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Articles de revues sur le sujet « Cognition in children »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 30 juillet 2024

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1

Parke, Elyse M., Megan L. Becker, Stacey J. Graves, Abigail R. Baily, Michelle G. Paul, Andrew J. Freeman, and Daniel N. Allen. "Social Cognition in Children With ADHD." Journal of Attention Disorders 25, no. 4 (December 13, 2018): 519–29. http://dx.doi.org/10.1177/1087054718816157.

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Objective: Despite evidence of social skill deficits in children with ADHD, there is no consensus regarding a social cognitive profile and whether these skills predict behavior. Therefore, a comprehensive battery was used to investigate the relationship between social cognition and behavioral functioning. Method: Children ages 7 to 13 with ADHD ( n = 25) and controls ( n = 25) completed tests assessing social cognitive domains (affect recognition and theory of mind [ToM]). Parents completed measures of social cognition (pragmatic language ability and empathy), behavioral symptoms, and adaptive

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Guo, Kexin. "The Effect of Auditory on Children's Memory and Cognitive Development." Lecture Notes in Education Psychology and Public Media 6, no. 1 (May 17, 2023): 478–82. http://dx.doi.org/10.54254/2753-7048/6/20220441.

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The majority of current research on childrens cognition concentrates on how vision and touch affect children's cognition. According to this study, aural environment and stimulation play a significant impact throughout a childs vital era in the development of their memory and cognitive abilities. This paper first describes the cognitive function and the key period in childrens cognitive development, then combines these concepts with measures to support childrens memory and cognitive growth. This research asserts that the auditory sense is particularly significant during the key era of children'

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Jurayeva, Mokhinur S. "CHILDREN OF PRESCHOOL AGE DEVELOP COGNITIVE PROCESSES AND CRITICAL COGNITION AND DEVELOP EFFECTIVE REFLEXIVE ACTIVITIES." Oriental Journal of Education 02, no. 01 (May 1, 2022): 130–36. http://dx.doi.org/10.37547/supsci-oje-02-01-20.

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In ontogenesis, the period from 3 to 7 years is the age period of the kindergarten. Taking into account that there are very rapid qualitative changes in the psychology of preschool children, it is possible to divide the pre-school age into 3 periods (3-4 years), the junior preschool period (4-5 years), the junior kindergarten period (6-7 years), and the senior kindergarten period into 6-7 years. The child in the process of development begins a relationship with the world of subjects and phenomena created by the generation of personality. The child actively mastered and mastered all the achieve

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Westfall, Daniel R., Nicole E. Logan, Naiman A. Khan, and Charles H. Hillman. "Cognitive Assessments in Hydration Research Involving Children: Methods and Considerations." Annals of Nutrition and Metabolism 74, Suppl. 3 (2019): 19–24. http://dx.doi.org/10.1159/000500341.

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The effects of optimal and insufficient hydration on human health have received increasing investigation in recent years. Specifically, water is an essential nutrient for human health, and the importance of hydration on cognition has continued to attract research interest over the last decade. Despite this focus, children remain a relatively understudied population relative to the effects of hydration on cognition. Of those studies investigating children, findings have been inconsistent, resulting from utilizing a wide variety of cognitive domains and cognitive assessments, as well as varied h

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O’Neill, Rachel. "Deaf children and cognition." Deafness & Education International 24, no. 2 (April 3, 2022): 97–99. http://dx.doi.org/10.1080/14643154.2022.2067465.

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James, Clara E., Sascha Zuber, Elise Dupuis-Lozeron, Laura Abdili, Diane Gervaise, and Matthias Kliegel. "How Musicality, Cognition and Sensorimotor Skills Relate in Musically Untrained Children." Swiss Journal of Psychology 79, no. 3-4 (December 2020): 101–12. http://dx.doi.org/10.1024/1421-0185/a000238.

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Abstract. Whereas a growing corpus of research has investigated the impact of music practice on several domains of cognition, studies on the relationships between musicality and other abilities and skills in musically untrained children are scarce. The present study examined the associations between musicality, cognition, and sensorimotor skills in 69 musically untrained primary school children of around 10 years of age, using a test battery of musical, cognitive, and sensorimotor abilities. We analyzed the results using nonparametric correlations and an exploratory factor analysis. It was our

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Johnston, Judith R., Linda B. Smith, and Peggy Box. "Cognition and Communication." Journal of Speech, Language, and Hearing Research 40, no. 5 (October 1997): 964–74. http://dx.doi.org/10.1044/jslhr.4005.964.

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Ten children with specific language impairment and 10 children with normal language development were asked to describe objects so that a listener could select them. Each trial targeted two out of a group of three toys. The targeted objects were identical or were similar in size or color. Children in the two groups did not differ in referential success, although children in both groups found the size items more difficult. Content analysis of the messages did reveal differences in the referential strategies used most frequently. Children with specific language impairment were more likely to ment

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Connolly, K. J., and J. D. Kvalsvig. "Infection, nutrition and cognitive performance in children." Parasitology 107, S1 (January 1993): S187—S200. http://dx.doi.org/10.1017/s0031182000075612.

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SUMMARYThe paper considers briefly the nature of cognition and its relationship to intelligence. The information processing model of human cognition is outlined and IQ and DQ are explained. The literature dealing with the effects of malnutrition and parasitic infection on cognitive performance and development in children is selectively reviewed. A speculative hypothesis concerning the psychological effects of parasitic infection is sketched and brief consideration is given to models and measures in research on development.

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Santos, Samantha Nunes, Denise Miranda, Gúbio Soares Campos, Silvia Inês Sardi, Marina Martorelli Pinho, Nayara Argollo, and Eduardo Pondé de Sena. "Cognition of infants exposed to Zika virus in pregnancy: a systematic review / Cognição de bebês expostos ao vírus zika na gestação: revisão sistemática." Brazilian Journal of Development 8, no. 4 (April 26, 2022): 30763–78. http://dx.doi.org/10.34117/bjdv8n4-521.

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This article aimed to systematically review the literature on the cognition of children exposed to Zika virus infection (ZIKV) during pregnancy. After searching the main electronic databases, PubMed, Capes, Web of Science, Scopus, Cochrane and BVS, the keywords “Zika virus”, “ZIKV infection”, “pregnancy”, “congenital”, “congenital syndrome”, “development”, “Cognition”, “neurodevelopment”, “child”, “infants”, “neuropsychology”, “developmental disorders”, “Bayley”, “Denver” were used for systematic data search. After applying the eligibility criteria for inclusion, 20 articles related to the cog

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Claxton, Reid P., and Roger P. McIntyre. "Need for Cognition: Exploratory Relationships with Sibship Structure and Cognitive Style." Psychological Reports 75, no. 3 (December 1994): 1131–35. http://dx.doi.org/10.2466/pr0.1994.75.3.1131.

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Statistical evidence indicates that need for cognition scores may be linked to the number of male children in the family. Responses from 33 female and 46 male university students indicated that the independent variable of number of male children in the family was related to need for cognition scores. The number of female children was not related. The concept of cognitive style as related to Jungian psychological type theory is discussed as a partial explanation.

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Cortina, Melissa, Helen E. Jack, Rebecca Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Hlungwani, Rhian Twine, Alan Stein, and Mina Fazel. "Relationship between children’s cognitions and later educational progress in rural South Africa: a longitudinal study." Journal of Epidemiology and Community Health 73, no. 5 (March 6, 2019): 422–26. http://dx.doi.org/10.1136/jech-2018-211361.

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BackgroundChildren in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on educational outcomes in LMIC.MethodsUsing the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning a

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Sadeghi, Saeid, Sajad Ayoubi, and Serge Brand. "Parenting Styles Predict Future-Oriented Cognition in Children: A Cross-Sectional Study." Children 9, no. 10 (October 20, 2022): 1589. http://dx.doi.org/10.3390/children9101589.

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Parenting is a crucial environmental factor in children’s social and cognitive development. This study investigated the association between parenting styles and future-oriented cognition skills in elementary school-aged children. Cross-sectional data were collected from parents of 200 Iranian elementary school aged children (6–13 years), 139 boys and 61 girls. Baumrind’s Parenting Styles Questionnaire and Children’s Future Thinking Questionnaire (CFTQ) were administered to parents. There was a significant positive association between authoritative parenting and children’s abilities in prospect

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Olson, Kristina R., Aidan C. Key, and Nicholas R. Eaton. "Gender Cognition in Transgender Children." Psychological Science 26, no. 4 (March 5, 2015): 467–74. http://dx.doi.org/10.1177/0956797614568156.

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Davidoff, Jules, and Peter Mitchell. "The colour cognition of children." Cognition 48, no. 2 (August 1993): 121–37. http://dx.doi.org/10.1016/0010-0277(93)90027-s.

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Mantey, AA, HE Lutterodt, P. Twumasi, and RA Annan. "Effect of 12 weeks consumption of palm weevil larvae and orange-fleshed sweet potato fortified biscuit on nutritional status and cognitive performance of school children in Kumasi, Ghana." African Journal of Food, Agriculture, Nutrition and Development 22, no. 113 (October 18, 2022): 21397–417. http://dx.doi.org/10.18697/ajfand.113.21620.

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Micronutrients are important for improving the physical growth and cognition of school-aged children. Food fortification strategies using locally available and consumed micronutrient rich foods such as edible insects can be cost effective and sustainable in improving nutritional and cognitive outcomes in school children. The study evaluated the impact of biscuits fortified with palm weevil larvae and orange-fleshed sweet potato on cognitive performance and nutritional status of school children from low income families in an urban setting in Ghana. A 12-week randomized, blinded controlled trial

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Fang, Jo-Ting, and Jen-Jia Lin. "School travel modes and children’s spatial cognition." Urban Studies 54, no. 7 (February 10, 2016): 1578–600. http://dx.doi.org/10.1177/0042098016630513.

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This study broadens understanding of how children’s travel modes influence the development of their spatial cognition, specifically the development of their spatial representation of home–school routes. Data were collected using a questionnaire survey and a cognitive mapping process at an elementary school in northern Taiwan. The sample, which comprised 521 Grades 1–6 children aged 7–12 years, was analysed through linear regressions. Empirical results indicate that the use of independent, active or non-motorised transportation modes improved the children’s spatial cognition regarding their hom

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Temple, Elise. "The developmental cognitive neuroscience approach to the study of developmental disorders." Behavioral and Brain Sciences 25, no. 6 (December 2002): 771. http://dx.doi.org/10.1017/s0140525x02420134.

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Functional magnetic resonance imaging studies of developmental disorders and normal cognition that include children are becoming increasingly common and represent part of a newly expanding field of developmental cognitive neuroscience. These studies have illustrated the importance of the process of development in understanding brain mechanisms underlying cognition and including children in the study of the etiology of developmental disorders.

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Hooke, Mary C., Daniel Hatch, Marilyn J. Hockenberry, Susan Whitman, Ida Moore, David Montgomery, Kari Marano, et al. "The Longitudinal Parallel Process Analysis of Biomarkers of Oxidative Stress, Symptom Clusters, and Cognitive Function in Children With Leukemia." Journal of Pediatric Oncology Nursing 37, no. 4 (March 6, 2020): 244–54. http://dx.doi.org/10.1177/1043454220909785.

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Background: During treatment for acute lymphoblastic leukemia (ALL), children report co-occurring symptoms of fatigue, sleep disturbance, pain, nausea, and depression as a symptom cluster. Central nervous system–directed ALL therapies also put children at risk for cognitive impairments. Cancer therapies can cause an increase in oxidative stress, which may contribute to treatment-related symptoms. This study examined the longitudinal relationships between biomarkers of oxidative stress in the cerebrospinal fluid, the Childhood Cancer Symptom Cluster–Leukemia (CCSC-L), and cognition, in children

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Jeong, Pil Yeon, and Hyun Sub Sim. "The Relationship among Cognition, Receptive Vocabulary and Speech Production Skills in Children with Cerebral Palsy." Communication Sciences & Disorders 28, no. 3 (September 30, 2023): 620–30. http://dx.doi.org/10.12963/csd.23977.

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Objectives: The purpose of this study was to identify the differences of cognition in children with cerebral palsy (CP) based on a Speech, Language Profile Group (SLPG), and explore the relationship among cognition, receptive vocabulary, and speech production skills. Methods: Forty children aged 4-16 years with CP, 10 with no speech motor involvement and age-appropriate language ability (NSMI-LCT), 7 with no speech motor involvement and impaired language ability (NSMI-LCI), 11 with speech motor involvement and age-appropriate language ability (SMI-LCT), and 12 with speech motor involvement and

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Ma, Bangting. "The Impact of Synesthesia on Cognitive Construction in Young Children." Lecture Notes in Education Psychology and Public Media 29, no. 1 (December 7, 2023): 219–25. http://dx.doi.org/10.54254/2753-7048/29/20231493.

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Synesthesia is a special psychological sensory phenomenon that refers to a situation where one sensory stimulus can trigger another or more sensory stimuli. Currently, most scholars research focuses on adult synesthesia, with few scholars focusing on the field of children. This study compared and distinguished the frequency differences between childrens synesthesia and adult synesthesia by investigating the frequency of synesthesia in a group of 3-7 year-old children. And further explored the impact of synesthesia on childrens cognitive development. The authors viewpoint is that the frequency

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Kauliņa, Anda. "Cognitive Analysis of 9 to 11-Year-Old Children With Intellectual Development Disorders." Journal of Pedagogy and Psychology "Signum Temporis" 9, no. 1 (December 20, 2017): 16–22. http://dx.doi.org/10.1515/sigtem-2017-0006.

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Abstract Cognitive development significantly influences efficiency and results of child’s understanding and comprehension of the world. Attention and cognition play a significant role to ensure academic achievement and success. Attention is essential for purposeful planning of action and systematic work. Attention is necessary to follow the study material and for physical survival in everyday life. Cognition is significant in decision making and evaluating possible outcomes, being especially important in children with cognitive development disorders. The aim of the present study was to find ou

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Loskutova, Ekaterina, Kajal Shah, Ian D. Flitcroft, Annalisa Setti, John S. Butler, Yvonne Nolan, Nabin Paudel, and James Loughman. "Lutein and zeaxanthin: The possible contribution, mechanisms of action and implications of modern dietary intake for cognitive development in children." HRB Open Research 2 (April 26, 2019): 8. http://dx.doi.org/10.12688/hrbopenres.12903.1.

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Background:Studies suggest that lutein and zeaxanthin may be important for cognitive development in children, but a comprehensive evidence synthesis is lacking. The purpose of this evidence synthesis was to analyse the available data regarding the role of lutein and zeaxanthin for cognition in children and propose a theoretical basis for future studies.Methods:The PubMed, Scopus, the ISRCTN registry and Cochrane Library databases were searched for studies that evaluated the relationship between lutein and zeaxanthin and cognitive function in children. Reference list and ancestry searches were

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Monteiro, Camila, Adna Lemos, and Andréa Kochhann. "Cognition and Metacognition Development Through the Use of Educational Games: Expected Behaviors and Developed Behaviors." Concilium 23, no. 17 (October 28, 2023): 747–60. http://dx.doi.org/10.53660/clm-2157-23q08.

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The article analyzed the use of educational games in the development of children's cognition and metacognition. Through the analysis of expected and developed behaviors, the research assessed the effects of educational games on the cognitive and metacognitive development of school-age children. The results indicated that educational games can contribute to the development of cognition and metacognition in children, promoting increased attention, memory, concentration, and logical reasoning. Additionally, educational games can also foster metacognitive skills, such as the ability to monitor and

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Cole, Kevin N., Truman E. Coggins, and Cheryl Vanderstoep. "The Influence of Language/Cognitive Profile on Discourse Intervention Outcome." Language, Speech, and Hearing Services in Schools 30, no. 1 (January 1999): 61–67. http://dx.doi.org/10.1044/0161-1461.3001.61.

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Children with communication needs are often allocated intervention services as a result of the relationship between their cognitive ability and language performance. Children with higher cognitive skills relative to language skills are considered promising candidates for language services. In contrast, children who are delayed in both cognitive and language abilities are considered poor candidates for intervention and are often excluded from services, or given a lower priority for services. This study examines the effects of intervention on one aspect of pragmatic development (discourse skills

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Kalyoncu, Tuğba, Burcu Özbaran, Sezen Köse, and Hüseyin Onay. "Variation in the Oxytocin Receptor Gene Is Associated With Social Cognition and ADHD." Journal of Attention Disorders 23, no. 7 (May 6, 2017): 702–11. http://dx.doi.org/10.1177/1087054717706757.

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Objective: Children with ADHD show substantial deficits in social cognitive abilities. Oxytocin, mediated through its specific receptor (OXTR), is involved in the regulation of social behavior and social cognition. Method: The entire coding sequence of the human OXT and OXTR genes were sequenced to identify mutations and single nucleotide polymorphisms (SNPs) in 151 children with ADHD (ADHD-combined, n = 51; inattentive subtype, n = 50; ADHD-C plus conduct disorder [CD], n = 50; 11-18 years) and 100 healthy controls. Results: We examined the association of three detected SNPs of OXTR with soci

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Carvalho, Luciane Bizari Coin de, Lucila Bizari Fernandes do Prado, Luciana Silva, Marilaine Medeiros de Almeida, Tatiana Almeida e. Silva, Célia Maria Alcântara Machado Vieira, Álvaro Nagib Atallah, and Gilmar Fernandes do Prado. "Cognitive dysfunction in children with sleep disorders." Arquivos de Neuro-Psiquiatria 62, no. 2a (June 2004): 212–16. http://dx.doi.org/10.1590/s0004-282x2004000200004.

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Sleep is basic for physical and cognitive development and some studies have suggested that there may be an association between sleep disorders (SD) and cognitive dysfunction (CD) in children. Little is known, however, about SD and cognition in 7-10-year-old children, a fact that motivated the present study. METHOD: We applied an SD questionnaire in 1180 children, 547 with SD and 633 without SD (CG), to assess cognition with a screening test (Bender Visual Motor Gestalt Test - BT). RESULTS: We observed a similar frequency of CD in the children with SD (39%) and that ot the CG (40%). The 8-year-

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Akanbi, J., and G. T. Fadupin. "Relationship Between Nutritional Status and Cognition of School-Aged Children." African Journal of Biomedical Research 25, no. 2 (May 31, 2022): 143–51. http://dx.doi.org/10.4314/ajbr.v25i2.5.

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A descriptive cross-sectional survey was conducted among 384 pupils aged 5-12 years selected from 3 public primary schools using a multi-stage sampling technique. Information on cognitive performance was collected using Raven’s Standard Progressive Matrices. Food Frequency Questionnaire and 24-hour dietary recall were used to obtain dietary information while anthropometric data were sourced using weighing scales and height meters. The mean age of the respondents was 9.0 ± 1.8 years. The mean weight and height were 23.4±4.6kg and 1.25±0.1m respectively. 1.6% of the respondents had normal height

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Koshy, Beena, Manikandan Srinivasan, Sowmiya Gopalakrishnan, Venkata Raghava Mohan, Rebecca Scharf, Laura Murray-Kolb, Sushil John, Rachel Beulah, Jayaprakash Muliyil, and Gagandeep Kang. "Are early childhood stunting and catch-up growth associated with school age cognition?—Evidence from an Indian birth cohort." PLOS ONE 17, no. 3 (March 2, 2022): e0264010. http://dx.doi.org/10.1371/journal.pone.0264010.

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Background Millions of children worldwide especially in the Asian subcontinent are vulnerable to early childhood stunting. There are contradictory reports of the association between catch-up growth in childhood and school age cognition. Methods A community-based birth cohort recruited between 2010 and 2012 from urban slums in Vellore, India was followed up until 9 years of age. From regular anthropometric measurements, stunting status for each individual child was calculated at 2, 5 and 9 years. Cognition was assessed at 9 years of age using the Malin’s Intelligence Scale for Indian Children (

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Miao, Hongna, and Hsin-Che Wu. "Political Education and Children's Political Cognition in China." China: An International Journal 21, no. 4 (November 2023): 73–94. http://dx.doi.org/10.56159/chn.2023.a913140.

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Abstract: The importance of children's political cognition as integral to the formation of their political attitudes into adulthood has been well documented in Western contexts. Whether such an association holds in China, however, is less well-known. Building on the political psychology theory of cognitive process, this article utilises the picture association test to analyse how children form their political cognition in China. The authors report five findings. First, the proximity to (a familiarity with) the police and the most prominent political leaders in children's political images are t

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Clayton, Nicola S. "EPS Mid-Career Award 2013: Ways of thinking: From crows to children and back again." Quarterly Journal of Experimental Psychology 68, no. 2 (February 2015): 209–41. http://dx.doi.org/10.1080/17470218.2014.943673.

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This article reviews some of the recent work on the remarkable cognitive capacities of food-caching corvids. The focus will be on their ability to think about other minds and other times, and tool-using tests of physical problem solving. Research on developmental cognition suggests that young children do not pass similar tests until they are at least four years of age in the case of the social cognition experiments, and eight years of age in the case of the tasks that tap into physical cognition. This developmental trajectory seems surprising. Intuitively, one might have thought that the socia

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Polido, Graziela Jorge, Mariana Mangini Vaz de Miranda, Nelson Carvas Junior, Rodrigo de Holanda Mendonça, Fátima Aparecida Caromano, Umbertina Conti Reed, Edmar Zanoteli, and Mariana Callil Voos. "Cognitive performance of children with spinal muscular atrophy: A systematic review." Dementia & Neuropsychologia 13, no. 4 (December 2019): 436–43. http://dx.doi.org/10.1590/1980-57642018dn13-040011.

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ABSTRACT Spinal muscular atrophy (SMA) is genetic and progressive, caused by large bi-allelic deletions in the SMN1 gene, or the association of a large deletion and a null variant. Objective: To evaluate the evidence about cognitive outcomes in spinal muscular atrophy (SMA). Methods: Searches on the PUBMED/Medline, Web of Knowledge and Scielo databases retrieved 26 studies (1989 to 2019, descriptors “spinal muscular atrophy” and “cognition”). Nine studies were selected according to the eligibility criteria: (1) cognition tested in individuals with SMA; (2) written in English or Spanish. The Ri

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Sandvik, Ulrika, Tomas Adolfsson, Dan N. Jacobson, and Kristina Tedroff. "Cognition in Children with Arachnoid Cysts." Journal of Clinical Medicine 9, no. 3 (March 20, 2020): 850. http://dx.doi.org/10.3390/jcm9030850.

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Background: This study aims to evaluate if children with temporal arachnoid cysts (AC) have cognitive symptoms and if neurosurgery improves these. Methods: A prospective case series study including consecutive pediatric patients with temporal AC. The children underwent neuroradiology, neuroopthalmologic evaluation, and a standard electroencephalography (EEG). Additionally, a neuropsychologist performed a standardized set of evaluations, with a one-year follow-up consisting of Weschler Intelligence Scale for Children version IV (WISC-IV), FAS (for verbal fluency), Boston Naming Test (BNT, for v

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Sastre i Riba, Sylvia. "Goswami, U (1998) : cognition in Children." Contextos Educativos. Revista de Educación, no. 2 (May 14, 1999): 307. http://dx.doi.org/10.18172/con.415.

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GILLIES, MURIEL, and PAUL LIGHT. "Spatial cognition in language-impaired children." International Journal of Language & Communication Disorders 32, no. 2s (April 1997): 159–66. http://dx.doi.org/10.1111/j.1460-6984.1997.tb01629.x.

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Lockman, J. "Cognition in Children, by Usha Goswami." Trends in Cognitive Sciences 3, no. 4 (April 1, 1999): 164. http://dx.doi.org/10.1016/s1364-6613(99)01280-2.

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MAHONEY, DIANA. "Exercise Improves Cognition in Obese Children." Family Practice News 35, no. 18 (September 2005): 59. http://dx.doi.org/10.1016/s0300-7073(05)71779-5.

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Hori(Saito), Yuri. "Cognition and evaluation to praise children." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): 3B—078–3B—078. http://dx.doi.org/10.4992/pacjpa.83.0_3b-078.

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Chutko, L. S., S. Yu Surushkina, and E. A. Yakovenko. "Disorders of social cognition in children." Zhurnal nevrologii i psikhiatrii im. S.S. Korsakova 123, no. 1 (2023): 34. http://dx.doi.org/10.17116/jnevro202312301134.

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Kendall, Philip C., and Tamar Ellsas Chansky. "Considering cognition in anxiety-disordered children." Journal of Anxiety Disorders 5, no. 2 (January 1991): 167–85. http://dx.doi.org/10.1016/0887-6185(91)90027-q.

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Green, Jennifer A. K., and Usha Goswami. "Synesthesia and number cognition in children." Cognition 106, no. 1 (January 2008): 463–73. http://dx.doi.org/10.1016/j.cognition.2007.01.013.

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Dohmen, Maud, Ella Braat-Eggen, Astrid Kemperman, and Maarten Hornikx. "The Effects of Noise on Cognitive Performance and Helplessness in Childhood: A Review." International Journal of Environmental Research and Public Health 20, no. 1 (December 24, 2022): 288. http://dx.doi.org/10.3390/ijerph20010288.

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Environmental noise affects our daily functioning in many ways, and the cognitive, motivational, and emotional effects of noise are intertwined. Our task performance under noisy conditions depends on our ability to cope with the noise and our cognitive resources. The process of (failed) coping may wear us out cognitively, lead to learned helplessness, and, consequently, alter the motivation to persist in a task. The direct effect of irrelevant sounds on cognitive functioning in children is relatively well-established, however, the research on the framework of learned helplessness is limited wh

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Thal, Donna, Elizabeth Bates, and Ursula Bellugi. "Language and Cognition in Two Children with Williams Syndrome." Journal of Speech, Language, and Hearing Research 32, no. 3 (September 1989): 489–500. http://dx.doi.org/10.1044/jshr.3203.489.

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In this study, aspects of language, single-gesture retrieval, combinatorial play, and visual-spatial cognition are reported in two children with Williams syndrome who were in the single-word stage of language acquisition. Williams syndrome children are of particular interest because, when older (10–15 years), they display an unusual profile of abilities that may include superior linguistic performance compared with other aspects of cognition. The two children in the present study are compared to a group of normal children in the single-word stage of language acquisition with a mean age of 14.8

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Attanasio, Orazio, Costas Meghir, and Emily Nix. "Human Capital Development and Parental Investment in India." Review of Economic Studies 87, no. 6 (June 18, 2020): 2511–41. http://dx.doi.org/10.1093/restud/rdaa026.

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Abstract We estimate production functions for cognition and health for children aged 1–12 in India, based on the Young Lives Survey. India has over 70 million children aged 0–5 who are at risk of developmental deficits. The inputs into the production functions include parental background, prior child cognition and health, and child investments, which are taken as endogenous. Estimation is based on a nonlinear factor model, based on multiple measurements for both inputs and child outcomes. Our results show an important effect of early health on child cognitive development, which then becomes pe

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Blair, Clancy. "How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability." Behavioral and Brain Sciences 29, no. 2 (April 2006): 109–25. http://dx.doi.org/10.1017/s0140525x06009034.

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This target article considers the relation of fluid cognitive functioning to general intelligence. A neurobiological model differentiating working memory/executive function cognitive processes of the prefrontal cortex from aspects of psychometrically defined general intelligence is presented. Work examining the rise in mean intelligence-test performance between normative cohorts, the neuropsychology and neuroscience of cognitive function in typically and atypically developing human populations, and stress, brain development, and corticolimbic connectivity in human and nonhuman animal models is

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Moll, Henrike, and Michael Tomasello. "Cooperation and human cognition: the Vygotskian intelligence hypothesis." Philosophical Transactions of the Royal Society B: Biological Sciences 362, no. 1480 (February 12, 2007): 639–48. http://dx.doi.org/10.1098/rstb.2006.2000.

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Nicholas Humphrey's social intelligence hypothesis proposed that the major engine of primate cognitive evolution was social competition. Lev Vygotsky also emphasized the social dimension of intelligence, but he focused on human primates and cultural things such as collaboration, communication and teaching. A reasonable proposal is that primate cognition in general was driven mainly by social competition, but beyond that the unique aspects of human cognition were driven by, or even constituted by, social cooperation. In the present paper, we provide evidence for this Vygotskian intelligence hyp

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Kim, Da-hye, and Eun-sil Choi. "A Systematic Review and meta-analysis of Intervention on Social cognition in preschool Children With Autism Spectrum Disorder." Korean Association For Persons With Autism 23, no. 1 (April 30, 2023): 79–103. http://dx.doi.org/10.33729/kapa.2023.1.4.

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Objective: We conducted a systematic review and meta-analysis of interventions for social cognition in preschool children with autism spectrum disorder and aimed to provide evidence regarding occupational interventions. Methods: The studies included in this review were collected by searching the PubMed, Scopus, ProQuest Health & Medical Collection (PML), and PsycARTICLES databases as well as two trial registries. We searched the databases and registries for articles from January 2013 to January 2023 using the following search strategy: [(autis*) AND (“social cognitive” OR “social cog

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Wallace, Alexander L., Ann M. Swartz, Chi C. Cho, Christine M. Kaiver, Ryan M. Sullivan, and Krista M. Lisdahl. "Stand-Biased Desks Impact on Cognition in Elementary Students Using a Within-Classroom Crossover Design." International Journal of Environmental Research and Public Health 19, no. 9 (May 7, 2022): 5684. http://dx.doi.org/10.3390/ijerph19095684.

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Background: There is emerging literature that standing desk interventions may help to improve cognitive performance in school-aged children. The current study examines how desks that promote standing affect cognition over the course of a school year in third, fourth, and sixth graders. Methods: Nighty-nine students between the ages of 8 and 12 (M = 10.23; 58% Male) were assigned to either stand-biased desks or traditional sitting desks. A within-classroom design was used with students switching desks after 9 weeks. Cognitive assessments and teacher behavioral ratings were administered at basel

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McDermott, Helen R., Patricia A. Prelock, and Ashley R. Brien. "Mental State Expression During Peer Play: A Comparison of Typically Developing Children and Children With Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 35, no. 2 (January 24, 2020): 108–17. http://dx.doi.org/10.1177/1088357620902483.

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This study examined the relationship between mental state term use in children with autism spectrum disorder (ASD) and typically developing (TD) children engaged in play. Expression of mental state terms was used as an indicator of theory of mind (ToM) skills. Archived data were used to compare mental state term use for five ASD-TD dyads engaged in various play contexts. During imaginative play, children with ASD used fewer cognition mental state terms than TD children but used a similar number of emotion mental state terms. In combination play, both groups used similar numbers of cognition an

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Yu, Zhen, and Jianhong Wang. "Design Strategies of Outdoor Recreational Spaces for Preoperational Stage Children based on Embodied Cognitive Perspective." Highlights in Art and Design 3, no. 2 (June 26, 2023): 68–72. http://dx.doi.org/10.54097/hiaad.v3i2.10231.

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This article, based on an embodied cognitive perspective, focuses on the design of outdoor recreation spaces for children in the preoperational stage. It explores the embodied cognitive theory and the specific requirements of children's outdoor recreation spaces, highlighting the suitability of embodied cognition for current design needs. By analyzing the embodied cognitive characteristics of children in the preoperational stage and reviewing relevant research, this study proposes design elements based on embodied cognition. Six design strategies for children's outdoor recreation spaces are pr

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Ohls, Robin K., Jean Lowe, Ronald A. Yeo, Shrena Patel, Sarah Winter, Richard A. Campbell, Shawna Baker, and John Phillips. "Longitudinal Assessment of Preterm Infants Treated with Erythropoiesis Stimulating Agents." Current Pediatric Reviews 19, no. 4 (November 2023): 417–24. http://dx.doi.org/10.2174/1573396319666221219114704.

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Objective: We previously reported improved neurodevelopment at 2 and 4 years among preterm infants treated with erythropoietin or darbepoetin, known as erythropoiesis-stimulating agents (ESAs). We now characterize longitudinal outcomes through 6 years. Methods: Children randomized to ESAs or placebo were evaluated at 6 years. Healthy-term chil-dren served as controls. Tests of cognition and executive function (EF) were performed. Results: Cognitive/EF scores remained similar between 4 and 6 years within each group (ESA: 43 children; placebo: 17 children; term: 21 children). ESA recipients scor

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