Abilities Of School-age Children Research Articles

Effects of videogame distraction and a virtual reality type head-mounted display helmet on cold pressor pain in young elementary school-aged children.

This study examined the effects of videogame distraction and a virtual reality (VR) type head-mounted display helmet for children undergoing cold pressor pain. Fifty children between the ages of 6 and 10 years underwent a baseline cold pressor trial followed by two cold pressor trials in which interactive videogame distraction was delivered via a VR helmet or without a VR helmet in counterbalanced order. As expected, children demonstrated significant improvements in pain threshold and pain tolerance during both distraction conditions. However, the two distraction conditions did not differ in effectiveness. Using the VR helmet did not result in improved pain tolerance over and above the effects of interactive videogame distraction without VR technology. Clinical implications and possible developmental differences in elementary school-aged children's ability to use VR technology are discussed.

Intrauterine cocaine exposure and executive functioning in middle childhood

This longitudinal study evaluated whether the level of intrauterine cocaine exposure (IUCE) or the interaction between IUCE and contextual variables was related during middle childhood to executive functioning, as assessed with the Stroop Color-Word and Rey Osterrieth Complex Figure tests. The Stroop Interference score measures verbal inhibitory control while the Rey Osterrieth Organizational score evaluates skills such as planning, organization and perception. Masked examiners assessed 143 children at 9.5 and 11 years of age (74 with IUCE and 69 demographically similar children without IUCE). Level of IUCE (Unexposed; Lighter, and Heavier) was documented by positive postpartum maternal reports and infant meconium assays. In covariate-controlled regressions, level of IUCE was not significantly associated with Stroop Interference or Rey Osterrieth Organization scores. However, in covariate controlled post-hoc tests comparing the Heavier exposed group to the combined Lighter/Unexposed group, children in the Heavier group had significantly poorer Stroop Interference scores, but there was no significant group difference for Rey Osterrieth Organizational scores. Children's average Organization scores in Unexposed, Lighter, and Heavier exposed groups were well below the test norm means. Results of this study indicate that heavier IUCE may be associated with mild compromise on school-aged children's ability to inhibit prepotent verbal responses.

Prosody and its relationship to language in school‐aged children with high‐functioning autism

Disordered expressive prosody is a widely reported characteristic of individuals with autism. Despite this, it has received little attention in the literature and the few studies that have addressed it have not described its relationship to other aspects of communication. To determine the nature and relationship of expressive and receptive language, phonology, pragmatics, and non-verbal ability in school-aged children with high-functioning autism and to determine how prosody relates to these abilities and which aspects of prosody are most affected. A total of 31 children with high-functioning autism and 72 typically developing children matched for verbal mental age completed a battery of speech, language, and non-verbal assessments and a procedure for assessing receptive and expressive prosody. Language skills varied, but the majority of children with high-functioning autism had deficits in at least one aspect of language with expressive language most severely impaired. All of the children with high-functioning autism had difficulty with at least one aspect of prosody and prosodic ability correlated highly with expressive and receptive language. The children with high-functioning autism showed significantly poorer prosodic skills than the control group, even after adjusting for verbal mental age. Investigating prosody and its relationship to language in autism is clinically important because expressive prosodic disorders add an additional social and communication barrier for these children and problems are often life-long even when other areas of language improve. Furthermore, a receptive prosodic impairment may have implications not only for understanding the many functions of prosody but also for general language comprehension.

The effect of phonological awareness intervention on non-word spelling ability in school-aged children: An analysis of qualitative change

The purpose of this pre-experimental, retrospective study was to examine the effect of a phonological awareness intervention program on qualitative changes in the non-word spelling skills of children with spelling difficulties. Additionally, this pilot study set out to determine the reliability and effectiveness of a newly developed spelling analysis tool. This tool, the Feature Analysis of Non-word Spelling (FANS) was devised to qualitatively describe children's non-word spelling performance. Participants were 16 school-aged children, ranging in age from 8 years 6 months to 10 years 1 month, who were selected for this study on the basis of their below average non-word spelling ability prior to intervention. All children in the study had received phonological awareness training based on the University of Queensland Phonological Awareness for Literacy (UQPAL) program. Pre- and post-intervention non-word spelling responses of participants were analysed using the FANS. Results revealed a significant overall ...

Predictores neuropsicológicos de la lectura en español

Learning how to read has been associated with different types of linguistic and non-linguistic skills. However, few studies have looked at the association between neuropsychological test performance and reading skills at different ages during childhood. To analyze the association between neuropsychological test scores and reading performance, and to investigate the influence of age, gender and type of school (public or private) over reading test performance. The sample included 625 6 -to-15 year old children (207 Colombians, 418 Mexicans; 277 boys, 348 girls). The following cognitive abilities were assessed: reading speed and reading comprehension and attention, memory (coding and recall), perception, visuospatial and conceptual abilities and executive functions. The best neuropsychological test predictor for reading speed was Letter Cancellation, and for reading comprehension was Memory for a Story. Children from private schools performed better in most reading tests than children from public schools. Differences between boys and girls were observed in only two reading tests. Reading speed correlates mainly with attentional skills and reading comprehension with verbal memory. Reading abilities in school age children are influenced mainly by age and type of school and little by gender.

Finger gnosia: a predictor of numerical abilities in children?

This paper aimed to test the specificity of predicting power of finger gnosia on later numerical abilities in school-age children and to contribute to the understanding of this effect. Forty-one children were tested in the beginning of Grade 1 on finger gnosia, left–right orientation (another sign of the Gerstmann “syndrome”), and global development. Fifteen months later, numerical and reading abilities were assessed. Analyses of the results indicated that, contrary to the general measures of cognitive development, performance in the finger gnosia test was a good predictor of numerical skills 1 year later but not of reading skills, which proves the specificity of that predictor. The same conclusion was also true for the left–right orientation. However, finger gnosia could equally predict performance in numerical tasks that do or do not rely heavily on finger representation or on magnitude representation. Results are discussed in terms of the localizationist and the functional hypotheses.

Does environmental exposure to manganese pose a health risk to healthy adults?

Manganese is an essential nutrient that also may be toxic at high concentrations. Subjects chronically exposed to manganese-laden dust in industrial settings develop neuropsychological changes that resemble Parkinson's disease. Manganese has been proposed as an additive to gasoline (as a replacement for the catalytic properties of lead), which has generated increased research interest in the possible deleterious effects of environmental exposure to manganese. Low-level exposure to manganese has been implicated in neurologic changes, decreased learning ability in school-aged children, and increased propensity for violence in adults. However, a thorough review of the literature shows very weak cause-and-effect relationships that do not justify concern about environmental exposure to manganese for most of the North American population.

Introduction to Clinical Forum.

The issues presented in this forum concerning the development of communication and literacy abilities in school-age children who are deaf or hard of hearing are introduced in this article. The author organized this forum in an effort to renew conversation on the topics of teacher talk, the contemporary assessment of communication, best practices in the mainstream, interpersonal and school discourse as organizers for intervention, choosing sign language and sign systems, and working with marginal/at-risk students who are deaf or hard of hearing. The benefits of qualitative research to clinicians and teachers who seek local answers regarding these topics is stressed in the conclusion.

When May a Child who is Visually Impaired Recognize a Face?

The ability of school-age children who were visually impaired and their sighted peers to recognize faces was compared over seven tasks that were designed to detect both qualitative and quantitative differences between the two groups in this regard. Although no differences were found in the two groups’ ability to identify entire faces, the visually impaired children were at a disadvantage when part of the face, especially the eyes, was not visible. In addition, whereas children with better visual acuity seem to discriminate faces on the basis of internal features, children with worse visual acuity seem to be dependent on hair and the contour of faces.

The genetic and environmental variance underlying elementary cognitive tasks

Although previous studies have examined the genetic and environmental influences upon general intelligence and specific cognitive abilities in school-age children, few studies have examined elementary cognitive tasks in this population. The current study included 149 MZ and 138 same-sex DZ twin pairs who participated in the Western Reserve Twin Project. Thirty measures from the Cognitive Abilities Test (CAT; Detterman, 1986) were studied. Results indicate that (1) these measures are reliable indicators of general intelligence in children and (2) the structure of genetic and environmental influences varies across measures. These results not only indicate that elementary cognitive tasks display heterogeneous genetic and environmental effects, but also may demonstrate that individual differences in biologically based processes are not necessarily due to genetic variance.

Conversational coordination: Collaboration for effective communication

ABSTRACTThis investigation focused on early school-aged children's ability to negotiate shared reference in a task-oriented communication game. Conversational partners worked together on initiating and refining mutually acceptable referential labels for a series of abstract figures. Each child participated as both a sender and a matcher. In Experiment 1, developmental trends in the use of conversational strategies such as utterance-contingent queries, acknowledgments, and negations were observed. However, communicative efficiency was disrupted when the children switched dyadic roles. They reintroduced figures with novel labels when switching to a speaking role from a previous matching role, and vice versa. In Experiment 2, communicative efficiency was again disrupted at the point of role switch, even when the children were given feedback designed to minimize cross-role inconsistency. Interestingly, in both experiments, communicative inefficiency did not reduce a dyad's overall communicative success. These results suggest that, while children are in the process of learning how best to coordinate the use of conversational strategies and procedural rules, they still manage effective communication, albeit with a little extra effort.