doi.org/10.46793/lipar73.159m.

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Writing as an activity may be observed simultaneously from the perspective of the nature of the writing skill, but at the same time from the basis of writing in L2, which requires a higher level of cognitive capacity. In theoretical research there is a consensus that both writing in the mother tongue and writing in a foreign language requires a systematic approach and that the writing skill can be taught to students through various approaches. Therefore, we are able to observe a historic development and change from the traditional to contemporary approaches to teaching the writing skill, and the change from writing as a product to writing as a process. The aim of this study is to reflect upon this development through the expressive, cognitive, social and discourse periods and to present the gradual development of the writing as a process approach, both from the perspective of science and practice. The results of the study may contribute to the individual teaching practice, but also to the institutional policy towards the practice of teaching the writing skill.
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Yulianti, Yulianti, and Yanti Yanti. "SENAM OTAK DALAM MENINGKATKAN PERKEMBANGAN KOGNITIF ANAK USIA DINI PADA KELOMPOK B DI KOBER QURROTU’AIN AL ISTIQOMAH." CERIA (Cerdas Energik Responsif Inovatif Adaptif) 1, no. 6 (March 29, 2019): 10. http://dx.doi.org/10.22460/ceria.v1i6.p10-16.

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Classroom learning is better if we can stimulate children according to the stage of child development. the development of the child among others is the development of moral, cognitive, language, emotional, social, motoric and artistic values. The child's cognitive development can be stimulated by the movement of brain exercises. Simple brain movement movement is identical to the movement touching certain parts of the body, so as to provide positive energies in the body of early childhood. Brain gymnastic activity is performed on the child's age because it requires an improvement in his cognitive abilities, such as completing tasks and responding to commands from his teacher. Early childhood is a child who has a very important age in improving cognitive development because of this period of time where brain development is very rapid. We carry out brain gymnastic activities aimed at improving cognitive development in Kober Qurrotu'ain Al Istiqomah.
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Rochmiyati, Rochmiyati. "MODEL PEER ASSESSMENT PADA PEMBELAJARAN KOLABORATIF ELABORASI IPS TERPADU DI SEKOLAH MENENGAH PERTAMA." Jurnal Penelitian dan Evaluasi Pendidikan 17, no. 2 (December 15, 2013): 333–46. http://dx.doi.org/10.21831/pep.v17i2.1704.

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Penelitian ini bertujuan untuk mengembangkan perangkat peer assessment pada pembelajaran kolaboratif IPS yang baik, valid, handal, dan fit yang dapat digunakan untuk melakukan penilaian kecakapan social siswa secara obyektif. Penelitian ini adalah untuk mengembangkan perangkat peer assessment kecakapan sosial yang disebut Rubrik Kecakapan Sosial. Perangkat pendukung adalah Jurnal Kecakapan Kognitif, Lembar Kendali Pembelajaran Kolaboratif, dan Rubrik Profil Keterlaksanaan. Subyek penelitian guru dan siswa kelas VIII (delapan) dari Sekolah Menengah Pertama. Data dianalisis dengan Structural Equation Modeling. Hasil penelitian menunjukkan bahwa Rubrik Kecakapan Sosial untuk mengukur kemampuan komunikasi, tanggung jawab individu, tanggung jawab terhadap kelompok, kerjasama dan kompetisi siswa. Hasil analisis rubrik kecakapan sosial, jurnal kecakapan kognitif dan lembar kendali pembelajaran kolaboratif dinyatakan valid dan reliabel. Hasil analisis menunjukkan bahwa konstruk Rubrik Kecakapan Sosial akurat, konstruk Jurnal Kecakapan Kognitif akurat, dan konstruk Rubrik Profil Model Peer Assessment akurat, dan model peer assessment mempunyai dampak positif pada peningkatan perolehan nilai rata-rata kelas pada kecakapan kognitif. Kata kunci: model, peer assessment, pembelajaran kolaboratif, elaborasi, IPS Terpadu______________________________________________________________ PEER ASSESSMENT MODEL ON COLLABORATIVE ELABORATION LEARNING FOR INTERDISCIPLINARY SOCIAL STUDIES IN THE JUNIOR HIGH SCHOOLSAbstract This study aims at developing instruments for peer assessment model on collaborative elaboration learning for Interdisciplinary Social Studies which are good, valid, reliable, and accurate, to guide teachers carrying out assessment for social skill objectively. This study is research and development to develop an instrument of peer assessment for social skills called Rubric for Student Social Skills. The supporting instruments are Journal for Student Cognitive Skills, Sheet for Control of Collaborative Learning and Rubric for Profile of Peer Assessment. The subjects of this study were teachers and pupils in the eighth grades of Junior High Schools. The data were analyzed by Structural Equation Modeling. The results of research show that Rubric for Student Social Skills measures commucation skill, individual responsibility, responsibility to group, cooperation and pupil competision. The analysis result shows that Rubric for Social Skill, Journal for Cognitive Skill, and Sheets of Control Collaborative Learning are valid and reliable. The result shows that the construct of Rubric for Social Skill accurate, the construct of Journal for Cognitive Skill are accurate, and the construct of Rubric for Profil Peer Assessment accurate, and model of peer assessment have positive impact on increasing the average score on cognitive skill.Keywords : model, peer assessment, collaborative, elaboration, interdisciplinary social studies
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AISYAH, AISYAH. "MENGEMBANGKAN KEMAMPUAN KOGNITIF ANAK USIA DINI MELALUI PERMAINAN BALOK." Incrementapedia: Jurnal Pendidikan Anak Usia Dini 2, no. 02 (December 29, 2020): 36–40. http://dx.doi.org/10.36456/incrementapedia.vol2.no02.a3018.

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Cognitive as a thought process in the form of the ability to connect, assess and consider something. One of the cognitive abilities that children can develop is to recognize the concept of shape, color and size. Introducing the concept of shape, color, and size to children is important because color, shape and size are the most visible features in the world around us and can help children solve problems in life and adapt to their environment. There are 4 stages of child development, namely motor sensory, concrete pre-operation, concrete operation, and formal operation. Through play activities that contain education, children's thinking powers are stimulated to stimulate emotional, social and physical development. Utilizing the surrounding environment as a means and source of learning by giving children the opportunity to explore experiences gained orally or with creative media. The use of blocks in early childhood education is intended to develop various abilities of children, in addition to providing opportunities for children to explore. Educational game tools (APE) for early childhood are always designed with in-depth thinking tailored to the child's age range. Game tools for children aged 4-5 years are made simpler and not too difficult compared to games for children aged 5-6 years which are more difficult to work on.
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Dissertations / Theses on the topic "Social and kognitive development"

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Bolenz, Florian, Andrea M. F. Reiter, and Ben Eppinger. "Developmental Changes in Learning: Computational Mechanisms and Social Influences." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-232296.

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Our ability to learn from the outcomes of our actions and to adapt our decisions accordingly changes over the course of the human lifespan. In recent years, there has been an increasing interest in using computational models to understand developmental changes in learning and decision-making. Moreover, extensions of these models are currently applied to study socio-emotional influences on learning in different age groups, a topic that is of great relevance for applications in education and health psychology. In this article, we aim to provide an introduction to basic ideas underlying computational models of reinforcement learning and focus on parameters and model variants that might be of interest to developmental scientists. We then highlight recent attempts to use reinforcement learning models to study the influence of social information on learning across development. The aim of this review is to illustrate how computational models can be applied in developmental science, what they can add to our understanding of developmental mechanisms and how they can be used to bridge the gap between psychological and neurobiological theories of development.
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Bolenz, Florian, Andrea M. F. Reiter, and Ben Eppinger. "Developmental Changes in Learning: Computational Mechanisms and Social Influences." Frontiers Research Foundation, 2017. https://tud.qucosa.de/id/qucosa%3A30736.

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Our ability to learn from the outcomes of our actions and to adapt our decisions accordingly changes over the course of the human lifespan. In recent years, there has been an increasing interest in using computational models to understand developmental changes in learning and decision-making. Moreover, extensions of these models are currently applied to study socio-emotional influences on learning in different age groups, a topic that is of great relevance for applications in education and health psychology. In this article, we aim to provide an introduction to basic ideas underlying computational models of reinforcement learning and focus on parameters and model variants that might be of interest to developmental scientists. We then highlight recent attempts to use reinforcement learning models to study the influence of social information on learning across development. The aim of this review is to illustrate how computational models can be applied in developmental science, what they can add to our understanding of developmental mechanisms and how they can be used to bridge the gap between psychological and neurobiological theories of development.
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Sundin, Sanna. "Djur i interaktion med barns lärande : En studie om samband mellan barns lärande och deras umgänge med djur." Thesis, Linköping University, Department of Thematic Studies, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2332.

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Syftet med den här studien syftar till att synliggöra möjliga samband mellan barns umgänge med djur och barnets lärande i ett sociokulturellt perspektiv.

Genom litteraturstudier analyserades vilka faktorer som påverkar barns utveckling och lärande. Vidare genomfördes en enkätundersökning i 2 klasser i år 6, vilket visade enskilda elevers kontakt med djur. Detta jämfördes med bedömningar av varje elevs lärande, gjorda av en lärare i teoretiska ämnen och en lärare i sociala och motoriska ämnen.

Resultaten diskuterades utifrån teorier om lärande, barns umgänge med djur samt barns behov att utvecklas psykologiskt, kognitivt och socialt. Genom teorin synliggjordes att barn tillsammans med djur har bättre chanser att erhålla ett starkt självförtroende, samt att de blir vana vid ansvar. Vidare bidrar umgänget med djur till fler kommunikativa situationer samt att barns hälsa främjas. Studier om barns behov visade att dessa fördelar i umgänget med djur torde göra att barns utveckling gagnas.

Resultat från analysen av enkäterna tillsammans med bedömningarna från lärarna, visar samband som tyder på att tiden barn tillbringar med djur skulle kunna påverka barns lärande positivt.


The purpose of this work is to show possible connections between children’s interaction with animals and the child’s learning in a sociocultural perspective.

Through literature studies proceeded analyses about what issues affect a child’s development and learning. Furthermore was an opinion poll made to discover the pupils contact with animals in two classes in the sixth grade. This was compared with a review on each pupil’s learning, made by one teacher in theoretical subjects and one teacher in social and mobility subjects.

The result was discussed from theories about learning, children’s interaction with animals and children’s needs for psychological, cognitive and social development.

The discussion showed that children together with animals get better opportunities to develop a stronger confidence, and get used to responsibility. It also showed that the interaction with animals also contribute to more communicative situations and a better health for the child. Studies about children’s needs indicated that these advantages could have good influence on the child’s development.

The results from the opinion-polls together with the teachers reviews, interprets that pupils who engage with animals for a longer period a day could possibly show a higher grade of adequate learning than the ones who didn’t.

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Jartó, Marianna [Verfasser]. "Development of Social-Cognitive Abilities in the First Two Years of Life : Entwicklung sozial-kognitiver Fähigkeiten in den ersten zwei Lebensjahren / Marianna Jartó." Hamburg : Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky, 2020. http://d-nb.info/1223621111/34.

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Häggström, Aino, and Emma Andersson. ""...och bena blir fulla med spring" : Pedagogisk grundsyn, barns rörelser och kognitiva lärande." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68493.

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Titel: ”... and legs that will joyfully run…” Pedagogical perspectives, children's movements and cognitive learning. ”...och bena blir fulla med spring”. Pedagogisk grundsyn, barns rörelser och kognitiva lärande.   Syftet med studien är att synliggöra fem yrkesverksamma förskollärares inställning till barns rörelsebehov, hur de uppmärksammar betydelsen av barns rörelseaktiviteter för deras kognitiva lärande och hur de arbetar med barns rörelsebehov utomhus. Utifrån syftet har vi formulerat följande frågeställningar:   Vad är förskollärarnas inställning till barns rörelsebehov? Vilka kopplingar ser förskollärarna mellan barns rörelseaktiviteter och barns kognitiva lärande? Hur arbetar förskollärarna med barns rörelsebehov utomhus?   Studien är genomförd med semistrukturerade djupintervjuer med yrkesverksamma förskollärare utifrån en kvalitativ forskningsmetod som ligger nära en fenomenografisk forskningsansats. Resultatet visar att förskollärares pedagogiska grundsyn, organisatoriska och miljömässiga faktorer påverkar innehållet i verksamheten och hur barn får stimulans i sin rörelseutveckling. De pedagogiska grundsyner som studien fördjupar sig i är förmedlingspedagogik och dialogpedagogik. Studien visar att förskollärare är medvetna om barns rörelsebehov för deras fortsatta rörelseutveckling, sociala och kognitiva lärande men att utevistelsen används på olika sätt beroende på den rådande pedagogiska grundsynen samt organisatoriska och miljömässiga faktorer.
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van, der Werf M., V. Thewissen, Maria-de-Gracia Dominguez, Roselind Lieb, Hans-Ulrich Wittchen, and Os Jim van. "Adolescent development of psychosis as an outcome of hearing impairment: a 10-year longitudinal study." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-117301.

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Background It has long been acknowledged that hearing impairment may increase the risk for psychotic experiences. Recent work suggests that young people in particular may be at risk, indicating a possible developmental mechanism. Method The hypothesis that individuals exposed to hearing impairment in early adolescence would display the highest risk for psychotic symptoms was examined in a prospective cohort study of a population sample of originally 3021 adolescents and young adults aged 14–24 years at baseline, in Munich, Germany (Early Developmental Stages of Psychopathology Study). The expression of psychosis was assessed at multiple time points over a period of up to 10 years, using a diagnostic interview (Munich Composite International Diagnostic Interview; CIDI) administered by clinical psychologists. Results Hearing impairment was associated with CIDI psychotic symptoms [odds ratio (OR) 2.04, 95% confidence interval (CI) 1.10–3.81], particularly more severe psychotic symptoms (OR 5.66, 95% CI 1.64–19.49). The association between hearing impairment and CIDI psychotic symptoms was much stronger in the youngest group aged 14–17 years at baseline (OR 3.28, 95% CI 1.54–7.01) than in the older group aged 18–24 years at baseline (OR 0.82, 95% CI 0.24–2.84). Conclusions The finding of an age-specific association between hearing impairment and psychotic experiences suggests that disruption of development at a critical adolescent phase, in interaction with other personal and social vulnerabilities, may increase the risk for psychotic symptoms.
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van, der Werf M., V. Thewissen, Maria-de-Gracia Dominguez, Roselind Lieb, Hans-Ulrich Wittchen, and Os Jim van. "Adolescent development of psychosis as an outcome of hearing impairment: a 10-year longitudinal study." Technische Universität Dresden, 2010. https://tud.qucosa.de/id/qucosa%3A27012.

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Background It has long been acknowledged that hearing impairment may increase the risk for psychotic experiences. Recent work suggests that young people in particular may be at risk, indicating a possible developmental mechanism. Method The hypothesis that individuals exposed to hearing impairment in early adolescence would display the highest risk for psychotic symptoms was examined in a prospective cohort study of a population sample of originally 3021 adolescents and young adults aged 14–24 years at baseline, in Munich, Germany (Early Developmental Stages of Psychopathology Study). The expression of psychosis was assessed at multiple time points over a period of up to 10 years, using a diagnostic interview (Munich Composite International Diagnostic Interview; CIDI) administered by clinical psychologists. Results Hearing impairment was associated with CIDI psychotic symptoms [odds ratio (OR) 2.04, 95% confidence interval (CI) 1.10–3.81], particularly more severe psychotic symptoms (OR 5.66, 95% CI 1.64–19.49). The association between hearing impairment and CIDI psychotic symptoms was much stronger in the youngest group aged 14–17 years at baseline (OR 3.28, 95% CI 1.54–7.01) than in the older group aged 18–24 years at baseline (OR 0.82, 95% CI 0.24–2.84). Conclusions The finding of an age-specific association between hearing impairment and psychotic experiences suggests that disruption of development at a critical adolescent phase, in interaction with other personal and social vulnerabilities, may increase the risk for psychotic symptoms.
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Olsson, Monica. "Hur ser en bra skola ut för elever med Aspergers syndrom?" Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-361.

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The purpose of my work is to investigate the experiences in school for pupils with Asperger syndrome around the question, what is a good school for them. I´m also interested in what experiences the staff has about this question. I made a qualitative interview study. I have interviewed three pupils with Asperger syndrome, a teacher and a pupil assistant. To give the reader background information I have written about what the researchers say about what it is like to have Asperger syndrome. I have also in the literature information about experiences from people with Asperger syndrome. The interviewed pupils are in senior level and the interviewed staff is their supporting staff. All the pupils in this investigation are included in “their own” class. They can leave the class to get support in a small group, either to get help in a special subject, or because they decide that they want help or peace and quiet. My results show that the interviewed pupils have it rather good at school, except in relations to friends. Both the staff and the pupils say that the relationship to the staff is very important. To get an even better school the pupils want that the teachers in the class listen carefully what pupils say to each other.


Syftet med mitt arbete är att undersöka skolerfarenheter hos elever med Aspergers syndrom kring frågan hur en bra skola ser ut för dem. Jag är också intresserad av uppfattningarna hos personalen. För att nå mitt syfte har jag gjort en kvalitativ intervjuundersökning, där jag har intervjuat tre elever med Aspergers syndrom, en lärare och en elevassistent. För att läsaren ska få en bakgrundsinformation har jag tagit upp vad forskarna säger om hur det är att ha Aspergers syndrom. I litteraturgenomgången finns information om hur personer med Aspergers syndrom själva upplever sitt funktionshinder. Eleverna går på högstadiet och den intervjuade personalen är deras stödpersonal. Alla elever i den här undersökningen är inkluderade i ”sin” klass. De går ifrån till en stödgrupp, antingen för att få hjälp i ett speciellt ämne, som är schemalagt, eller för att de själva bestämmer att nu behöver jag hjälp eller lugn och ro. Mitt resultat visar att de intervjuade eleverna har det ganska bra i sin skola, förutom när det gäller kamratrelationer. Relationen till skolpersonalen är mycket viktig, enligt både elever och personal. För att få en ännu bättre skola vill eleverna att lärarna i klassen ska vara mer vaksamma på vad som sägs mellan eleverna.

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Unger-Heitsch, Helga. "Kontinuität und Wandel im Widerstreit : kognitive Dissonanzen und ihre Verarbeitung in zwei Beduindörfern Jordaniens /." Sankt Augustin : Academia Verlag, 1995. http://catalogue.bnf.fr/ark:/12148/cb37652660d.

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Phaahla, Letuku Elias. "Development with Social Justice? Social Democracy in Mauritius." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4123.

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Thesis (MA (Political Science))--University of Stellenbosch, 2010
ENGLISH ABSTRACT: Since the advent of independence in 1968, Mauritius’ economic trajectory evolved from the one of a monocrop sugar economy, with the latter noticeably being the backbone of the country’s economy, to one that progressed into being the custodian of a dynamic and sophisticated garment-dominated manufacturing industry. Condemned with the misfortune of not being endowed with natural resources, relative to her mainland African counterparts, Mauritius, nonetheless, was able to break the shackles of limited economic options and one of being the ‘basket-case’ to gradually evolving into being the upper-middle-income country - thus depicting it to be one of the most encouraging economies within the developing world. Indeed it is captivating that the fruits of the island’s prosperous sugar industry went a long way in meeting the island’s diversification agenda. Moreover, the ‘Mauritian miracle’ is glorified by the emergence and sustenance of a comprehensive welfare state which was able to withstand the harshest economic challenges the country ever faced. This thesis seeks to provide a broad historical over-view of the factors which aided the construction of the social democratic regime in Mauritius. It is of the premise that the social consciousness of the post-colonial leadership in Mauritius laid the foundation for the entrenchment of ideals of social justice into the Mauritian polity. Instead of letting market forces operate in their pure form, the state was propelled instead, to take the driver’s seat into the running of the economy so as to ensure the market and labour become partners in a bid to help the state meet its social development ideals. It is no wonder that current day welfare state in Mauritius is the one which is inextricably linked to elections, not just as tool to duck socio-ethnic disharmony.
AFRIKAANSE OPSOMMING: Sedert onafhanklikheidswording in 1968 het Mauritius se ekonomiese ontwikkeling gevorder van die van ’n enkel kommoditeit suiker uitvoerder as die basis van die ekonomie tot een met ’n dinamiese en gesofistikeerde tekstiel vervaardigingingssektor. Verdoem weens ’n tekort aan natuurlike hulpbronne in vergelyking met ander state in Afrika, het Mauritius nogtans daarin geslaag om sy tekortkominge te bowe te kom en geleidelik te ontwikkel tot ’n opper-middel inkomste staat. Suiker uitvoere het inderdaad ’n sleutelrol gespeel in die diversifikasie van die ekonomie. Die sukses van die ‘Mauritius wonderwerk’ is verder stukrag gegee deur die inwerkingstelling en voortbestaan van ’n omvattende welvaart staat wat gehelp het om die ergste ekonomiese uitdagings die hoof te bied. Hierdie tesis poog om ’n breë historiese oorsig te bied van die faktore wat die konstruksie van ’n sosiale demokratiese orde in Mauritius aangehelp het. Daar word gewerk van die premis dat die sosiale bewussyn van die na-koloniale leierskap in Mauritius die grondleggers was vir die vestiging van ideale van sosiale geregtigheid in die staat se politieke kultuur. In plaas van ’n ongebreidelde vrye mark ekonomie het die staat egter ’n sleutel rigtinggewende rol in die ontwikkeling van die ekonomie gespeel en om seker te maak dat die privaatsektor en arbeid vennote word om sleutel sosiale ekonomiese doelwitte te bereik. Dit is dus geen wonder dat die bestaande welvaartstaat in Mauritius nou verweef is met plaaslike verkiesingsverwagtinge nie en nie bloot ’n manier is om sosio-etniese onstabiliteit te verminder nie.
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Books on the topic "Social and kognitive development"

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The social context of cognitive development. New York: Guilford Press, 2001.

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How children think and learn: The social contexts of cognitive development. 2nd ed. Oxford, UK: Blackwell, 1998.

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How children think and learn: The social contexts of cognitive development. Oxford: B. Blackwell, 1990.

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Klaus, Fischer. Kognitive Grundlagen der Soziologie. Berlin: Duncker & Humblot, 1987.

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Die kognitive Struktur kausaler Alltagserklärungen. Frankfurt am Main: P. Lang, 1994.

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H, Miller Patricia, and Miller Scott A. 1944-, eds. Cognitive development. 4th ed. Upper Saddle River, N.J: Prentice Hall, 2002.

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Cognitive development. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Flavell, John H. Cognitive development. 3rd ed. Englewood Cliffs, N.J: Prentice-Hall, 1993.

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H, Miller Patricia, and Miller Scott A, eds. Cognitive development. 3rd ed. Englewood Cliffs: Prentice-Hall, 1993.

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Intellectual development: Birth to adulthood. Orlando: Academic Press, 1985.

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Book chapters on the topic "Social and kognitive development"

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Cairns, Robert B. "Social Development." In Social Behavior in Autism, 15–33. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-2242-7_2.

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Bishop, Matthew Louis. "Social Development." In The Political Economy of Caribbean Development, 165–96. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137316103_7.

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Ng’ombe, Austine, and Edmundo Werna. "Social Development." In Corporate Social Responsibility and Urban Development, 180–203. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230236677_7.

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Schacter, Daniel, Daniel Gilbert, Daniel Wegner, and Bruce Hood. "Social development." In Psychology, 474–517. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40673-6_12.

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Narvaez, Darcia. "Social Development." In Encyclopedia of Evolutionary Psychological Science, 1–9. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-16999-6_2394-1.

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Marta, Elena, and Sara Alfieri. "Social Development." In Encyclopedia of Quality of Life and Well-Being Research, 6043–47. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2747.

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Johnston, Jane, Angela House, and Ihsan Caillau-Foster. "Social Development." In Early Childhood Studies, 240–76. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561318-8.

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Narvaez, Darcia. "Social Development." In Encyclopedia of Evolutionary Psychological Science, 7659–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_2394.

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Grusec, Joan E., and Hugh Lytton. "Social Cognition." In Social Development, 255–90. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3768-6_7.

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Clydesdale, Greg. "Social capital." In Industrial Development, 186–200. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003207719-13.

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Conference papers on the topic "Social and kognitive development"

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Georgoulas, Nikolaos. "Social-behavioral development." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.17179g.

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The early child period is considered to be the crucial in the human life-span development. Healthy and normal early development of a child, including his/her physical, cognitive, emotional, and social development, strongly influences the subsequent personal and social functioning, well-being and life success. Behavioral development, and in particular social/behavioral development, is a crucial tool for survival and adaptation. In this article, three mechanisms that work in an interrelated and cooperative way in determining behavioral development will be discussed in more detail. Given the purpose and design of this paper, we will focus on some of the latest studies of the environmental factors considered to have the power to influence ontogenetic behavioral development and in particular, social/behavioral development.
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GREBLIKAITĖ, Jolita, Milita VIENAŽINDIENĖ, and Regina ANDRIUKAITIENĖ. "COMMUNITY SOCIAL WELFARE MODELING." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.224.

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The social welfare of the community, as a reflection of the quality of life, is characterized by a dynamic and complex nature, and is now becoming an increasingly relevant and more debatable topic in the scientific community. An integrated assessment of social welfare becomes the most important prerequisite for increasing the quality of life. The theoretical studies of social welfare assessment have shown that in order to assess it, a systematic approach is needed that distinguishes living quality factors and their groups and identifies the relationships between them. It is obvious that only the assessment of the existing social welfare situation can form the direction of improving the quality of life. In this article the authors, analyzing the issue of social welfare management as one of the most painful problems of the community today, define the concept of quality of life and social welfare, identify factors of social welfare quality and their assessment indicators, reveal the peculiarities of community-oriented activities. Based on the analysis of scientific literature, the authors of the article present a conceptual model illustrating community social welfare management and improving the quality of social life by responding to the needs of the community. The model consists of 5 main stages, each stage solving individual tasks. In the initial stages, an analysis of the current situation is carried out in the aspect of determinants of social welfare, the existing level is determined and comparison with the previous periods is performed. In the next stages a social welfare development plan is being prepared and implemented. According to the authors, applying the proposed model of social welfare management in the community, it is possible to ensure a higher level of social quality of life. Research method is the analysis and synthesis of scientific literature, logical, comparative and graphic representation.
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KASPERIŪNIENĖ, Judita, and Ilze IVANOVA. "SOCIAL CAPITAL DEVELOPMENT OF RURAL COMMUNITY BASED ON SOCIAL NETWORKING ACTIVITIES IN LITHUANIA." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.129.

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The scholar literature on simultaneous using of social capital explore knowledge and identity resources as well as actions and interactions benefiting the community through personal bonds of individuals; issues of common trust; and adapting the current understanding in new situations. In this article, we instead examine rural community influence on social capital building of adult person in a virtual community. A quantitative survey was done in 246 local rural communities in Lithuania which reflected their community activities on a virtual basis. From the data of 500 informants we found that rural community (human social network) members were also active in the virtual communities. Research participants from rural communities expressed their will to be the part of a virtual community and virtually solve various local community issues. Active members of virtual communities actively participated in live community activities. Local community members peer-learned while sharing knowledge and experience in virtual communities. We argue that belonging to a virtual community inspire rural community members to train their virtual and live communication skills and peer-learn. Virtual community could contribute to self-regulated learning by stimulating sense of sociality and identity of rural community members. Virtual community could operate as self-regulated learning space for rural community members. Social capital development would be more intensive when the members of rural community actively engage in social communication, cooperation and exchange of information, and mentor each other. This survey highlights the virtual community influence the social capital building of rural community members in Lithuanian context.
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Garefi, Ioanna, Irene Kalemaki, Antonia Schorer, and Aristidis Protopsaltis. "SOCIAL INNOVATION EDUCATION AND SOCIAL INNOVATION SKILL DEVELOPMENT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1317.

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Starshinova, Alevtina, Eugenia Chikova, Svetlana Pankova, Ludmila Lesina, and Denis Shkurin. "Innovative Social Entrepreneurship: Development of Youth Social Activity." In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.073.

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OGRYZEK, Marek, and Krzysztof RZĄSA. "THE SOCIAL ASPECTS OF RURAL DEVELOPMENT POLICY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.153.

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The rural development policy of the Agricultural Property Stock of the State Treasury in Poland (APS) is conducted by The Agricultural Property Agency – APA (since 1.09.2017 – The National Centre for Agriculture Support). The property managed by the APA includes agricultural land, forests, farm buildings, residential buildings as well as equipment and devices that are part of the social, technical, production, commercial and service infrastructure. The aim of research was to proof the influence of the gratuitous transfer of land from the APS to local government units, to engage them in social activities. The main methods used for it were: the analyse of legal acts in Poland, the analyse of reports and statistic data from APA and method of cartographic presentation – quantitative, cartogram. This article focuses on the social aspects of the APA’s operations, based on an analysis of the data supplied by the Regional Branch of the Agricultural Property Agency in Olsztyn. The results of the analyses were presented in table format. The rural development policy concerning the performance of public purposes in rural areas was analysed. The obtained information and materials were analysed to identify social investments carried out on agricultural land donated to local authorities from Agricultural Property Stock of the State Treasury. The results were used to analyse and describe the social aspects of the APA’s operations in rural area in Poland. Rural areas require various types of social assistance services. The Agricultural Property Agency has successfully fostered social development in rural areas, and it has the required resources and experience to continue that mission.
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Bocos, Musata Dacia, and Yafit Shivhon-Sherf. "Integration Between Social Information Processing and Social-Emotional Competence." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.8.

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Strnadová, Věra, Petr Voborník, and Kateřina Provazníková. "SOCIAL COMMUNICATION ANALYSIS OF VIRTUAL COMMUNITIES ON SOCIAL NETWORKS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0835.

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Trichkov, Ivan. "SOCIAL ACCEPTANCE AND SOCIAL ATTITUDES TOWARDS PEOPLE WITH DISABILITIES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0463.

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Akhmedova, M. G. "PLURALISTIC THEORY OF SOCIAL DEVELOPMENT." In XIV International Social Congress. Russian State Social University, 2015. http://dx.doi.org/10.15216/rgsu-xiv-46.

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Reports on the topic "Social and kognitive development"

1

Kvam, Reidar. Social Impact Assessment: Integrating Social issues in Development Projects (Summary Brochure). Inter-American Development Bank, May 2018. http://dx.doi.org/10.18235/0001140.

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Johnson, Eric M., and Robert Chew. Social Network Analysis Methods for International Development. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0026.2105.

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Social Network Analysis (SNA) is a promising yet underutilized tool in the international development field. SNA entails collecting and analyzing data to characterize and visualize social networks, where nodes represent network members and edges connecting nodes represent relationships or exchanges among them. SNA can help both researchers and practitioners understand the social, political, and economic relational dynamics at the heart of international development programming. It can inform program design, monitoring, and evaluation to answer questions related to where people get information; with whom goods and services are exchanged; who people value, trust, or respect; who has power and influence and who is excluded; and how these dynamics change over time. This brief advances the case for use of SNA in international development, outlines general approaches, and discusses two recently conducted case studies that illustrate its potential. It concludes with recommendations for how to increase SNA use in international development.
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McCall, Jamie, and Teshanee Williams. Social Capital in the Era of Social Distancing: Community Development Responses to COVID-19. Carolina Small Business Development Fund, April 2020. http://dx.doi.org/10.46712/covid19.social.capital.

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Guiso, Luigi, Paola Sapienza, and Luigi Zingales. The Role of Social Capital in Financial Development. Cambridge, MA: National Bureau of Economic Research, February 2000. http://dx.doi.org/10.3386/w7563.

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SVIRIDOV, V. I., and A. A. KOLCOV. SOCIAL AND ECONOMICAL ASPECTS OF RURAL AREAS’ DEVELOPMENT. ФГБОУ ВО Курская ГСХА, 2019. http://dx.doi.org/10.18411/issn1997-0749.2019-04-14.

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Heckman, James, and Stefano Mosso. The Economics of Human Development and Social Mobility. Cambridge, MA: National Bureau of Economic Research, February 2014. http://dx.doi.org/10.3386/w19925.

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Scassellati, Brian. Investigating Models of Social Development Using a Humanoid Robot. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada434679.

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Marino, Casadi "Khaki." The Development and Validation of the Social Recovery Measure. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2921.

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Starker, Joan. The Development of a Social Network following Geographic Relocation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1216.

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Krasinsky, Vladislav V. European social-democratic party: history and prospects of development. Ljournal, 2017. http://dx.doi.org/10.18411/g-2017-983.

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