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1.
The aim of this study was to investigate the development of overweight compared with healthy-weight children attending kindergartens in Munich, Germany. Mean age of the children at the beginning of the study was 53.2 months (SD?=?7.5); the duration of the study was 20 months. At the beginning of the study children were classified as overweight (n?=?32) or healthy weight (n?=?318) using BMI scores. Dependent variables were aspects of physical growth, physical fitness, body coordination, manual dexterity, and cognitive performance. A higher rate of socially disadvantaged children was overweight compared with socially advantaged children. There was no association between weight and sex. Motor skills improved over trials. Socially disadvantaged and overweight children performed less well in gross motor skills compared with children from backgrounds of higher socioeconomic (SE) status or healthy-weight children. There was also an association between weight and socioeconomic status: overweight children of lower SE status performed less well compared with overweight children of upper SE status in all gross motor tasks. No connection could be found between weight and manual dexterity and cognitive performance. 相似文献
2.
Research Findings: Aggressive/rejected children are at risk for continuing conduct and school problems. Some limited research indicates that these children have attention problems. Previous research has linked attention problems with academic performance. The current study investigated group differences in attention skills and the role of these skills in children's academic performance. Kindergarten and 1st-grade children (n = 54, 52% female) were identified as either aggressive/rejected or low aggressive/popular by peer sociometric interviews. Attention was assessed with a novel computer task, the Children's Space Game, as well as parent and teacher report. Teachers reported on children's academic performance. Aggressive/rejected children had lower adult-reported attention skills and academic performance than low aggressive/popular children. Aggressive/rejected children also had lower skills on the computer task. Support was found for an additive model of the influence of children's status and attention skills on their academic performance even after controlling for maternal education and family income but no evidence was found that attention moderated the relation between children's status and their academic performance. Practice or Policy: Aggressive/rejected children appear at significant risk for attention problems and these problems predict their academic performance. Future research should investigate whether these children would benefit from additional support of their attention skills. 相似文献
3.
4.
Children with developmental coordination disorder (DCD) experience difficulty coping with everyday demands due to difficulties
in performing motor tasks. Recently, a cognitive learning paradigm has been applied to studying the nature of the problems
experienced by children with DCD, which assumes that these children have fewer cognitive and metacognitive skills with which
to acquire motor skills. However, despite the emergence of such cognitive models, individual differences in children’s use
of self-regulatory and metacognitive skill during motor learning have received little research attention. The aim of this
review article was to examine the roots of this emerging field of research, locate it within the larger body of metacognitive
and self-regulation literature, and examine some of the preliminary work that has been conducted on the role of self-regulation
and metacognition in motor learning and in the motor performance difficulties of children with DCD. 相似文献
5.
Prediction of five-year Stanford-Binet scores in preterm infants 总被引：3，自引：0，他引：3
The development of a group of 100 preterm infants, mean birth weight 1,877 grams, from a broad range of social class and ethnic backgrounds was followed from birth to age 5. Assessments in infancy were directed at medical problems and early perceptual, motor, social, and cognitive development. The child's performance on the Stanford-Binet test at age 5 could not be predicted from early hazardous events in the obstetrical or neonatal period. The results indicate that developmental outcome at age 5 could be predicted moderately from a single measure, infant visual attention, administered as early as term date. Prediction was improved by using a combination of assessments given during the first 9 months. Furthermore, prediction was significantly better for girls than for boys. Although moderate stability in performance was found for the group as a whole, prediction of an individual's performance resulted in a substantial number of children being misclassified. Social factors were more important than any other set of factors in relating to the child's mental performance at age 5. 相似文献
6.
Carol A. Christensen 《教育心理学》2005,25(5):441-453
There is a strong relationship between orthographic–motor integration related to handwriting and students' ability to produce creative and well‐structured written text. This relationship is thought to be due to the cognitive load which results when attention is required by writers to write letters and words on the page. Lack of automaticity in orthographic–motor integration means that writers do not have sufficient cognitive resources to accomplish the more demanding aspects of text production such as ideation, text monitoring, and pragmatic awareness. A systematic handwriting program can significantly improve the quality of written text by young children experiencing problems with orthographic–motor integration. This study investigated the effectiveness of a handwriting program in remediating older students' problems in orthographic–motor integration and consequently enhancing their written language skills. Two groups of students in Grades 8 and 9 were provided with either practice in handwriting or daily completion of a written journal. There were no differences between the two groups at pre‐test. However, at post‐test, the handwriting group had significantly higher scores in orthographic–motor integration as well as for the length and quality of the text they wrote. 相似文献
7.
Ann-Mari Knivsberg Synnøve Iversen Magne Nødland Karl-L Reichelt 《British Journal of Special Education》2007,34(1):10-18
Problem behaviour hampers learning and the normal development of skills and competencies. The children in focus in this article from Norway are six-year-olds with persistent problem behaviour. Early identification of these children is imperative for the implementation of structured educational interventions. Knowledge about their behaviour and skills is therefore important. The aim of the study reported here by Ann-Mari Knivsberg, professor of special education at the National Centre for Reading Education and Research at the University of Stavanger, Synnøve Iversen, physiotherapist and research fellow at the University of Bergen, Magne Nødland, speech therapist and special educator, and Karl-L Reichelt, senior consultant and researcher at the Paediatric Research Institute at the National Hospital in Oslo, was to assess the participants' behaviour and their cognitive, linguistic and motor skills and to correlate behaviour and skills. The participants were 31 children enrolled in a 'high-risk' programme for children with problem behaviour. Standardised test materials were used to obtain information on their behaviours and skills. Social problems, attention problems, anxiety and depressive traits were the most frequently reported behavioural problems. Linguistic delay, lower than normal cognitive scores and severe motor co-ordination difficulties were also detected. Correlations were found between various behavioural traits and between the behaviour and the skills. Attention problems were most frequently correlated to cognitive, linguistic and motor functioning. At the end of their article, the authors call for multi-disciplinary approaches to the design of future assessment and intervention strategies and to further research into the effectiveness of available screening instruments and intervention programmes. 相似文献
8.
Synnøve Iversen Ann‐Mari Knivsberg Bjørn Ellertsen Magne Nødland Tommy Både Larsen 《Emotional and Behavioural Difficulties》2013,18(3):169-185
Incidence, severity and types of motor difficulties in children with severe behavioural and emotional problems were evaluated. A group of 6‐year‐olds (n = 29) with such problems and controls (n = 29) were compared on the Movement Assessment Battery for Children (M‐ABC). The groups were compared on total scores as well as manual dexterity, ball skills and balance. Individual M‐ABC profiles were compared with Teacher's Report Form profiles. It was found that 62.1% in the high‐risk group and 20.7% in the control group showed motor coordination difficulties. In the high‐risk group 55.2% fulfilled the criteria of the DSM‐IV for developmental coordination disorder, compared to 3.4% controls. The high‐risk group showed significant difficulties within all sub‐areas of the M‐ABC. There was a significant relationship between attention problems and manual dexterity difficulties. The combination of problems identified makes these children vulnerable with regard to school inclusion and in need of proper assessment and intervention. 相似文献
9.
Using neuropsychological profiles to classify neglected children with or without physical abuse 总被引：1，自引：0，他引：1
OBJECTIVE: The aim of this study is twofold: First, to investigate whether cognitive functions can contribute to differentiating neglected children with or without physical abuse compared to comparison participants; second, to demonstrate the detrimental impact of children being victimized by a combination of different types of maltreatment. METHODOLOGY: Seventy-nine children aged 6-12 years and currently receiving Child Protection Services because of one of two types of maltreatment (neglect with physical abuse, n=56; neglect without physical abuse, n=28) were compared with a control group of 53 children matched for age, gender, and annual family income. The neuropsychological assessment focused on motor performance, attention, memory and learning, visual-motor integration, language, frontal/executive functions, and intelligence. RESULTS: Discriminant analysis identified auditory attention and response set, and visual-motor integration (Function 1), and problem solving, abstraction, and planning (Function 2) as the two sets of variables that most distinguished the groups. Discriminant analysis predicted group membership in 80% of the cases. Children who were neglected with physical abuse showed cognitive deficits in auditory attention and response set, and visual-motor integration (Function 1) and problem solving, abstraction, and planning (Function 2). Children who were neglected without physical abuse differed from the control group in that they obtained lower scores in auditory attention and response set, and visual-motor integration (Function 1). Surprisingly, these same children demonstrated a greater capacity for problem solving, abstraction, and planning (Function 2) than the physically abused neglected and control children. CONCLUSION: The present study underscores the relevance of neuropsychology to maltreatment research. The results support the heterogeneity of cognitive deficits in children based on different types of maltreatment and the fact that neglect with physical abuse is more harmful than neglect alone. 相似文献
10.
The aim of this study was to investigate cognitive profiles composed of skills predicting the overlap between reading and arithmetic in kindergarten (phonological awareness, letter knowledge, rapid automatized naming, and counting sequence knowledge) and the relation of these profiles to reading and arithmetic skills at Grades 1 and 7. A total of four distinct cognitive profiles were identified in an unselected sample of 1,710 children aged 5–6 years: (1) high linguistic and high counting skills (39.2%), (2) low linguistic and low counting skills (25.4%), (3) high counting skills in relation to linguistic skills (15.3%), and (4) low counting skills in relation to linguistic skills (20.1%). Among most of the children (about 65%), the linguistic and counting skills varied together. Children characterized by high or low overall performance levels across linguistic and counting skills also showed, predictably, high or low overall performance levels in subsequent reading and arithmetic skills in Grades 1 and 7. Children characterized by a discrepancy between linguistic and counting skills (about 35% of the children) in turn showed somewhat discrepant subsequent levels of reading and arithmetic skills. The results point towards individual variation (i.e., heterogeneity) in cognitive profiles that predict both reading and arithmetic skills in Grades 1 and 7. Based on these findings, the linguistic and basic number skills predict differently the overlap between reading and arithmetic in Grades 1 and 7 depending on cognitive profile. The weaknesses across linguistic and counting skills are a greater risk for persistent overlapping difficulties in reading and arithmetic than weaknesses in only one of the learning domains. For difficulties in arithmetic skill development, however, weaknesses in only counting skills present an equal risk compared to weaknesses evident across linguistic and counting skills. 相似文献
11.
发展性计算障碍的诊断与矫治 总被引：5，自引：3，他引：5
发展性计算障碍的发生率大约为 5 % - 6% ,有些国家甚至更高。患有发展性计算障碍的儿童在学习、生活和以后的工作中都会遇到很多的困难 ,关于发展性计算障碍的研究应该引起人们的重视。本文从诊断、矫治两个方面对已有研究进行了综述。发展性计算障碍的诊断是进行此类研究需要首先解决的问题 ,矫正障碍则是这方面研究的最终目的 ,本文对发展性计算障碍的矫正进行了初步探讨。 相似文献
12.
Research Findings: The current study examines the relations between Chinese preschoolers’ social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of the target children completed measures of children’s social-emotional competence and preacademic skills. Multiple aspects of social-emotional competence were investigated. The results showed that children’s withdrawn behaviors and attention problems were negatively related to their preacademic skills. Both parent- and teacher-reported positive social behaviors were positively related to children’s preacademic skills. In addition, child gender and parental education together moderated the effects of children’s anxious/depressed problems and parent-reported social behaviors on children’s preacademic skills. Practice or Policy: Teacher training and support are needed to help preschool teachers (a) better support children who are socially withdrawn or have difficulty regulating attention and (b) understand the construct and importance of social-emotional development in relation to children’s preacademic development . In addition, child characteristics such as age and gender and socioeconomic factors need to be taken into consideration in the study of young children’s social-emotional and cognitive competence. 相似文献
13.
Children perform worse than adults on tests of cognitive flexibility, which is a component of executive function. To assess what aspects of a cognitive flexibility task (cued switching) children have difficulty with, investigators tested where eye gaze diverged over age. Eye-tracking was used as a proxy for attention during the preparatory period of each trial in 48 children ages 8–16 years and 51 adults ages 18–27 years. Children fixated more often and longer on the cued rule, and made more saccades between rule and response options. Behavioral performance correlated with gaze location and saccades. Mid-adolescents were similar to adults, supporting the slow maturation of cognitive flexibility. Lower preparatory control and associated lower cognitive flexibility task performance in development may particularly relate to rule processing. 相似文献
14.
Emiddia Longobardi Pietro Spataro Marta D’Alessandro Rita Cerutti 《Early education and development》2017,28(4):377-395
Research Findings: The present cross-sectional study investigated the question of whether 6 different temperament dimensions (inhibition to novelty, social orientation, motor activity, positive emotionality, negative emotionality, and attention) influenced cognitive and affective theory of mind (ToM) in 168 children (86 three/four-year-olds and 82 four/five-year-olds). Temperament was measured via a parent-report questionnaire, cognitive ToM via a classical false-belief task, and affective ToM via a comprehensive test tapping 3 levels of emotion comprehension (external, mental, and reflexive). In addition, language competence was assessed with a direct test evaluating both receptive and expressive language. The results showed that after we controlled for language ability, inhibition to novelty predicted higher levels of cognitive ToM in 4/5-year-old children. In addition, higher levels of social orientation predicted better comprehension of the external aspects of emotion in both younger and older children. Practice or Policy: Our results highlight the importance of the early identification of less sociable children, who might benefit from training interventions aimed at increasing their affective ToM abilities. At the same time, they are also consistent with previous evidence indicating that an inhibited approach to social interaction can promote false-belief understanding. 相似文献
15.
David Whitebread 《European Journal of Psychology of Education - EJPE》1999,14(4):489-507
This paper reports two related studies intended to explore the interactions between children’s metacognitive abilities, their working memory capacity, the development and selection of strategies and their performance on problem-solving tasks. In the first study, a sample of 20 children aged 5 and 6 were presented with a reclassification task. In the second study, a sample of 72 children aged 6, 8 and 10 were presented with a multidimensional discrimination learning (MDL) task. Data was collected related to the children’s metacognitive abilities, working memory capacity, response strategies and task performance. The results indicated that performance on both tasks was dependent upon developmentally changing interactions between these various aspects of cognitive functioning. In particular, the relationship of working memory capacity to performance was dependent upon metacognitive abilities. The results also suggested that metacognitive awareness did not directly affect performance, but that such a relationship was dependent upon the development of strategic control. The implications of these results for understanding U-shaped behavioural growth and other common developmental patterns are discussed. Within the educational sphere, the study emphasises the significance and possibility for children as learners of fostering certain kinds of metacognitive ability. 相似文献
16.
Oz Guterman 《The Journal of educational research》2017,110(4):425-432
Much attention has been focused recently on the deepening crisis in the education system. Researchers have attributed these problems to the school environment. One method for examining this claim is to compare specific emotional and behavior problems among children who attend schools and children who do not. This study examined three aspects of children's emotional world—emotional and behavioral problems, depression, and attachment security—in a group of children attending school and a group of homeschooled children, matched for socioeconomic background and research procedure. The findings indicated a lower level of depression among the homeschooled children; no difference was found between the groups in attachment security. With respect to emotional and behavioral problems, no difference was found in internalizing problems, but more externalizing problems were found among the school-going than the homeschooled children, in 9–10-year-olds and 11–12-year-olds, but not in 6–8-year-olds. 相似文献
17.
Waber DP Weiler MD Forbes PW Bernstein JH Bellinger DC Rappaport L 《Journal of learning disabilities》2003,36(5):467-483
We evaluated community general education (CGE; n = 178), community special education (CSE; n = 30) and hospital-referred (HR, n = 145) children (ages 7-6 to 11-11) prospectively over a 2-year period. During this period, 17 CGE children were referred for evaluation (community referred; CR). Prior to referral, CR children performed more poorly than community-nonreferred (CNR) children on cognitive ability, academic achievement, attention problems, and information processing. CR group performance was equivalent to that of CSE and HR groups, but HR children showed poorer academic achievement. Referred children performed more poorly on all measures than nonreferred, whether they met formal diagnostic criteria for a learning disorder or not. Learning disorders may be better conceptualized as a context-dependent problem of functional adaptation than as a disability analogous to physical disabilities, raising questions about the validity of using psychometric test scores as the criterion for identification. 相似文献
18.
The present study explored whether first and second order cognitive holding power perceived by children in mathematical classrooms, fluid intelligence, and mathematical achievement predicted their performance on standard problems, and especially realistic problems. A sample of 119 Chinese 4–6th graders were administered the word problem test, the cognitive holding power questionnaire, and Raven's standard progressive matrices. Results showed that: (1) children's fluid intelligence and general mathematical achievement significantly predicted their performance on both realistic and standard problems, however, second order cognitive holding power predicted their performance on realistic problems but not standard problems; (2) the relationship between first order cognitive holding power and children's correct answers to realistic problems was mediated by second order cognitive holding power; (3) children's performance on standard problems was significantly better than that on realistic problems, and children's performance on both types of problems improved with their grades. 相似文献
19.
Anna Meijer Marsh Königs Petra J.W. Pouwels Joanne Smith Chris Visscher Roel J. Bosker Esther Hartman Jaap Oosterlaan 《Child development》2022,93(4):e412-e426
Recent evidence suggests that cardiovascular fitness and gross motor skill performance are related to neurocognitive functioning by influencing brain structure and functioning. This study investigates the role of resting-state networks (RSNs) in the relation of cardiovascular fitness and gross motor skills with neurocognitive functioning in healthy 8- to 11-year-old children (n = 90, 45 girls, 10% migration background). Cardiovascular fitness and gross motor skills were related to brain activity in RSNs. Furthermore, brain activity in RSNs mediated the relation of both cardiovascular fitness (Frontoparietal network and Somatomotor network) and gross motor skills (Somatomotor network) with neurocognitive functioning. The results indicate that brain functioning may contribute to the relation between both cardiovascular fitness and gross motor skills with neurocognitive functioning. 相似文献
20.
Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems 总被引：2，自引：0，他引：2
This study addressed two issues: first, whether parental reports contribute information over and above a standardized psychometric assessment, and second, whether parental reports of everyday cognitive functioning might be useful in distinguishing between children with reading disabilities (RD), attention-deficit/hyperactivity disorder (ADHD), and combined ADHD + RD. Parent-reported information on 159 children with learning or attention problems was obtained using a questionnaire called the Parent Ratings of Everyday Cognitive and Academic Abilities (PRECAA). Psychometric information used for comparison included the Woodcock-Johnson Psychoeducational Battery-Revised, the Bruininks-Oseretsky Test of Motor Proficiency-Short Form, the Vocabulary and Block Design subtests of the Wechsler Intelligence Scale for Children, 3rd edition, and the Developmental Test of Visual-Motor Integration. The PRECAA was found to be sensitive to group differences between children with RD and children with ADHD and combined ADHD + RD. Its inclusion resulted in a significant increase in the number of children correctly classified compared to the use of psychometric measures alone. The PRECAA correctly classified more children (66%) than did the standard psychometric measures (50%). In fact, a very high percentage of children with ADHD (81%) were correctly classified using the PRECAA. These findings suggest that the PRECAA may be a useful aid to clinicians in the identification of children with learning and attention problems. 相似文献