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1
Ho, Anna. « Profiles of communicative abilities in Hong Kong autistic children ». Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209909.
Texte intégralRésumé :
Thesis (B.Sc)--University of Hong Kong, 1999."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
2
Wilson, Ronald Graham. « Gender differences in intelligence, personality and primary mental abilities among Irish children ». Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292806.
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Mason, Elizabeth M. « Factor structure differences in cognitive abilities of LD and EH children ». Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514851.
Texte intégralRésumé :
Previous empirical studies have been inconsistent in the identification of cognitive differences between LD and EH children on psychoeducational assessment batteries. Furthermore, studies using multivariate procedures such as discriminant analysis have failed to verify the basic underlying assumption of homogeneity of variance-covariance matrices of the groups. Homogeneity of covariance can be assessed by comparing factor structures of the two groups.The purpose of this study was to investigate the cognitive differences between LD and EH children on a psychoeducational assessment battery Including the WISC-R, WRAT, PIAT, PPVT, and DVMI, typically used to identify the two exceptionalities. Differences In factor structures were investigated in an effort to clarify group differences in cognitive functioning, and to investigate the utility of multivariate analyses such as discriminant analysis with these two groups of children.The subjects were 1165 public school children, aged 6 to 16, referred for assessment and subsequently classified and served in special LD and EH programs. Four and five factor solutions were compared using the congruence coefficient to determine statistical similarities. The first three factors of each solution, Verbal Concepts, Verbal Achievement, and Visual Perceptual Reasoning, were found to be statistically similar in construct and interpretation. These results suggest that If the use of multivariate procedures in studying LD and EH group differences is limited to cognitive performance in the areas of verbal concepts, reading and spelling achievement, and visual perceptual reasoning skills, the results can be accepted as valid. The discriminant analysis would not likely be violating the homogeneity assumption.Differences were found in factor structures Involving the order of the factors extracted in terms of importance In explaining variance. Also, statistically significant differences were found between the factors Involving Math, Visual Motor, and Sequential skills, suggesting that multivariate analyses using these factors would likely violate the homogeneity assumption.Results indicate the presence of heterogeneity in the matrices of LD and EH children, and suggest caution in the interpretation of multivariate statistical analyses with these children. Violation of the assumption of homogeneity can invalidate statistical findings and their application to the study of group differences.
4
Soares, Ana Cristina Silva. « Uso de computadores na aprendizagem de crianÃas e adolescentes com deficiÃncia mental ». Universidade Federal do CearÃ, 2004. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6817.
Texte intégralRésumé :
FundaÃÃo de Amparo à Pesquisa do Estado do CearÃEste estudo analisa os efeitos do computador na aprendizagem de crianÃas e adolescentes com deficiÃncia mental, atravÃs de uma intervenÃÃo educacional envolvendo as habilidades de seriaÃÃo, conservaÃÃo de quantidades e inclusÃo de classes. Foram adotados, como fundamentaÃÃo teÃrica, os estudos de Jean Piaget, Vygotsky, Inhelder, Papert e Valente, os quais subsidiaram a construÃÃo da metodologia e anÃlise dos dados coletados. O objetivo deste estudo foi descrever e analisar as estratÃgias de raciocÃnio que ocorrem antes, durante e depois do uso do computador, alÃm de caracterizar as possÃveis mudanÃas cognitivas das habilidades de seriaÃÃo, conservaÃÃo de quantidades e inclusÃo de classes. A pesquisa envolveu prà e pÃs-testes com aplicaÃÃo do Teste de InteligÃncia NÃo-Verbal (INV) e exames clÃnicos piagetianos de seriaÃÃo, inclusÃo de classes e conservaÃÃo de quantidades contÃnuas e descontÃnuas em trÃs grupos: o grupo experimental (GE) realizou atividades com o computador, incluindo trÃs softwares: BalanÃa Serial, Micromundos e Tabletop; o grupo controle (GC) realizou atividades semelhantes ao GE sem o uso do computador; e o grupo de referÃncia (GR) nÃo realizou atividades. Participaram doze crianÃas e adolescentes, na faixa-etÃria de 7 a 16 anos de idade, cujos diagnÃsticos indicavam deficiÃncia mental leve e moderada. Na intervenÃÃo educacional, os alunos foram separados por duplas nos GE e GC. Quanto aos resultados dos grupos, o GE apresentou mudanÃas cognitivas em percentis e nos exames de seriaÃÃo, inclusÃo de classes, conservaÃÃo de quantidades contÃnuas e descontÃnuas; o GC e GR nÃo apresentaram mudanÃas significativas, nesses ocorreram retrocessos em seus resultados. Os resultados da intervenÃÃo educacional com as habilidades cognitivas foram os seguintes: os participantes do GE obtiveram avanÃos na compreensÃo das habilidades cognitivas, contudo, os sujeitos associados ao GC nÃo obtiveram avanÃos na compreensÃo das habilidades. Concluiu-se entÃo que, o computador à uma ferramenta que oferece recursos significativos para potencializar o ato de aprender, a descoberta e situaÃÃes de trabalhos em duplas no processo de aprendizagem. A intervenÃÃo realizada com o computador apresentou benefÃcios na aprendizagem e no desenvolvimento das habilidades cognitivas de seriaÃÃo, conservaÃÃo de quantidades e inclusÃo de classes em crianÃas e adolescentes com deficiÃncia mental.
5
Grubb, Emma Joy. « A comparison of the abstract problem solving abilities of a forensic sample to a sample of mental age equivalent children on the Kaufman Brief Intelligence Test / ». Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09SPS/09spsg8851.pdf.
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6
Gan, Hock Chye. « Using multi-modal bio-digital technologies to support the assessment of cognitive abilities of children with physical and neurological impairments ». Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/15749.
Texte intégralRésumé :
Current studies done using a learning test for children have problems as they only make evaluations of Physically and Neurologically Impaired (PNI) children who can succeed in the test and can be considered as a PASS/FAIL test. This pilot study takes a holistic view of cognitive testing of PNI children using a user-test-device triad model and provides a framework using non-PNI children and adults as controls. Comparisons using adapted off-the-shelf novel interfaces to the computer, in particular, an Electroencephalograph (EEG) head-set, an eye-tracker and a head-tracker and a common mouse were carried out. In addition, two novel multi-modal technologies were developed based on the use of brain-waves and eye-tracking as well as head-tracking technologies to support the study. The devices were used on three tests with increasing cognitive complexity. A self-developed measure based on success streaks (consecutive outcomes) was introduced to improve evaluations of PNI children. A theoretical model regarding a fit of ability to devices was initially setup and finally modified to fit the view of the empirical model that emerged from the outcomes of the study. Results suggest that while multi-modal technologies can address weaknesses of the individual component modes, a compromise is made between the user’s ability for multi-tasking between the modes and the benefits of a multi-modal device but the sample size is very small. Results also show children failing a test with a mouse but passing it subsequently when direct communication is used suggesting that a device can affect a test for children who are of a developing age. This study provides a framework for a more meaningful conversation between educational psychologists as well as other professionals and PNI parents because it provides more discrimination of outcomes in cognitive tests for PNI children. The framework provides a vehicle that addresses scientifically the concerns of parents and schools.
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SOARES, Ana Cristina Silva. « Uso de computadores na aprendizagem de crianças e adolescentes com deficiência mental ». reponame:Repositório Institucional da UFC, 2004. http://www.repositorio.ufc.br/handle/riufc/3055.
Texte intégralRésumé :
SOARES, Ana Cristina Silva. Uso de computadores na aprendizagem de crianças e adolescentes com deficiência mental. 2004. 141 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2004.Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-03T16:25:09Z No. of bitstreams: 1 2004_Dis_ ACSSoares.pdf: 977997 bytes, checksum: b3276bd4a29bbfef228200742eb95a6a (MD5)
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Made available in DSpace on 2012-07-06T15:55:37Z (GMT). No. of bitstreams: 1 2004_Dis_ ACSSoares.pdf: 977997 bytes, checksum: b3276bd4a29bbfef228200742eb95a6a (MD5) Previous issue date: 2004
Este estudo analisa os efeitos do computador na aprendizagem de crianças e adolescentes com deficiência mental, através de uma intervenção educacional envolvendo as habilidades de seriação, conservação de quantidades e inclusão de classes. Foram adotados, como fundamentação teórica, os estudos de Jean Piaget, Vygotsky, Inhelder, Papert e Valente, os quais subsidiaram a construção da metodologia e análise dos dados coletados. O objetivo deste estudo foi descrever e analisar as estratégias de raciocínio que ocorrem antes, durante e depois do uso do computador, além de caracterizar as possíveis mudanças cognitivas das habilidades de seriação, conservação de quantidades e inclusão de classes. A pesquisa envolveu pré e pós-testes com aplicação do Teste de Inteligência Não-Verbal (INV) e exames clínicos piagetianos de seriação, inclusão de classes e conservação de quantidades contínuas e descontínuas em três grupos: o grupo experimental (GE) realizou atividades com o computador, incluindo três softwares: Balança Serial, Micromundos e Tabletop; o grupo controle (GC) realizou atividades semelhantes ao GE sem o uso do computador; e o grupo de referência (GR) não realizou atividades. Participaram doze crianças e adolescentes, na faixa-etária de 7 a 16 anos de idade, cujos diagnósticos indicavam deficiência mental leve e moderada. Na intervenção educacional, os alunos foram separados por duplas nos GE e GC. Quanto aos resultados dos grupos, o GE apresentou mudanças cognitivas em percentis e nos exames de seriação, inclusão de classes, conservação de quantidades contínuas e descontínuas; o GC e GR não apresentaram mudanças significativas, nesses ocorreram retrocessos em seus resultados. Os resultados da intervenção educacional com as habilidades cognitivas foram os seguintes: os participantes do GE obtiveram avanços na compreensão das habilidades cognitivas, contudo, os sujeitos associados ao GC não obtiveram avanços na compreensão das habilidades. Concluiu-se então que, o computador é uma ferramenta que oferece recursos significativos para potencializar o ato de aprender, a descoberta e situações de trabalhos em duplas no processo de aprendizagem. A intervenção realizada com o computador apresentou benefícios na aprendizagem e no desenvolvimento das habilidades cognitivas de seriação, conservação de quantidades e inclusão de classes em crianças e adolescentes com deficiência mental.
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Plerpaitė, Ingrida. « SKIRTINGAI UGDOMŲ NEŽYMIAI PROTIŠKAI ATSILIKUSIŲ MOKINIŲ MATEMATINIAI GEBĖJIMAI BAIGIANT PAGRINDINĘ MOKYKLĄ ». Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090827_111501-56596.
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Darbe atlikta teorinė specialiųjų poreikių mokinių integracijos į bendrojo lavinimo mokyklas situacijos bei mokinių matematinių gebėjimų analizė.
Iškelta hipotezė, kad specialiosiose mokyklose besimokančių 10 klasės nežymiai protiškai atsilikusių mokinių matematiniai gebėjimai baigiant pagrindinę mokyklą yra panašūs kaip ir toje pačioje klasėje bendrojo lavinimo mokyklose besimokančių nežymiai protiškai atsilikusių mokinių, pasitvirtino.
Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - įvertinti ir palyginti 10 klasės nežymiai protiškai atsilikusių mokinių, besimokančių skirtingo tipo ugdymo įstaigose, matematikos gebėjimus baigiant pagrindinę mokyklą. Atlikta kiekybinė duomenų analizė.
Tyrime dalyvavo šešiasdešimt 10 klasės mokinių, besimokančių įvairiose Lietuvos mokyklose (30 bendrojo lavinimo mokyklos mokinių ir 30 specialiosios mokyklos mokinių), be to buvo apklausti 20 bendrojo lavinimo mokyklos mokytojų, dirbančių su nežymiai protiškai atsilikusiais mokiniais.
Empirinėje dalyje nagrinėjami nežymiai protiškai atsilikusių mokinių, besimokančių specialiosiose mokyklose ir integruotai, matematikos programos įsisavinimo lygis.
Svarbiausios empirinio tyrimo išvados:
1. Palyginus nežymiai protiškai atsilikusių mokinių matematinius gebėjimus pagal specialiosios mokyklos programą galima teigti, kad abiejų grupių mokinių programinės medžiagos įsisavinimo lygis beveik nesiskiria, o esantis skirtumas yra toks nežymus ir parodo, kad abiejų tipų mokyklų mokinių... [toliau žr. visą tekstą]The work presents a theoretical analysis of the situation of SEN children’s integration into comprehensive schools and their mathematical abilities. The hypothesis raised in this work, i.e. that the mathematical abilities of slightly mentally deficient 10th formers at special and comprehensive schools are very much similar, has been approved. An investigation has been carried out in a survey method with a purpose to evaluate the mathematical abilities at the period of graduating from the basic school of slightly mentally deficient 10th formers’ at different educational institutions. A quantitative data analysis has been made. Sixty 10th formers from different schools in Lithuania (30 children from comprehensive schools, and 30 from special education schools) have been investigated, as well as 20 teachers from comprehensive schools, that work with slightly mentally deficient children, have been interviewed. The empiric part of the work deals with slightly mentally deficient children’s from special education schools and those who are integrated in the comprehensive schools level of mathematical knowledge. The following are the main conclusions drawn from the empiric investigation: 1. After comparing slightly mentally deficient children’s from both groups abilities to absorb the information at maths, it turned out that these abilities are rather equal, and the difference, if any, is so little, that it only supports the idea that children’s from the special education... [to full text]
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Yang, Susan Ker-Tong. « Narrative abilities in bilingual children with autism ». Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33975.
Texte intégralRésumé :
Storytelling requires the integration of cognitive, linguistic, and sociocultural knowledge, and because autism undercuts competence in each of these domains, narratives provide a valuable means to investigate the nature of such deficits in autism. This is the first study on narrative abilities in bilingual children with autism, which will contribute to our knowledge of language development and the effects of bilingualism in this population. The study compares the narrative abilities of 13 monolingual English children with autism, 10 bilingual Mandarin-English children with autism, and 9 typically-developing bilingual Mandarin-English children matched on nonverbal intelligence and language ability. All children were asked to tell a story based on the wordless picture book, Frog, Where are You? (Mayer, 1969), and the bilingual children were asked to generate a story in both languages. The narratives were analyzed according to their global structure, local linguistic structure, and the child’s ability to provide evaluative comments.
Comparisons between the monolingual children with autism and bilingual children with autism revealed no group differences, suggesting that bilingualism is not likely to have a negative effect on language development in children with autism. Comparisons between the two bilingual groups on the global structure revealed that bilingual children with autism included fewer story episodes and fewer types of orientation. However, both groups were able to grasp the theme of the story. With regard to the local structure, bilingual children with autism told stories of similar length, but employed less complex syntax and fewer types of conjunction, and also made more reference errors than their typically developing peers. Finally, the two groups did not differ significantly on the evaluative aspects of narratives. Results of this study demonstrated that bilingual children with autism did find certain aspects of narrative challenging, but their performance was comparable to that of monolingual children with autism, suggesting that bilingualism does not further impede language development in this population and that verbal children with autism have the capacity to be bilingual.
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Wallen, Stacey V. « Vowel Production Abilities Of Haitian American Children ». The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218998835.
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Rayner, Andrew. « The assessment of planning abilities in children ». Thesis, University of Sheffield, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421124.
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Sandberg, Annika Dahlgren. « Literacy abilities in nonvocal children with cerebral palsy ». Göteborg : Dept. of Psychology, Göteborg University, 1996. http://catalog.hathitrust.org/api/volumes/oclc/38956224.html.
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Schubert, Anna-Lena [Verfasser], et Dirk [Akademischer Betreuer] Hagemann. « The relationship between mental speed and mental abilities / Anna-Lena Schubert ; Betreuer : Dirk Hagemann ». Heidelberg : Universitätsbibliothek Heidelberg, 2016. http://d-nb.info/1180617452/34.
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Gibson, Maradee Wynn. « The metacommunicative abilities of preschool children in sociodramatic play ». Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9842.
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Fabian, Ana Paula. « Investigating Vocabulary Abilities in Bilingual Portuguese-English-Speaking Children ». FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2557.
Texte intégralRésumé :
This study investigated the vocabulary abilities of bilingual Portuguese-English-speaking children compared to their monolingual peers. Parental Report Surveys were conducted using the MacArthur-Bates Communicative Development Inventories (CDIs), which are standardized norms for vocabulary assessment. Electronic versions of the “Words and Sentences CDI” in English and Brazilian-Portuguese were used in order to assess the vocabulary of children between the ages of 16 and 36 months. Parents answered the surveys online.
Different vocabulary score types were used in order to evaluate the children’s lexicons: The Total Vocabulary score, the Conceptual Vocabulary scores, and the Total Modified Vocabulary. The analyses of the results showed that bilinguals had fewer words than the monolinguals in each language separately, but no significant differences between bilinguals and monolinguals when the two languages of the bilinguals were compared together to the monolinguals'. An analysis of cognates and translation equivalents showed that cognates help with the acquisition of words.
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Alhola, Sini. « Unraveling interaction between tinnitus symptoms, cognitive abilities, and mental disorders ». Thesis, Linköpings universitet, Institutionen för datavetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158708.
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Based on the former studies, there is evidence of tinnitus being associated with performance on cognitive ability tests (for example Andersson et al. 2009, Hallam et al. 2004). The topic of my bachelor thesis was to unravel how depression, stress and anxiety connected with tinnitus symptoms are related to cognitive abilities such as verbal fluency, inhibition ability and working memory capacity. In order to fill an existing gap of knowledge, the relationship of different severity of stress caused by tinnitus symptoms as measured with Tinnitus Handicap Inventory (THI) and cognitive abilities and depression and anxiety symptoms was emphasized. The experiment group was divided into two subgroups, those with lower and higher level of perceived tinnitus severity and the differences in test scores between groups were investigated with one-way analysis of variance. As a result, significant differences between the two tinnitus patient groups were found in the level of performance in inhibition task where participants were asked to give the font color of congruent color - word pair as an answer. It was also studied whether there were correlations between perceived severity of tinnitus symptoms, depression and anxiety symptoms, working memory capacity and inhibition ability. As a result of correlation analysis, this study confirmed the connection between tinnitus symptoms and anxiety and depression symptoms found in previous studies, and a significant correlation was found between THI scores and anxiety symptoms, and THI scores and C inhibition test scores where the participant was asked to name the font color from incongruent color-word pairs. The results of this study suggest that there is a connection between the level of perceived tinnitus severity and the ability to name font color of incongruent color - word pair. The current study found no evidence about the connection between THI scores and other cognitive abilities as well as anxiety and depression symptoms, even though the THI scores correlated with both anxiety symptom scores and with the reaction times of an inhibition task where the participants were asked to point out the font color from incongruent color - word pairs.
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Mareschal, Denis. « A connectionist model of the development of children's seriation abilities / ». Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56912.
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This study presents a modular connectionist model of the development of seriation in children. The model makes use of the cascade-correlation generative algorithm. The algorithm builds its own network topology as is required to solve the task. This model develops in a stage-like manner and goes beyond the previous rule based models by successfully capturing both the variability in strategies used and the sensitivity to differences in size increments. The application of a systematic operational procedure to a subset of the elements in the series is identified as a source of empirical seriation. Finally, the model predicts that the degree of disorder of the array under construction is a significant factor in determining the observed seriating behavior. A follow-up study involving 4- to 7-year-old children finds that the degree of disorder is a significant factor in children's abilities to recognize a completed series.
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Wilson, Rebecca Rhianwen. « Investigating face recognition abilities in typically developing children and children with autistic spectrum disorders ». Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443507.
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Zens, Naomi Katharina. « Facilitating Word-Learning Abilities in Children with Specific Language Impairment ». Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/2698.
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Children with Specific Language Impairment (SLI) often present with difficulties in learning new words compared to age-matched children with typical language development. These difficulties may affect the acquisition, storage, or retrieval of new words. Word-learning deficits impact on children’s vocabulary development and impede their language and literacy development. Findings from a wide range of studies investigating word-learning in children with SLI demonstrated that semantic and phonological knowledge are crucial to the word-learning process. However, intervention studies designed to improve the word-learning abilities in children with SLI are sparse. The experiments described in this thesis addressed this need to understand the effects of interventions on word-learning abilities. Further, the thesis describes the first investigation of word-learning abilities of New Zealand school-aged children with SLI. Specifically, the following three broad questions are asked: 1. What are the word-learning skills of New Zealand school-aged children with SLI compared to children with typical language development and which underlying language skills influence word-learning? 2. What are the immediate and longer term effects of phonological awareness and semantic intervention on word-learning and language skills in children with SLI? 3. What are the error patterns of children with SLI compared to children with typical language development when learning to produce new words and do these patterns change following phonological awareness and semantic intervention? The first experiment compared the word-learning abilities of 19 school-aged children with SLI (aged 6;2 to 8;3) to age-matched children with typical language development and revealed that children with SLI presented with significant difficulties to produce and to comprehend new words. After repeated exposure, children with SLI caught up to the performances of children with typical language development in learning to comprehend new words, but not on production of new words. Correlation analyses demonstrated that there were no correlations between the word-learning skills and other language measures for children with SLI, whereas the word-learning abilities of children with typical language development were correlated to their phonological awareness, semantic, and general language skills. In the second experiment, it was investigated whether there were also qualitative differences during word-learning between children with and without SLI additionally to the quantitative differences as revealed in the first experiment. Children’s erroneous responses during the word-learning tasks were categorised into phonological, semantic, substitution or random errors. A comparison of the children’s error patterns revealed that children with SLI presented with a different error pattern and made significantly more random errors than children with typical language development. However, after repeated exposure, children with SLI demonstrated a similar error pattern as children without SLI. Furthermore, it was examined whether a specific combination of phonological and semantic cues facilitated children’s learning of new words or whether there were word-specific features that facilitated children’s word-learning. No facilitative word-specific features could be identified. Analysis revealed that there were no significant effects of cueing on learning new words, but specific patterns could be derived for children with SLI. Children with SLI learned to comprehend more words that were presented with two semantic cues or one phonological and one semantic cue and learned to produce more words that were presented with two phonological cues. In the third experiment, the effectiveness of a combined phonological awareness and semantic intervention to advance children’s word-learning abilities was examined. Nineteen children with SLI (same participants as in experiment 1) participated in this intervention study that implemented an alternating treatment group design with random assignment of the participants. Children in group A received phonological awareness intervention followed by semantic intervention, whereas children in group B received the same interventions in the reverse order. Children’s word-learning abilities were assessed at pre-test, prior to the intervention, at mid-test after intervention phase 1, and at post-test, immediately following the completion of the second intervention phase. Each intervention itself was effective in significantly improving children’s fast mapping skills, however, gains in children’s word-learning abilities were only found for children in group A for production of new words. Extending the findings of the intervention effectiveness of phonological awareness and semantic intervention on word-learning as reported in experiment 3, it was investigated in experiment 4, whether the implemented intervention additionally influenced the error patterns of children with SLI. The erroneous responses of children with SLI on all word-learning probes at pre-, mid-, and post-test were categorised into the same error groups as described in the second experiment (semantic, phonological, substitution, and random errors). The error analyses revealed that children’s error profiles changed during the course of intervention and treatment specific effects on children’s erroneous responses were found. Post-intervention, children who received phonological awareness followed by semantic intervention displayed the same error patterns as children with typical language development, whereas children who received the same interventions in the reverse order maintained the same error pattern as displayed at pre-test. The final experiment examined the longer-term effects of the combined phonological awareness and semantic intervention reported in experiment 3 on the language and literacy development of children with SLI. Eighteen of the 19 children with SLI, who received the intervention reported in experiment 3, were available for re-assessment 6 months after the completion of the intervention. The children (aged 7;1 to 9;2 years) were re-assessed on a range of standardised and experimental measures. Data analysis revealed that 6 months post-intervention, all children were able to maintain their gains in phonological awareness, semantic, and decoding skills as displayed immediately after the intervention. Children’s general language and reading skills significantly improved following the intervention; however, children who received phonological awareness intervention followed by semantic intervention displayed significantly better reading outcomes than the children who received the same interventions in the reverse order. This thesis revealed that a combination of phonological awareness and semantic intervention can enhance the word-learning abilities of children with SLI. The combined intervention approach was also effective in additionally improving children’s general language skills and the reading of single non-words and real words, as well as connected text. The immediate and longer-term intervention effects provide evidence that advancing the semantic and phonological awareness skills is an effective intervention approach to support children with SLI in their word-learning and to furthermore promote their language and literacy development. However, the order of the implemented interventions played a significant role: Children in the current study profited most when they received phonological awareness intervention first, followed by semantic intervention.
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Rudra, Aruna. « Cognitive correlates of poor and advanced reading abilities in children ». Thesis, University of Essex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411299.
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Egelhoff, Kelsey. « Auditory Processing Abilities of Children Diagnosed with Autism Spectrum Disorder ». The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306864962.
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Nolan, Alexander. « Adults' mental representations of children ». Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/59035/.
Texte intégralRésumé :
The introductory chapter provides a brief exploration of the history of childhood, and childhood representations, in Western popular thinking over the last 500 years. It also provides a brief discussion of the implications of these representations on policy, the study of children, and adult social cognition. In Chapter 2, two experiments explore the potential effects of including children in representations of outgroups on attitudes towards the outgroup, with inconclusive findings. In Chapter 3, three experiments explore the effects of priming the category of children on impressions of a novel ambiguous target (the Donald paradigm). Methodological issues and inconsistent findings mar the interpretation of effects, but an improved set of category labels for future studies of child category priming are considered in the general discussion. In Chapter 4 I take a step back and systematically explore the ways in which different childhood age groups (babies, toddlers, children, and teenagers) are represented. The first stage of data collection determined the typical age boundaries identified for children and the labels by which we delineate these different age groups. The next stage identified the emotions, beliefs, and behaviours relevant to attitudes to these groups in an open-ended listing exercise. There were differences in the content and endorsement of attitude components towards the age groups, with broadly more negative components towards older child groups than younger ones. In addition, there were fewer nurturing related components but more reparative behaviours as the age of the child increased. Chapter 5 built on these findings by developing the Child Attitude Component Scale (CACS) and testing the convergent and discriminant validity of this scale. Scores on the CACS were related but distinct from scores on measures about beliefs about humanity in general, such as the Humanity Esteem Scale and Polarity Scale. The CACS was also distinct from individual differences in emotional regulation and appraisal, self-esteem, social desirability responding and beliefs about social hierarchy. Potential spheres for testing the CACS as a predictive tool in situations concerning children are discussed alongside limitations and future directions in Chapter 6.
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Begyn, Elizabeth Franks Susan F. « The psychosocial functioning of pediatric cancer survivors the role of neurocognitive abilities / ». [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-4003.
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Cheung, King-ting. « The effects of metalinguistic awareness training on reading abilities a twin study / ». Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279150.
Texte intégralRésumé :
Thesis (B.Sc)--University of Hong Kong, 2005."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
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Constantinescu, Mihaela Vasile. « Hormonal and parental contributions to infants' mental rotation abilities and toy preferences ». Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708163.
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Delcenserie, Audrey. « Language and verbal memory abilities of internationally adopted children from China ». Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123052.
Texte intégralRésumé :
The purpose of the present research program was to investigate IA children's language abilities during school age in order to see whether the difficulties reported in this population at younger ages persist (e.g., Gauthier & Genesee, 2011) or if they decrease with more exposure to the adopted language. Another goal was to investigate if IA children have verbal memory difficulties in addition to their language lags. Note that these studies all compared IA children to non-adopted monolingual French-speaking children matched on age, gender, and socio-economic status.Study 1 evaluated the language abilities of IA children from China adopted into French-speaking families as well as their non-verbal cognitive abilities, their socio-emotional development, and their health status. The children were between 7-8 years of age at the time of testing. The IA children's age at the time of adoption ranged between 6-21 months. The results showed that the IA children performed significantly lower than the control children on expressive vocabulary, knowledge of word definitions, receptive grammar, and sentence recall.Study 2 was conducted to investigate IA children's mastery of object clitics during school age. The goal of this study was to determine whether, with sufficient amount of language exposure, IA children are able to master this aspect of French. The IA children were assessed using a Clitic Elicitation task. The participants in Study 2 were the same as those in Study 1. The results indicated that the IA children omitted significantly more accusative object clitics and made significantly more agreement errors in gender and/or numberusing clitics than the non-adopted children.Study 3 was undertaken in order to examine IA children's memory abilities. Children's verbal short-term memory (STM), verbal working memory (WM), verbal long-term memory (LTM), non-verbal STM, non-verbal WM, non-verbal cognitive development, socio-emotional development, and language abilities were assessed. The children were between 9-12 years of age at the time of testing and the IA children's age at the time of adoption ranged between 6 and 24 months of age. The results of this study showed that, although the groups did not differ on measures of non-verbal cognitive ability and socio-emotional development, the IA children performed significantly lower than the controls on expressive and receptive vocabulary, receptive grammar, a word association test, and on measures of verbal STM, verbal WM, and verbal LTM. The groups did not differ on non-verbal memory ability, suggesting language-specific memory difficulties. Regression analyses suggested that the IA children's language abilities were best predicted by their verbal memory abilities, verbal STM in particular, while the CTL children's performance on language measures was best predicted by their length of exposure to French. Overall, the findings suggest that, while IA children exhibit normal general development, their verbal memory abilities and aspects of their language abilities are below those of control children matched on age, gender, and SES. These difficulties suggest very early age of acquisition effects on language and verbal memory abilities, but also that the IA children's verbal memory lags might account for their lags in language, at least proximally.L'objectif du présent programme de recherche était d'évaluer, à l'âge scolaire, les habiletés langagières d'enfants adoptés internationalement (AI) afin de déterminer si les difficultés rapportées chez des enfants AI d'âge préscolaire persistent (e.g., Gauthier & Genesee, 2011) ou si elles diminuent avec plus d'exposition à la langue d'adoption. Un autre objectif était de déterminer si les enfants AI ont des difficultés de mémoire verbale en plus de leurs retards de langage. Notez que ces études ont toutes comparées les enfants AI à des enfants non-adoptés, monolingues francophones et appariés sur l'âge, le sexe et le statut socioéconomique. L'étude 1 a évalué les habiletés langagières d'enfants AI de Chine par des familles francophones, ainsi que leurs habiletés cognitives non-verbales, leur développement socio-émotionnel et leur santé. Les enfants étaient âgés de 7-8 ans au moment de l'étude. Les enfants AI étaient âgés de 6-21 mois lors de leur adoption. Les résultats ont démontré que la performance des enfants AI aux tests de vocabulaire expressif, de définition de mots, de grammaire réceptive et de répétition de phrases sont significativement plus faibles que celle des contrôles. L'étude 2 a été réalisée dans le but d'évaluer la maitrise des clitiques objets par les enfants AI d'âge scolaire. Le but de cette étude était de déterminer si, avec une exposition suffisante à leur langue d'adoption, les enfants AI sont capables de maitriser cet aspect du français. Les enfants AI ont été évalués à l'aide d'un test d'élicitation de clitiques. Les participants de l'étude 2 étaient les mêmes que ceux de l'étude 1. Les résultats ont indiqués que les enfants AI omettent significativement plus de clitiques objets et produisent significativement plus de clitiques objets contenant des erreurs en genre et/ou nombre que les enfants non-adoptés. L'étude 3 a été entreprise dans le but d'examiner la mémoire chez les enfants AI. La mémoire verbale à court-terme, la mémoire verbale de travail, la mémoire verbale à long-terme, la mémoire non-verbale à court-terme, la mémoire de travail non-verbale,le développement cognitif non-verbal, le développement socio-émotionnel et les habiletés langagières des enfants ont été évalués. Les enfants étaient âges de 9-12 ans au moment de l'étude. Les enfants AI étaient âgés de 6-24 mois au moment de leur adoption. Les résultats de cette étude ont démontré que, malgré le fait que la performance des groupes aux tests de développement cognitif non-verbal et de développement socio-émotionnel soit similaire, les enfants AI performent significativement plus faiblement que les enfants contrôles aux test de vocabulaire expressif et réceptif, de grammaire réceptive, d'association de mots ainsi qu'aux tests de mémoire verbale à court-terme, de mémoire verbale de travail et de mémoire verbale à long-terme. Les groupes ont toutefois performé de façon similaire aux tests de mémoire non-verbale à court-terme et de mémoire de travail non-verbale, suggérant des difficultés spécifiques au langage. Des analyses de régressions ont démontré que les habiletés langagières des enfants AI sont mieux prédites par leur mémoire verbale, la mémoire verbale à court-terme en particulier, alors que, pour les contrôles, le meilleur prédicteur de leur performance aux tests de langage est la durée de leur exposition au français. De façon générale, les résultats suggèrent que, bien que le développement général des enfants AI est normal, leur mémoire verbale et certains aspects de leurs habiletés langagières sont en-deçà de celles des enfants contrôles appariés pour l'âge, le sexe et le statut-socioéconomique. Ces difficultés suggèrent des effets très précoces de « l'âge d'acquisition » sur le langage et sur la mémoire verbale, mais également que les délais de mémoire verbale des enfants AI pourraient expliquer leurs retards de langage, au moins de façon proximale.
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Caldwell, Christina Hubbert. « Perinatal risk indicators and developmental abilities : examining children with phonological disorders ». Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902505.
Texte intégralRésumé :
The purposes of this study were to determine which perinatal risk variables arecorrelated with phonological disorders and to determine how preschoolers' developmental functioning is related to phonological impairment. Subjects were 101 low SES boys (n=46) and girls (n=55) randomly selected from a county Head Start program in north-central Indiana. The mean age of the preschoolers was 65 months. Information about perinatal risks and developmental abilities was obtained from mothers or primary caregivers. Using the Maternal Perinatal Scale (Dean, 1985) and the Bankson Bernthal Test of Phonology (Bankson & Bernthal, 1990), it was found that three moderate inverse correlations existed between perinatal risk items and phonological scores (mothers' weight before pregnancy, the number of pregnancies prior to the birth of the child that resulted in death, and the number of medical conditions experienced by mothers before or during pregnancy). Hierarchical multiple regressions indicated that developmental scales of the Minnesota Preschool Inventory (Ireton & Thwing, 1979) significantly accounted for phonological ability in these children, with the scales of Letter Recognition, Self-Help, Expressive Language, and Fine Motor contributing the most unique variance. Implications of these findings are discussed relative to the developmental apraxia of speech debate.Department of Educational Psychology
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Barbosa, Heloiza Helena de Jesus. « Numerical abilities in preschool children with atypical development : a developmental description ». Thesis, Boston University, 2004. https://hdl.handle.net/2144/33402.
Texte intégralRésumé :
Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The present study investigated the atypically developing preschool children's numerical abilities in a variety of tasks. The microgenetic methodology was employed in this study in order to capture the change and variability of the participants' numerical abilities. First, it used a matching task to investigate the participants' ability to recognize equivalence in sets composed of high and low similarity items. Second, the abilities involved in counting, calculation, and production of a given numerical set was studied through different task, such as: Board Game, Give-A-Number, and Calculation. The results indicated that while atypically developing children are able to recognize equivalence by the age of 4 Y2 years in sets of high and low similarity, this ability is not generalized to all kind of contexts yet. Instead, participants did better in a context that provides perceptual and conceptual support. In addition, the results from counting, calculation, and production of a set revealed that there is a gradual development of these numerical abilities, which are initially isolated and context dependent and later become more integrated. The results also suggest that the learning of mathematics involves the interrelation of procedural and conceptual knowledge. Furthermore, participants showed different profiles of understanding according to their individual differences. In order to create effective educational programs and to assess mathematical di fficulties in children developing atypically, researcher and teachers need to collect information about the factors that might influence the development of mathematical abilities. This study contributed to the growth ofthis knowledge.
2031-01-01
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Davies, Emma Louise. « Written Persuasive Discourse Abilities of Adolescents with Traumatic Brain Injury (TBI) ». Thesis, University of Canterbury. Communication Disorders, 2008. http://hdl.handle.net/10092/3697.
Texte intégralRésumé :
The purpose of this study was to evaluate the performance of adolescents with traumatic brain injury on a written persuasive discourse task. Nine adolescents with TBI (mean age = 14 years 4 months) and nine age, gender and education matched peers completed a written essay on the topic of whether trained animals in circuses should be allowed to perform for the public. Language measures included productivity (number of words, number of T-units and mean length of T-unit) and complexity (number of clauses, clause density and clause breakdown). Pragmatic measures were drawn from the developmental persuasive discourse literature and included essential elements of argument (claim, number of reasons, number of elaborations, conclusion, irrelevancies, repetition of information and attitude). In comparison to their age-matched peers, the TBI group produced significantly fewer reasons to support their claims, significantly more repetitions of information and failed to take alternative perspectives on the topic. There were no significant differences on any measures of language productivity or complexity, however the TBI group performed consistently below their peers on these measures. The results are discussed alongside current literature in the field of discourse production and persuasion. Implications for clinical practice and future directions for research in this area are also offered.
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Martínez, Daniel. « Sex and handedness effects on cognitive abilities ». CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/355.
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GLIDER, PEGGY. « THE EMERGENCE OF CHILDREN'S SPATIAL ABILITIES : A QUESTION OF GEOMETRIC PRECISION ». Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183953.
Texte intégralRésumé :
This research investigated the precision with which spatial information can be maintained in memory and reproduced as well as factors which may effect these emerging abilities. To study this, ten males and ten females in each of first, third, fifth, and seventh grades participated in three drawing tasks under two conditions (match and recall). The tasks involved the presentation of a 4" straight line or a 2" x 2" right angle drawn on an 8" white disc. Subjects were asked to draw a line exactly the same size and in the same place (static), after an imagined rotation, or after an imagined bending or unbending of the line (transformation) on an 1" white disc. Several mixed design analyses of variance with repeated measures on the task variables were run. First graders made significantly more errors than all other subjects. Third and fifth graders differed little and both performed significantly less accurately than seventh graders. Performance on the rotation task and the transformation task did not differ significantly with performance on both yielding more error than performance on the static task. The match condition generally proved easier than the recall condition, straight lines led to less error than bent lines, and orientation information was more accurately preserved than metric information. The requirements of the task, i.e., no change, change in position, or a change in form, interacted with both the stimulus type and the type of information preserved. Grade level also interacted significantly with task and stimulus type. When determining how spatial abilities emerge and the accuracy with which spatial information can be dealt, task demands, stimulus characteristics, and type of information being measured must be considered along with the developmental changes.
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Vine, Heidi L. « An empirical typology of cognitive abilities in high achieving third grade students ». Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389692.
Texte intégralRésumé :
The purpose of this study was to determine if distinct subgroups of high achieving children could be identified using a recently redeveloped intelligence measure—The Woodcock-Johnson Tests of Cognitive Ability, 3rd edition (WJ-III). Students were referred for further testing based on their scores on the Indiana State Test of Educational Progress (the ISTEP+). Students were included in the study if they scored at or above the 90th percentile on the ISTEP+ Cognitive Skills Index, or the reading and/or math portions. Using these criteria, 202 students were referred for further testing. These students were clustered with Ward's method of cluster analysis using their scores on the seven CHC factors of the WJ-III. Their individual scores on two other intelligence measures (the Stanford-Binet IV and the Kaufman Brief Intelligence Test), as well as other scores from the WJ-III were used to further describe the clusters that emerged. The following three subgroups were identified: (a) decidedly gifted, (b) problem solvers, and (c) slow-paced achievers. Not all subgroups obtained the gifted score ranges expected on the three measures employed. The clusters were better described as displaying a slight levels effect, in that the groups were most different from one another in terms of the overall intelligence quotient and mean CHC factor scores, with one group scoring in the superior to high average ranges, one in the high average to average ranges, and one in the average range overall. This study provided evidence for the use of intelligence measures in describing gifted individuals' specific strengths and weaknesses. It also has significant implications for the use of intelligence measures in assessing giftedness within an applied setting. This study is useful as a validation study for the three intelligence measures employed.Department of Educational Psychology
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Florek, Kristin A. Newhard. « An exploration of children's solution-thinking abilities ». Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-11182008-063151/.
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Ho, Eve. « Speechreading abilities of Cantonese-speaking hearing-impaired children on consonants and words ». Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209454.
Texte intégralRésumé :
Thesis (B.Sc)--University of Hong Kong, 1997."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.
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Bennett, Stephanie Jane. « The development of vocational interests and abilities in secondary school aged children ». Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/1232.
Texte intégralRésumé :
This body of work has focussed on the measurement, structure and stability of vocational interests and abilities in mainstream, mixed-ability secondary school aged children. This set of studies investigated how a large group of children’s vocational interests developed over a two year period, and how their interests for activities/occupations were related to selected abilities (Mechanical, Spatial Rotation and Logical Reasoning). Published research has consistently demonstrated that for adults, vocational interests are stable over time, and that interests typically fall into six main categories; Realistic, Investigative, Artistic, Social, Enterprising and Conventional (Holland, 1959). Furthermore, there is a wealth of evidence to suggest that the relationships between these six categories broadly approximate a hexagonal framework once individuals reach adulthood (e.g. Holland et al., 1969). Data analysis revealed that similar to adults, children’s interests overall were remarkably stable over time, and that this was particularly the case for Realistic and Social interests. The findings were also suggestive of a pathway of interest development in children aged 11-17. The youngest children who participated in this research had interests that were often gender stereotyped, though the structure of their interests was not consistent with the hexagonal structure commonly seen in adults. However, as children got older, their interests became more aligned to a hexagonal format, particularly for the female group. Furthermore, there were clear gender differences with females typically having more distinctive and more consistent interest profiles over time. There were a few weak associations between ability and interest, with the clearest link suggesting that early Realistic interests are predictive (in part) of later Mechanical ability. These findings consequently have practical implications for the timing and delivery of careers counselling in school. Theoretical implications and future directions have also been identified and discussed.
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Martinelli, Victor Charles. « Early metalinguistic abilities and subsequent reading and spelling achievements of Maltese children ». Thesis, University of Manchester, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608320.
Texte intégralRésumé :
This thesis investigated the possibility of two metalinguistic factors, one operating at the level of the word, namely phonemic awareness, and one operating at the level of the sentence, namely semantic and syntactic awareness interacting in the initial stages of reading and spelling. Both were assumed to be interacting in the development of reading and spelling in young Maltese speaking children. To investigate this issue, a two year longitudinal study using a sample of 132 children at the ages of four and five years was conducted. The children were seen over two occasions spread over four sessions of testing before they were administered tests for literacy. During these four sessions, measures of phonemic and semantic and syntactic awareness were administered to the subjects. Most of these were administered before the onset of literacy. Standardised intelligence, vocabulary and sentence comprehension and concepts about print tests as well as writer devised measures of visual and verbal short-term memory were also administered to the subjects. Children's literacy development at the end of the two years was assessed through a standardised reading test in Maltese and other measures for reading comprehension, word spelling and guided writing compiled by the writer. The results indicated that explicit phonemic awareness was the metalinguistic factor which affected word level and sentence level processes. Unlike in various studies in the English language, implicit phonemic awareness was not found to affect word level processes. The contribution of semantic and syntactic awareness was weak and statistically insignificant. It appears that the graphophonemic regularity of the Maltese orthographic system renders the implicit phonemic element and the semantic and syntactic element relatively unimportant in accessing the phonemic structure of words and meaning in words and sentences. Explicit phonemic awareness predicted word reading, reading comprehension, spelling and guided writing skills independently of I.Q., vocabulary, sentence comprehension, knowledge about print and verbal and visual short-term memory.
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Evans, Kathleen Raymonde. « Art therapy and the development of communicative abilities in children with autism ». Thesis, University of Hertfordshire, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263030.
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Yates, Cheryl M. « Screening for mathematical abilities and disabilities in 1st and 2nd grade children / ». Thesis, Connect to this title online ; UW restricted, 1996. http://hdl.handle.net/1773/7923.
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Garrick, Rosalind Louise. « The development of pattern-related abilities through play activities in young children ». Thesis, University of Leeds, 2000. http://etheses.whiterose.ac.uk/12759/.
Texte intégralRésumé :
This thesis investigates nursery children's knowledge, understanding and skills in patternmaking as an aspect of early mathematical development. It presents two discrete but closely related studies, a cross-sectional and a longitudinal study. The methodology includes use of structured assessment activities using familiar play materials. Assessment focuses firstly on different aspects of pattern-making; secondly, on pattern perception; and thirdly, on wider aspects of developing cognition. The methodology includes collection of case study data in the naturalistic setting of the nursery class. The cross-sectional study, focused on knowledge, understanding and skil1s in pattern-making at 3½ and 4½ years, finds an increasing minority of children successful in repeated pattern-making and 2D spatial pattern-making but not linear symmetrical pattern-making. Few children evidence pattern perception at either age but an increasing minority evidences an emergent understanding of the word 'pattern.' The longitudinal study tracks children's development towards and within pattern-making from 3½ to 4½ years. It details development in two key aspects of pattern-making, colour and spatial organisation, through case study data. An examination of commonalities in development leads to hypothesised developmental pathways in both aspects of pattern-making. A single pathway leads towards complex colour organisation. Distinct pathways lead to basic and complex spatial organisation and to the basic elements of pattern. Pathways to 2D spatial pattern-making are more varied than pathways to repeated pattern-making. Quantitative analysis confirms key features of the pathways although some findings remain tentative. Differences in the detail of individual pathways are highlighted, as are wide differences in children's rates of development and in their interests and motivation. There are no findings of significant gender-related differences. Children's competencies in the colour organisation strand of pattern-making are significantly associated with abilities across key areas of developing cognition. Spatial organisation competencies are at first associated with a narrow range of primarily spatial abilities but this extends to include number and rhythmic abilities at 4½ years. The study confirms and extends some earlier findings, and also presents new findings. Findings lead to questioning of guidance on curriculum goals and pedagogy for the age-group. They highlight a need to acknowledge the creativity of many young children in this area of mathematics.
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Begyn, Elizabeth. « The psychosocial functioning in pediatric cancer survivors : The role of neurocognitive abilities ». Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc4003/.
Texte intégralRésumé :
With the increase in survival for children with cancer, part of the focus of current research is aimed towards evaluating how these children are adapting psychosocially. Neurocognitive deficits have been well established. However, there are multiple facets encompassing quality of life, including general mental health, lifestyles and health behaviors, and academic and cognitive functioning. The relationship between neurocognitive and psychosocial functioning has yet to be thoroughly evaluated. The purpose of this study was to investigate the relationship between neurocognitive and psychosocial functioning in survivors of brain tumors and acute lymphoblastic leukemia. Data was collected from existing archival database comprised of patients of the at Cook Children's Medical Center in Texas. The sample consisted of 177 patients between the ages of 3 and 12 who were at least two years post-diagnosis. Measures used included the NEPSY and the Behavioral Assessment for Children. Statistical analyses included a several one-way analysis of variances, an independent samples t-test, a univariate analysis of variance, a hierarchical multiple regression, and odds ratio analyses. Results indicated survivors treated with neurosurgery alone appear to be less at risk for developing behavior problems than other treatment modalities. Also, brain tumor survivors demonstrate more problematic behaviors than survivors of acute lymphoblastic leukemia. Visuospatial functioning, diagnosis, and type of treatment were found to be predictive variables of behavior problems. Attention, and perhaps language, deficits may predispose children to more problems in their behavior. It is concluded that there are other factors affecting behavior in this population that were not accounted for in this analysis. It is recommended for future studies to research the individual clinical scales of the Behavior Assessment System for Children, obtain information from multiple informants, study this relationship longitudinally, and research additional factors that may be influencing the relationship between neurocognitive and psychosocial functioning. This provides evidence of risk factors that should be monitored as the child returns home and to school.
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Collier, Robyn Maree. « Differences in perceptual abilities in gifted and non-gifted children as measured by the Macgregor perceptual index ». Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26802.
Texte intégralRésumé :
Until about 1970, little was published on research pertaining to the influence of perceptual acuity in relation to gifted children. This study was undertaken to provide empirical data that might lead to a better understanding of such a relationship, to review research performed in the fields of both perception and giftedness, and to assess the usefulness of a non-verbal instrument for elementary teachers of art in diagnosing giftedness at a perceptual level.
The study was designed to determine, by means of a perceptual index test, whether or not gifted children who display above average intellectual skills, also exhibit above average perceptual skills. The MacGregor Perceptual Index (MPI) was administered to a group of twenty-four gifted and twenty-six non-gifted children between the ages of ten and twelve years. Categories included:- perception of distance, perception of embedded figures, perception of shape, perception of similarities and differences, perception of the vertical, perception modified by constancy, and perception of contour.
The investigation revealed similarities and differences among children of specific intellectual capacity and ages in how they perceive and interpret visual stimuli. It was found that children with above average intellectual ability performed at a higher level on the Perceptual Index test than did subjects drawn from an average group.
The findings in this study led to recommendations for further investigation. The MPI, a non-verbal perceptual test, was judged to be a reliable instrument for diagnosing gifted children. In the synopsis of factors revealed in this study, it was concluded that there is a statistically significant relationship between perceptual ability and intellectual ability. The results of the study imply that training in perceptual problem-solving skills may generally enhance a child's intelligence level, and thus should be considered as part of the school curriculum.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Kamphaus, Mary Ann. « The differential abilities scales : validation using a gifted sample ». Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862275.
Texte intégralRésumé :
The pupose of this study was to examine the validity of the Differential Abilities Scale with a gifted sample. Subjects consisted of 111 students identified as gifted by Indiana S-4. They were in grades 1 thru 6 and ranged in age from 6-8 to 12-11 with a mean age of 9-8. There were 60 females and 51 males who participated. Approximately, 1% of the population was minority which closely resembled the school population. Data from previously administered WISC-III and WIAT (The Psychological Corporation, 1992) were available for 21 of the 111 students.The first aspect of this study was to assess the construct validity of the DAS through investigation of the internal structure. Several different models were proposed. These analyses revealed that the proposed models were not good explanations of the relationships among obtained scores because convergence could not be obtained. A respecified two factor model was obtained where loadings on a Verbal Factor were constrained as recommended by Maxwell (1977). For this sample of gifted students a two-factor model with the first factor being primarily composed of Word Definitions was found to be a tenable one for the DAS.The second aspect of this study was to examine the convergent and predictive validity of the DAS by comparing these scores with the WISC-III and WIAT scores. Verbal factors for the two intelligence tests were the most highly correlated. Although there is overlap between the two intelligence measures, each test measures something unique. While one might expect these two instruments would not correlate perfectly, this correlation is lower than predicted.The DAS cognitive portion was more highly related to the other ability measure, the WISC-III, than it was to achievement as measured by the WIAT. In addition, achievement portions of both instruments were more highly related than they were to the ability measures.Department of Educational Psychology
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Rahman, Amira. « Numerical abilities in children with Fragile X syndrome, Down syndrome and typically developing children : a cross syndrome perspective ». Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83143.
Texte intégralRésumé :
In the present study, performance on a range of mathematical reasoning and number processing tasks was assessed across two syndrome groups for which numerical ability is under-researched: Fragile X syndrome and Down syndrome. Given the paucity of current research, it was unknown whether all aspects of arithmetic and number processing would be globally affected across groups or whether there would be syndrome specific proficiencies and deficiencies. Statistical analysis revealed that males with fragile X syndrome performed significantly worse on all tasks even when performance was compared to typically developing children of a similar developmental level. However, when performance was compared to children with Down syndrome differing profiles emerged, with greater weaknesses by the fragile X syndrome males on specific tasks requiring mental arithmetic and basic numeracy skills. The importance of using syndrome specific information in the assessment of math disabilities and the design of early educational interventions are discussed.
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Staples, Kerri. « Fundamental movement skills and motor planning abilities among children with Autism Spectrum Disorders ». Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86759.
Texte intégralRésumé :
Behaviours of children with autism spectrum disorders (ASD) are developmental in nature, where movement skill differences can be accounted for in terms of either delays or deficits. This dissertation includes three manuscripts that collectively delineate differences in planning and execution of fundamental movement skills by children with ASD in terms of delays and deficits. The first manuscript compares performance of twenty-five children with ASD to three typically developing comparison groups individually-matched on chronological age (CA), movement skill (DEV), and mental age equivalence (MA) on the Test of Gross Motor Development (TGMD-2). Performance of children with ASD was poor compared to the CA group on locomotor and object control subtests of the TGMD-2, suggesting a delay in development. Children with ASD were strategically matched to the DEV group on raw score from the locomotor portion of the TGMD-2. This group was approximately half the age of the children with ASD, demonstrating the extent of this delay. Comparisons to the MA group showed that differences in movement skill cannot be accounted for entirely in terms of cognition as the children with ASD performed significantly worse on both subtests. The second manuscript describes the initial development and validation of an obstacle course to explore movement planning to better understand the differences in performance of fundamental movement skills found in the first study. The psychometric properties were sufficient to warrant further use. The third manuscript examined movement planning based on performance of children with ASD on the obstacle course compared to the same three groups of typically developing children. Motor planning was inferred from frequency of acts of hesitation and hesitation time during the obstacle course, while movement execution was inferred from execution time, movement pattern, and success. Despite demonstrating similar movement patterns as the younger DEV groLes comportements des enfants autistes sont de nature développementale; les différences des habiletés de mouvement peuvent être expliquées comme des différences de délais ou de déficits. Cette thèse est composée de trois articles scientifiques, qui collectivement expliquent les différences de la planification et de l'exécution des mouvements fondamentaux des enfants autistes, en ce qui a trait aux délais et déficits. Le premier article compare la performance de vingt-cinq enfants autistes à trois groupes d'enfants avec un développement typique. Les enfants étaient jumelés individuellement par l'âge chronologique (AC), l'habileté de mouvement (HM), et l'équivalence de l'âge mentale (AM) mesuré avec le « Test of Gross Motor Development (TGMD-2). La performance des enfants autistes était faible en comparaison avec le groupe AC sur les sous-tests de control du mouvement et control des objets du TGMD-2, suggérant un délai de développement. Les enfants autistes étaient jumelés au groupe HM par leur résultat brut au sous test du control du mouvement du TGMD-2.Les enfants de ce groupe étaient deux fois plus jeune que les enfants autistes, ce qui démontre l'ampleur du délai. Des comparaisons au groupe HM, démontrent que les différences d'habiletés de mouvement ne peut être complètement expliqué par la cognition étant donné que les enfants autistes performaient moins bien aux deux sous-tests, et ce, de façon significative. Le deuxième article décrit le développement et la validation d'une course à obstacles pour' explorer la planification des mouvements afin de mieux comprendre les différences de l'exécution des mouvements fondamentaux trouvées lors de la première étude. Les propriétés psychométriques étaient suffisantes pour justifier l'usage davantage. Le troisième article examine la planification du mouvement basée sur la performance des enfants autistes à la course à 'obstacle. La performance des enfants autis
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Lam, Tsui-ting Venus. « The phonological abilities of Cantonese-speaking hearing impaired children a non-linear approach / ». Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209958.
Texte intégralRésumé :
Thesis (B.Sc)--University of Hong Kong, 1999."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
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Purvis, Karen Leigh. « Contrasting cognitive abilities in children with attention deficit hyperactivity disorder and reading disability ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ41281.pdf.
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McInnes, Alison Jean. « Listening comprehension abilities in children with attention deficit hyperactivity disorder and language impairment ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58992.pdf.
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Hall, Dorothy May. « The use of individually administered cognitive abilities tests with academically "at-risk" children ». Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186704.
Texte intégralRésumé :
The purpose of this study was to gather information about criterion-related and construct test validity as applied to a referral or "at-risk" sample. Two individually administered cognitive abilities tests, the Wechsler Intelligence Scales for Children-Third Edition (WISC-III) and the Woodcock-Johnson Psycho-Educational Battery-Revised Tests of Cognitive Ability (WJ-R Cog), frequently used in the special education placement decision process have recently been revised. Before test generalizations obtained from the standardization sample can be presumed to apply to a referral or "at-risk" sample, research is needed to explore the applicability of these assumptions to this population. No previous research has used a random sample of children referred for special education evaluation who are not yet placed into a program to explore the construct and concurrent validity of both complete test batteries. A random sample of 183 students referred for possible special education placement was used. Ages ranged from 6 to 16 years. Students were classified into three age groups, four ethnic groups, and six possible special education classifications, including a non-placed category. Data were analyzed using a variety of techniques including: exploratory factor analysis, confirmatory factor analysis, stepwise multiple regression, and multiple discriminant function analysis. Findings of this study support the four factor WISC-III model and the seven factor WJ-R Cog model. Study results indicate a concurrent verbal component (approximately 50%) comprised of the WISC-III VC factor and the WJ-R Cog Gc, Gs, and Ga factors. This verbal component was the best composite predictor variable of academic achievement. Although "at-risk" students scored lower on these verbal component factors, BWL, or broad written language, was the best single discriminator variable in both a six and two group analyses. Special education classifications were examined for specific category profiles and the ACID/ACIDS profile was investigated. This study initiated information about the underlying test constructs and how these constructs relate to each other when given to an "at-risk" referral sample. It is hoped that this study will stimulate further research in this area.
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McElwee, S. J. « Meta cognitive and problem-solving abilities in 8-9 year old gifted children ». Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517441.
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Mon-Williams, Mark A. « Action in perception : the perceptual-motor abilities of children with developmental coordination disorder ». Thesis, Glasgow Caledonian University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281583.
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