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1.
The relative age effect (RAE) has been demonstrated in many youth and professional sports. In this study, we hypothesized that there would also be a RAE among youth chess players who are typically involved in a complex cognitive task without significant physical requirements. While typical RAEs have been observed in adult chess players, in this paper we wanted to focus primarily on youth chess players. In addition, we also examined RAEs in both participation rates and performance levels in a national chess championship. Therefore, the RAE was examined in a complex cognitive task that has no significant physical requirements, more specifically among youth chess players. Data were analyzed (1) for all registered Belgian youth chess players over a 5-year period (2009–2013) and (2) for participants of the Belgian youth championship 2013. Results indicated an overall RAE among all Belgian youth chess players over the last 5 years. The likelihood of participation was significantly greater for players born in the first birth-date quartile (χ² = 10.21, p < .05; r = ?.77, p < .01; w = .07) and the likelihood of participation decreased when youth chess players were born in the last quartile of the year. These effects were most prominent in the under-8 and under-10 year olds. There also appeared to be a performance-related RAE. Kolmogorov–Smirnov tests (p < .05) showed that players born in the first months of the selection year were significantly more often in the top 10 players for each age level of the Belgian Youth Championship 2013.  相似文献   

2.
Relative age effects (RAEs) explain the (dis)advantages individuals experience as a result of when they are born relative to a pre-determined cut-off date. Within an interuniversity setting, academic timing (AT) may moderate the RAE pattern due to some student-athletes having eligibility years that do not correspond with their birth years. The purpose of this study was to examine the influence of the RAE and AT on interuniversity football players. A series of chi-square goodness of fit tests (χ2) revealed no RAE when all student-athletes were analyzed together as well as among those who were delayed (i.e. eligibility years that correspond with a younger cohort), and a traditional RAE among those who were on-time (i.e. eligibility years that correspond with their year of birth). Student-athletes ranged between 1 and 12 years delayed, with the majority of these athletes being delayed by one (30.76%) or two years (30.97%). This study suggests that there may be advantages to student-athletes delaying their participation within football, as these delays may help mitigate the overall RAE by equalizing playing opportunities for relatively younger student-athletes. However, delaying eligibility raises concerns about equity, particularly for those progressing to interuniversity football directly out of high school who may have to compete for roster spots against student-athletes who may be up to 12 years delayed.  相似文献   

3.
Relative Age Effects (RAEs), describing attainment inequalities as a result of interactions between biological age and age‐grouping procedures, have been demonstrated across many sports contexts. This study examined whether an additional individual characteristic (i.e., handedness) mediated RAEs in tennis. Relative age and handedness distributions of 1027 male professional tennis players ranked in the year‐end ATP Top 500 for 2000–2006 were analyzed. Relatively older players, born in the first two quartiles, were over‐represented for right‐handed players (86.56%), whereas no RAEs were found for left‐handers (13.44%). Findings seem to suggest that left‐handers in tennis gain advantages that circumvent the RAE problem.  相似文献   

4.
Several studies have reported significant relationships between children’s season of birth and measures of their academic success (i.e., the ‘season of birth effect’). Whereas most of these studies were cross‐sectional, the current study uses growth curve modelling to analyse longitudinal data on 3,187 children in Flemish primary education. The results indicate season of birth effects on both grade retention and mathematics achievement during the first two years of primary school. Because the Flemish cut‐off date is 31 December, children born in the fourth quarter (October‐November‐December) invariably are among the youngest in their grade age group. Almost 20% of these children were found to have been retained or referred to special education by the end of Grade 2, whereas for children born in the first quarter (January‐February‐March), this was only 6.34%. First quarter‐born children also showed moderately higher mathematics achievement at the start of first grade. During the next two school years, this achievement gap between children born in the first and the fourth quarter narrowed significantly. Finally, differentiated instruction was not found to be related to the decrease of the season of birth effect.  相似文献   

5.
The French language development of children adopted (n=24) from China was compared with that of control children matched for socioeconomic status, sex, and age. The children were assessed at 50 months of age, on average, and 16 months later. The initial assessment revealed that the 2 groups did not differ with respect to socioemotional adjustment or intellectual abilities. However, the adopted children's expressive language skills were significantly lower than those of the nonadopted children at both assessments. The receptive language skills were also significantly weaker for the adopted children at the second assessment. The results are discussed in terms of possible early age-of-acquisition effects that might affect adopted children's ability to acquire a second first language.  相似文献   

6.
ObjectiveThis study identified children born to mothers in foster care and documented Child Protective Service (CPS) involvement among children.MethodsProbabilistically linked birth and CPS records from California (2009–2012) were used to identify all mothers in foster care on or after conception. Children were followed prospectively using linked records to identify CPS involvement occurring during the first three years of life. Differences between reported and unreported children were examined using χ2 tests. The Latent Class Analysis (LCA) identified classes of children born to mothers in care who were at increased risk of CPS involvement. Model fit was assessed using the Bayesian Information Criterion, entropy, and likelihood ratio tests. For each of the classes, the relationship to the distal outcome (i.e., a maltreatment report by age three), was examined.ResultsFindings indicate that 53% of children born to mothers in care were reported. The proportion of children reported to CPS for maltreatment declined over time, from 63% of children born to mothers in foster care in 2009, to 46% in 2012. The LCA documented three distinct classes of mother-child dyads with varying risk of report. More than one third of children in Class 1 and nearly 70% of children in Class 3 were reported.ConclusionsThis study was the first to develop multi-dimensional class profiles of two-generation CPS involvement among mother-child dyads. This study documents that mothers’ experiences in care and mental health conditions vary widely, underscoring the importance of providing services that fit the needs of dyads.  相似文献   

7.
This paper investigates the effect of family size and birth order on educational attainment. An instrumental variables approach is used to identify the effect of family size. Instruments for the number of children are twins at last birth and the sex mix of the first two children. The effect of birth order is identified, by examining the relation with years of education for different family sizes separately. No significant effect of family size on educational attainment of the oldest child is found. Birth order has a significant negative effect. Potential mechanisms behind the birth order effects are investigated. The results show that birth order effects are not affected by the average age gap between children. Information on financial transfers shows that earlier born children have a higher probability of receiving money from their parents than later born children, also the amount they receive is higher. These results indicate that the allocation of parental resources is a potential mechanism behind the birth order effects.  相似文献   

8.
What are the longitudinal cognitive profiles of Hong Kong Chinese children with specific reading difficulties in Chinese only, in English only, or both? A total of 16 poor readers each of Chinese (PC) and English (PE) and 8 poor readers of both orthographies (PB) were compared to a control sample (C) of 16 children; all were drawn from a statistically representative sample of 154 Hong Kong Chinese children tested at ages 5 to 9 years. PE and PB children's mothers had lower education levels than did the other groups. With children's ages and mothers' education levels statistically controlled, the PE, PC, and PB groups were significantly lower than the C group on phonological awareness. The PB and PE groups also scored significantly lower than the others on English vocabulary across years, whereas the PC and PB groups were significantly poorer than the C and PE groups on morphological awareness across years. Finally, the PB group was significantly slower than the other groups on speed naming at every age tested, underscoring the potential importance of automaticity in reading across orthographies. Findings highlight the need to consider the issue of how to identify reading difficulties in a second language.  相似文献   

9.
Using a national sample of children 3 to 16 years old, this study found that the lower test scores and increased behavior problems of children born to younger mothers are not due to her age but to her family background. First, for nonfirstborn children, maternal age at first birth has a significant effect on test scores, whereas maternal age at the child's birth does not. Second, this study replicated a controversial study by Geronimus, Korenman, and Hillemeier (1994) and found that the disadvantage of children born to younger mothers is greatly reduced when maternal family background is controlled through a comparison of children born to sisters. Third, maternal age is not an important predictor of children's test score rates of improvement over time. This evidence suggests that maternal age is not causal.  相似文献   

10.
This paper investigates whether mothers’ participation in post‐compulsory education impacts on children’s relative inequalities across four developmental outcomes. The empirical analysis uses information from children born in 1958 in Britain. Mothers of the 1958 British cohort were affected by the 1947 school leaving age reform, which increased the age of compulsory schooling from 14 to 15 years. We selected the first‐born cohort members whose mothers were born in 1933 and 1934 and whose mothers completed compulsory schooling only. We found that the additional year of maternal schooling was significantly associated with relative improvements in mathematics attainment for their children, but no significant differences for reading or behavioural outcomes. The impact on mathematics was mainly for boys. These results suggest wider dispersion in mathematics attainment between sons whose mothers benefited from the additional year of schooling in 1947 and those whose mothers did not.  相似文献   

11.
The relative age effect (RAE) suggests that athletes may be provided with greater opportunities for success depending on the position of their birthdate in a sport’s selection year. While the effect has been well established in men’s sports, less is known about women’s sports. This study examined the RAE in developmental girls’ hockey in Ontario. Relative age, player position, age division, and level of play were provided by the Ontario Women’s Hockey Association for 36,555 registrants. Older players were over-represented, and younger players under-represented across all age divisions and levels of play. This suggests that the RAE is present in developmental girls’ hockey, the magnitude of which varies with level of play and player position.  相似文献   

12.
The ability to attribute false beliefs (i.e., demonstrate theory of mind) by 155 deaf children between 5 and 8 years of age was compared to that of 39 hearing children ages 4 to 6. The hypotheses under investigation were (1) that linguistic features of sign language could promote the development of theories of mind and (2) that early exposure to language would allow an easier access to these theories. Deaf children were grouped according to their communication mode and the hearing status of their parents. The results obtained in three false belief tasks supported the hypotheses: effective representational abilities were demonstrated by deaf children of deaf parents, whereas those born to hearing parents appeared delayed in that regard, with differences according to their communication mode.  相似文献   

13.
Describes a retrospective study carried out in the North West of England, during 1976 while the author was a post-graduate student at Liverpool University. The possible ‘at risk’ factors under study were (1) Separation of the mother herself, before 11 years of age, from her mother. (2) Abnormality of pregnancy. (3) Abnormality of labour. (4) Abnormality of puerperium. (5) Low birth weight of baby. (6) Poor ante-natal care. (7) If child placed in special care baby unit. (8.) Consultation with social worker during pregnancy. (9) Apgar score less than nine at ten minutes.Data was collected, from maternal case records of a ten per cent random sample of children on the register of non-accidental injury, and of children born in the same hospital and paired by their sex, their mother's age and parity within a minimum of a year period.The findings revealed that (1) the factors under test, when grouped together, could be reliable predictors of non-accidental injury to children, and (2) that statistical significance was found between the number of possible ‘at risk’ factors in the subject group and the control group of mothers. In -the subject group of mothers 82.98% were found to have one or more factors present, compared to 55.32% in the control group of mothers.The results appear to warrant a more extensive study with a larger size sample and limited only to confirmed cases of non-accidental injury.However, it may be possible for members of the primary care teans to use this information in setting priority criteria for visiting, in attempts to reduce the occurrences of nonaccidental injury.  相似文献   

14.
Objective： To explore whether there exist differences in cognitive development between singletons and twins born after in vitro fertilization （IVF） or intracytoplasmic sperm injection （ICSI）. Methods： A total of 566 children were recruited for the study, including 388 children （singletons, n=175; twins, n=213） born after IVF and 178 children （singletons, n=87; twins, n=91 ） born after ICSI. The cognitive development was assessed using the Chinese-Wechsler Intelligence Scale for Children （C-WISC）. Results： For all pre-term offspring, all the intelligence quotient （IQ） items between singletons and twins showed no significant differences no matter if they were born after IVF or ICSI. There was a significant difference in the cognitive development of IVF-conceived full-term singletons and twins. The twins born after IVF obtained significantly lower scores than the singletons in verbal IQ （containing information, picture ＆ vocabulary, arithmetic, picture completion, comprehension, and language）, performance IQ （containing maze, visual analysis, object assembly, and performance）, and full scale IQ （P〈0.05）. The cognitive development of full-term sin- gletons and twins born after ICSI did not show any significant differences. There was no significant difference between the parents of the singletons and twins in their characteristics where data were collected, including the age of the mothers, the current employment status, the educational backgrounds, and areas of residence. There were also no consistent differences in the duration of pregnancy, sex composition of the children, age, and height between sin- gletons and twins at the time of our study although there existed significant differences between the two groups in the sex composition of the full-term children born after ICSI （P〈0.05）. Conclusions： Compared to the full-term singletons born after IVF, the full-term twins have lower cognitive development. The cognitive development of full-term singletons and twins born after ICSI did not show any significant differences. For all pre-term offspring, singletons and twins born after IVF or ICSI, the results of the cognitive development showed no significant differences.  相似文献   

15.
The caregiving environment experienced by 243 premature, low birthweight (LBW) children living in poverty was examined to determine whether the quality of care such children receive affords them some measure of protection from the generally deleterious consequences of poverty and prematurity. Only 26 children were identified as functioning in the normal range for cognitive, social/adaptive, health, and growth parameters at age 3. These children, who showed early signs of resiliency, differed from nonresilient children in that they were receiving more responsive, accepting, stimulating, and organized care. They were also living in safer, less crowded homes. 6 "protective" aspects of caregiving were identified and used as part of a cumulative protection index. Children with less than 3 protective aspects of caregiving present at age 1 had only a 2% probability of being resilient, and only a 6% probability if fewer than 3 were present at age 3. Overall, premature LBW children born into conditions of poverty have a very poor prognosis of functioning within normal ranges across all the dimensions of health and development assessed. However, those raised in a setting with 3 or more protective factors were more likely to show early signs of resiliency.  相似文献   

16.
THE DEVELOPMENT of 58 preterm infants classified as low‐risk was compared over their first 7 years with a control group of 100 full‐term healthy infants. One major conclusion from this ongoing study is the critical need to take account of age when outcomes for prematurely born children are compared with full‐term children. As well as finding “catch up” phenomena at certain ages, the study also found periods during which there were reverses of this favourable tendency. Further, the study provided evidence that perinatal risk conditions may have a differential impact on mental development, depending on social‐environmental factors. It was suggested that advantaged family circumstances may reduce or even fully compensate for the adverse effects of preterm birth whereas a disadvantaged environment may amplify them.  相似文献   

17.
This paper examines the causal impacts of Hong Kong’s 1971 policy of free compulsory education on students’ educational attainment. Using a regression discontinuity method and Hong Kong Census data, this study compares children born just before and just after the month in which the compulsory-education law came into effect. The results show that the law reduces approximately 10 percent of the dropout probability by age 12 and 8 percent of the dropout probability by age 15. The effect is substantial considering that approximately 90 percent of primary-school-age children were already in school in Hong Kong when the policy was implemented. The policy has larger impacts for socially and economically disadvantaged children, and the law also increases their probability of obtaining an education beyond middle school. Robustness is tested with several sensitivity checks. The results will help policy makers and stakeholders better understand the potential efficacy of mandated education policies and increasing educational access to targeted populations, especially for developing economies.  相似文献   

18.
This study describes the development of emotional and behavioral regulation in a regional cohort of children born extremely preterm (<28 weeks gestational age, n = 39), very preterm (<34 weeks gestational age, n = 56), and full term (n = 103). At 2 and 4 years, children born at younger gestational ages demonstrated poorer self-regulation across multiple contexts spanning observed interactions, formal cognitive testing, and parental report of child behavior at home. Among children born preterm, the 2 strongest predictors of impairments in self-regulation were the presence of moderate-to-severe cerebral white matter abnormalities on neonatal magnetic resonance and a less sensitive parenting style when children were aged 2 years. Findings support the importance of early neurological development and parenting for developing regulation in children born very preterm.  相似文献   

19.
The central question addressed in this study was: What factors are associated with individual differences in academic motivation among first-grade students who were born to low-income adolescent mothers? Data from a 7-year longitudinal study were used to address the question. First-grade teachers assessed academic motivation for 89 children at the end of the school year. We tested a model that children’s experiences in the home prior to school entry influence the developmental trajectories of the children; experiences in the home are likely to influence the cognitive abilities children have when they enter school. More competent children are likely to be more successful on school-related tasks, which in turn, should influence level of motivation in the early elementary grades. The results of a path analysis were consistent with this model. Parenting practices and quality of the home environment during the early childhood period were predictive of children’s receptive language skills at age 4.5 years and achievement in the fall semester of first grade; achievement test scores were, in turn, predictive of academic motivation at the end of first grade. We also expected parental support for achievement after school entry to be related to individual differences in academic motivation, but this hypothesis was not supported.  相似文献   

20.
This study evaluated whether a theory-based intervention in physical education (PE) designed to train self-control may positively impact children’s quick-temperedness and disruptiveness and whether changes in executive functions (EFs) may be a correlate or antecedent of such effects. One hundred and sixteen children aged 8–9 years participated in a 2-year intervention and completed three assessments at baseline, 6- and 18-month follow-ups in quick-temperedness and disruptiveness, hot and cool EFs. After the intervention, children in the intervention group showed lower quick-temperedness and disruptiveness and improvement in hot EF. Changes over the intervention period were moderately associated and showed marginal evidence of causal ordering, suggesting that designed PE may benefit self-control through a possible linkage to hot EF improvement.  相似文献   

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