Children's Cognitive Skills Research Articles

Digital motor intervention effects on motor performance of individuals with developmental disabilities: a systematic review.

Individuals (i.e. children/young adults) with developmental disabilities (DDs) and intellectual disabilities (IDs) often display a variety of physical and motor impairments. It is well known that participation in motor activities can positively impact the development of children's cognitive and social skills. Recently, virtual and digital technologies (e.g. video conferencing applications, virtual reality and video gaming) have been increasingly used to promote better physical/motor outcomes. The efficacy of digital technologies in improving motor outcomes for those with DD/ID varies depending on the technology and population, and the comparative effects of various technologies are unknown. The aim of our study is to conduct a systematic review to comprehensively examine the quantitative and qualitative results of current studies reporting the efficacy of digitally based motor interventions on motor outcomes in individuals with DD/ID. Literature published from 1900 to 2024 was searched in four health sciences databases: PubMed, PsycINFO, Scopus and CINAHL. Articles that examined the effects of gross motor/physical activity training using technologies such as exergaming (i.e. exercise through video gaming such as the Wii and Xbox Kinect), virtual reality or telehealth video conferencing applications (i.e. Zoom, Webex or mobile health apps) on the standardised or game-specific gross motor performance of individuals with DD/ID diagnoses that do not typically experience significant walking challenges using experimental or quasi-experimental study designs were included. Thirty relevant articles were retrieved from a search of the databases PubMed (914), PsycINFO (1201), Scopus (1910) and CINAHL (948). Our quantitative synthesis of this published literature suggests strong and consistent evidence of small-to-large improvements in motor skill performance following digital movement interventions. Our review supports the use of digital motor interventions to support motor skill performance in individuals with DD without ID. Digital technologies can provide a more engaging option for therapists to promote motor skill development in individuals with DD or for caregivers to use as an adjunct to skilled therapy.

Research on the Value and Path of Family Art Education-Take Vocal Music Education as an Example

By discussing the application of vocal music education in family art education, this paper reveals the value and diversified implementation path of family art education. Family art education not only helps to improve children's cognitive, emotional and social skills, but also promotes the improvement of parent-child relationship through art forms. On the basis of relevant research at home and abroad, taking vocal music education as an example, we analyze the unique role of family art education and propose a feasible implementation path. The research believes that family art education can cultivate children's artistic literacy, innovation ability, self-confidence and social skills, contribute to the enhancement of family cohesion, and also provide theoretical and practical guidance for the promotion of art education in the family environment.

The associations between mathematical skills, cognitive performance, and language background in elementary school children. a two-year follow-up study

ABSTRACT Early mathematical skills contribute to later school performance and socio-economic status. Working memory is related to mathematical skills, but spatial and language skills have independent effects on separate areas of mathematical skills such as solving word problems or arithmetic skills. In this study, 9- to 10-year-old children's (N = 57) cognitive and mathematical skills were assessed three times over 2 years. Spatial reasoning was associated with performance in solving word problems and working memory with performance in the arithmetic test. Regarding word problems, girls outperformed boys. Also, the second-language learners performed similarly to the native speakers in the beginning and in the end of the third grade, but worse in the end of the fourth grade. The results suggest that the students’ inadequate mastery of the school language may lead to underachievement in mathematics, implying that further efforts should be invested in supporting their language learning.

The Power of Play: Strategies for Enhancing Development in Children with Autism Spectrum Disorders.

The increasing prevalence of autism spectrum disorder (ASD) underscores its significant impact on individuals and the importance of early intervention. ASD affects various aspects of life, including education, emotional development, and social interactions. Besides traditional therapeutic approaches, a novel strategy incorporating digital games has been introduced. Four games developed using Makey Makey and Scratch aim to enhance cognitive skills in children with ASD. This approach facilitates emotional and intellectual development, tracks progress, and offers personalized and engaging interventions. This study demonstrated significant improvements in memory and concentration among participants, with an average improvement of 23.38 points. The most notable enhancements were observed in children aged 10, who showed an average improvement of 25.67 points. Additionally, female participants exhibited a slightly higher average improvement compared to males. The Memory Maze game also effectively enhanced cognitive skills in children with different types of ADHD. Children with the Hyperactive-Impulsive type showed the highest average improvement, with 25.00 points, followed by those with the Combined type, with 24.15 points, and the Inattentive type, with 23.53 points. These findings highlight the potential use of these tools in both ASD and ADHD therapy, providing a structured and enjoyable learning environment that supports cognitive development and therapeutic outcomes.

SENSORY INTEGRATION AS AN INNOVATIVE METHOD OF WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

The method of sensory integration is very relevant in modern science and practice, especially in the context of child development and correctional pedagogy. More and more children have difficulties in processing sensory information, which affects their behaviour, learning and socialisation, and more and more studies confirm the effectiveness of this method in working with children with autism, attention deficit hyperactivity disorder (ADHD), cerebral palsy and other neurological disorders. Purpose. To analyse and systematise sensory integration as an innovative method of working with children with special educational needs. Materials and methods. To achieve the objectives of the study, the scientific literature was analysed and information was systematised using electronic databases such as PubMed, Google Scholar and others Research results. Sensory integration is the organisation of sensations that will be used in some way. Williamson and Anzalone have identified five interrelated components that help explain how sensory integration occurs: sensory registration, orientation, interpretation, organisation of the response, and execution (carrying out) of the response. Sensory registration occurs when a person first becomes aware of a sensory event. Sensory orientation helps to pay attention to new sensory information. A person can determine which sensory information requires attention and which can be ignored. The ability to interpret sensory information helps to choose what to respond to and what not to respond to. A person compares new sensory experiences with old ones. To organise a response, the human brain determines whether a response to a sensory stimulus is required and chooses a response option. Making a motor, cognitive or emotional response to a sensory message is the final stage of the sensory integration process. The following sensory systems are distinguished: tactile (sensation of temperature, humidity, texture of the environment and objects), vestibular (perception of body position in space, interpretation of the feeling of gravity, balance), proprioceptive (feeling of muscles, joints), visual (perception of visual information), auditory (perception of auditory information), olfactory (taste and smell). Disorders in sensory integration refer to difficulties in processing and organising sensory information received by the brain. These disorders can affect various aspects of a child's development, including motor, emotional, cognitive and social skills. The disorders are manifested in the form of hypersensitivity or hyposensitivity. Hypersensitivity (or sensory hypersensitivity) occurs when a person has an unusually high response to sensory stimuli. This means that even small or ordinary stimuli can cause discomfort or even pain. Hypersensitivity (or sensory insufficiency) means that a person needs stronger or more pronounced sensory stimuli to notice or react to them. These disorders can occur in any sensory system. Conclusions. Sensory integration is the ordering of sensations that will be used in some way. When sensory integration is impaired, hypersensitivity and hypersensitivity occur in a particular sensory system. Research in this area shows that sensory impairments can also be observed in children with general development, but in children with special educational needs it is more pronounced. The inclusion of sensory integration in the correctional process significantly improves the studied indicators and contributes to a more successful adaptation of the child and his or her integration into society.

Anthropomorphism as an art of storytelling: Exploring Aesthetics and Ethical Implications in Children’s Literature

Animals are extremely important to children’s books. Among other narrative functions, animals serve as essential metaphors for understanding the human animal. They provide emotional comfort, stimulate imagination, and offer a safe space for exploring complex themes, all of which contribute to children's emotional and cognitive development. Beyond their psychological appeal, animal characters in children's literature also offer significant educational value. This paper explores the aesthetics and ethical implications of anthropomorphism in Children’s Literature. Anthropomorphism is transmitted in kids through storytelling and then in the form of print media. It enhances the cognitive skills in children. The concept can be used in many ways to inculcate moral lessons in children. It teaches how to look at life. Kids learn to deal with their emotions. The paper analyses the stories of Panchatantra and Aesop’s Fables and the concept of Anthropomorphism and how it is used in children’s stories to understand and give a persona to the creatures who live alongside humans.

The impact of children's access to public health insurance on their cognitive development and behavior

While a large literature examines the immediate and long-run effects of public health insurance, much less is known about the impacts of total program exposure on child developmental outcomes. This paper uses an instrumental variable strategy to estimate the effect of cumulative eligibility gain on cognitive and behavioral outcomes measured at three points during childhood. Our analysis leverages substantial variation in cumulative eligibility due to the dramatic public insurance expansions between the 1980s and 2000s. We find that increased eligibility improves child cognitive skills and present suggestive evidence on better behavioral outcomes. There are notable heterogeneous effects across the subgroups of interest. Both prenatal eligibility and childhood eligibility are important for driving gains in the test scores at older ages. Improved child health is found to be a mediator of the impact of increased eligibility.

Fadeout and persistence of intervention impacts on social-emotional and cognitive skills in children and adolescents: A meta-analytic review of randomized controlled trials.

Researchers and policymakers aspire for educational interventions to change children's long-run developmental trajectories. However, intervention impacts on cognitive and achievement measures commonly fade over time. Less is known, although much is theorized, about social-emotional skill persistence. The current meta-analysis investigated whether intervention impacts on social-emotional skills demonstrated greater persistence than impacts on cognitive skills. We drew studies from eight preexisting meta-analyses, generating a sample of 86 educational randomized controlled trials targeting children from infancy through adolescence, together involving 56,662 participants and 450 outcomes measured at posttest and at least one follow-up. Relying on a metaregression approach for modeling persistence rates, we tested the extent to which posttest impact magnitudes predicted follow-up impact magnitudes. We found that posttest impacts were equally predictive of follow-up impacts for cognitive and social-emotional skills at 6- to 12-month follow-up, indicating similar conditional persistence rates across skill types. At 1- to 2-year follow-up, rates were lower, and, if anything, cognitive skills showed greater conditional persistence than social-emotional skills. A small positive follow-up effect was observed, on average, beyond what was directly predicted by the posttest impact, indicating that interventions may have long-term effects that are not fully mediated by posttest effects. This pattern of results implied that smaller posttest impacts produced more persistent effects than larger posttest impacts, and social-emotional skill impacts were smaller, on average, than cognitive skill impacts. Considered as a whole, intervention impacts on both social-emotional and cognitive skills demonstrated fadeout, especially for interventions that produced larger initial effects. Implications for theory and future directions are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Predicting Adolescent Arithmetic and Reading Dysfluency.

The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent difficulties in arithmetic and/or reading fluency be successfully predicted. A sample of Finnish children (N = 941) was followed from the onset of kindergarten (at age 6) through adolescence (ages 13-16). Children's cognitive skills were assessed in kindergarten, and arithmetic and reading fluency were examined in Grades 2, 4, 6, 7, and 9. Parents' self-report data were collected on their own learning difficulties and educational level. Scoring below the 16th percentile in both Grades 7 and 9 was set as the criterion for dysfluency either in reading (N = 87, 9.2%) or arithmetic (N = 84, 8.9%). Adolescent dysfluency in both domains was moderately predicted by parental measures and kindergarten cognitive skills. Although adding school-age fluency measures clearly increased both the predictability and specificity of models up to Grade 4 for both skills, knowledge of letters' names, counting, and visuospatial skills remained unique predictors of dysfluency in adolescence.

Cognitive enhancement through technology: A review of transcranial electrical stimulation (TES) interventions in children and adolescents with specific learning disabilities.

In recent years, the exploration of innovative interventions for addressing problems of children and adolescents with specific learning disabilities (SLD) has garnered significant attention within the realm of neurocognitive research. Transcranial electrical stimulation (TES) has emerged as a promising tool for enhancing cognitive skills in children, offering a non-invasive and safe method that may particularly benefit those with learning difficulties. We aimed to appraise the extent and the quality of studies about impact of TES on cognitive skills including academic skills in children and adolescents with SLD. A literature search was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles published between January 2000 and January 2024 were searched in PubMed, Embase, Scopus, Web of Science and Google Scholar. The study eligibility criteria were previously established according to the PICO model. The Physiotherapy Evidence Database (PEDro) scale and Cochrane Collaboration tool (ROB2) were used to assess the methodological quality and the risk of bias of the included studies, respectively. The initial search yielded 1571 studies among which 30 studies were systematically reviewed. The total number of participants was 224 individuals (intervention: 114; control: 110). Findings showed significant improvements in reading skills such as text reading, high-frequency word reading speed and efficiency and mathematical skills. Conversely, other cognitive skills such as working memory were not improved in people with dyslexia and dyscalculia. TES interventions can positively affect cognitive skills in children and adolescents with SLD; However, due to the small number of studies, medium methodological quality and high risk of bias, caution should be taken when interpreting the results.

An ensemble features aware machine learning model for detection and staging of dyslexia

<p>Dyslexia is a specific learning disorder (SLD) which may affect young child's cognitive skills, text comprehension, reading-writing and also problemsolving abilities. To diagnose and identify dyslexia, the testing scale tool has been proposed using artificial intelligence technique. The proposed tool allows the student who is suspected to have dyslexia to take up quiz and perform certain task based on the type of learning impairments. After completion of the test, resultant data is provided as input to the proposed ensemble feature aware machine-learning (EFAM) XGBoost (XGB) model. Based on the student assessment score and time taken by children, the EFAMXGB algorithm predicts dyslexia. The proposed EFAM-XGB is used to develop an integrated and user-friendly tool that is highly accurate in identifying reading disorders even with presence of realistic imbalanced dataset and suggest the most appropriate instructional activities to parents and teachers. The EFAM-XGB-based dyslexia detection method achieves very good accuracy of 98.7% for dyslexia dataset; thus, attain better performance in comparison with existing machine learning (ML)-based methodologies.</p>

What Silent Pauses Can 'Tell' Us About the Storytelling Skills of Autistic Children: Relations Between Pausing, Language Skills and Executive Functions.

Silent pauses may serve communicative purposes such as demarcating boundaries between discourse units in language production. Previous research has shown that autistic children differ in their pausing behavior from typically-developing (TD) peers, however, the factors behind this difference remain underexplored. The current study was aimed at comparing the use of silent pauses in the narrative production of autistic children and age-matched TD children, and also to identify possible relations between pausing behavior and the children's language and executive function abilities. According to the study's findings, the autistic children did not differ from their TD peers in the use of grammatical pauses, however, the former tended to produce significantly less syntactically complex narratives than the TD group, which increased the likelihood that the autistic group would pause appropriately at phrasal boundaries. Thoughwe have found low rates of ungrammatical silent pauses and omitted pauses in obligatory discourse contexts across both groups, autistic children with lower cognitive flexibility tended to use more ungrammatical pauses than their peers with higher cognitive flexibility scores. Also, the autistic group tended to omit obligatory silent pauses more often as their narration became more complex. The results demonstrate that syntactic complexity in narrative production modulated autistic children's pausing behavior, and that structurally simple narrations boosted the autistic group's appropriate use of grammatical pauses. The overall findings also demonstrate the importance of studying silent pauses in the narrative discourse of autistic children, and also highlight the links between silent pauses and the children's syntactic and cognitive skills.

Trauma exposure among young children in rural Pakistan: Associations with gender, mental health, and cognitive skills

BackgroundThe burden of childhood trauma (violence, injury/illness, loss) in low-resource settings is high, although the effect of trauma on children’s mental and cognitive health is under-researched. Child gender may moderate the association between trauma and outcomes; boys are more likely to experience trauma, but girls are more likely to show distress following trauma.MethodsWe draw on data from the Bachpan cohort (n = 888), a sample of mother-child dyads in rural Pakistan, to investigate these associations among 6-year-old children in a South Asian, low-resource setting. Mothers reported on children’s lifetime exposure to 15 possible traumas and their current mental health. In addition, children were assessed for their verbal skills, working memory, and inhibitory control. We estimated trauma prevalence and used generalized estimating equations to test the association between number of traumatic events and child mental health and cognitive skills in the overall sample and by gender.Results90.5% of children experienced at least one trauma. The most common traumas were death of a loved one (47%) and hearing about war/terrorism on the TV/radio (48%). On average, boys experienced more traumas (M = 3.00) than girls (M = 2.67). Specifically, boys were more likely than girls to experience an injury or hospitalization (30% vs. 21%, p < .05) and to hear about war/terrorism on the TV/radio (52% vs. 43%, p < .05). Trauma was associated with increased mental health difficulties and increased anxiety scores. There was little evidence that trauma exposure was associated with child cognitive skills. The strength of association between trauma and outcomes was similar for boys and girls.ConclusionsFindings show that childhood trauma exposure is common in this setting and associated with worse mental health problems among young boys and girls. Results suggest that trauma-informed interventions are important for supporting child mental health in South Asia.

Examining The Impact of Parental Involvement On Preschooler's Early Learning: A Case Study at The ECCE Demonstration Centre in Jigawa State College of Education and Legal Studies Ringim

This research examines the influence of parental involvement on the early learning experiences of preschoolers in the ECCE Demonstration School at Jigawa State College of Education and Legal Studies. Through a case study approach, we investigate the various forms of parental involvement and their effects on children's academic, social, and emotional development. Data were collected using surveys, interviews, and observations involving parents, teachers, and preschoolers and analyzed to identify patterns and themes related to parental involvement and its impact. Our findings reveal that active parental involvement significantly enhances preschoolers' early learning experiences. Home-based activities, communication with teachers, and participation in school events emerge as crucial aspects of parental involvement that positively influence children's cognitive development, social skills, and emotional well-being. The study underscores the critical role of parental involvement in early childhood education. Educators, parents, and policymakers should recognize the importance of fostering strong home-school partnerships to better support the holistic development of preschoolers and lay a solid foundation for their future educational journey.

Assessing the Role of Nature in Emergent Reading and Writing Activities in the Early Childhood Curriculum: A Study of Turkish Educational Practices

This study aims to examine how and to what extent nature is used in reading and writing activities in the early childhood curriculum in Türkiye. Using a document analysis method, the authors analyzed curriculum documents and activity plans from a preschool program and two activity books, identifying a total of 12 activities related to nature-based learning and emergent literacy. These activities were analyzed in terms of the development areas they supported, the types of activities, materials used, and themes covered. Our investigation into emergent reading-writing activities that utilized nature as a support or main subject yielded compelling findings. The curriculum documents showed that nature-based emergent reading-writing activities offer a wealth of potential for fostering young children's cognitive, linguistic, socio-emotional, psychomotor, and self-regulation skills. These activities are often integrative in nature, incorporating emergent reading-writing with other domains such as mathematics, language, art, and more. Our analysis of the curriculum documents also indicated that nature-based emergent reading-writing activities commonly employ a diverse array of materials, including both natural and unnatural resources. Moreover, we found that such activities frequently encompass a broad spectrum of vocabulary and concepts. These encompass a wide range of subjects, ranging from seasonal phenomena such as winter to societal issues such as human rights and citizenship to scientific concepts like reproduction and fermentation.

Understanding social cognition in children with cerebral palsy: exploring the relationship with executive functions and the intervention outcomes in a randomized controlled trial

Children with Cerebral Palsy (CP) experience Social Cognition (SC) difficulties, which could be related to executive functioning. While motor interventions are common, there is limited knowledge about the impact of cognitive interventions on SC in this population. This study examined the relationship between SC and Executive Function (EF) skills and the effectiveness of an EF intervention that included some SC tasks for improving SC in children with CP. SC and EF domains were assessed in 60 participants with CP (30 females; 8–12 years). The relationship between SC and EF baseline scores was analyzed by bivariate correlations and contingency tables. Participants were matched by age, sex, motor ability, and intelligence quotient and randomized into intervention or control groups. The intervention group underwent a 12-week home-based computerized EF intervention. Analysis of covariance was used to examine differences in SC components between groups at post-intervention and 9 months after. Significant positive correlations were found between the SC and EF scores. The frequencies of impaired and average scores in SC were distributed similarly to the impaired and average scores in EFs. The intervention group showed significant improvements in Affect Recognition performance post-intervention, which were maintained at the follow-up assessment, with a moderate effect size. Long-term improvements in Theory of Mind were observed 9 months after.Conclusions: This study highlights the association between SC and EFs. A home-based computerized cognitive intervention program improves SC in children with CP. Including SC tasks in EF interventions may lead to positive short- and long-term effects for children with CP.Clinical trial registration: NCT04025749 retrospectively registered on 19 July 2019.What Is Known:• Executive functions and social cognition are associated with social and community participation in people with cerebral palsy.• A home-based computerized cognitive intervention can improve the executive functioning of children with cerebral palsy.What Is New:• Social cognition performance is related to core and higher-order executive functions.• A home-based computerized executive function intervention, including social cognition tasks, has positive short- and long-term effects on social cognition skills in children with cerebral palsy.

Enhancing Early Childhood Cognitive Skills Through Patterned Meronce Activities with Loose Parts

This study aims to improve cognitive abilities through patterned beading activities using loose parts in children aged 4-5 years. This research employs Classroom Action Research (CAR). The study was conducted in two cycles, each comprising four stages: planning, implementation, observation, and reflection. Data collection techniques used in this research include observation, interviews, performance assessments, and documentation. The results show that learning activities aimed at enhancing cognitive abilities through patterned beading with loose parts can effectively improve cognitive skills in recognizing patterns, particularly ABC-ABC patterns. The improvement is evident as the pre-cycle activities showed that the percentage of pattern recognition skills in the BSH and BSB categories was only 14.28%. In Cycle I, this increased to 50% in the BSH and BSB categories. Subsequently, in Cycle II, cognitive abilities in pattern recognition within the BSH and BSB categories further increased to 78.57%. These findings imply that incorporating loose parts in patterned beading activities can be a valuable strategy in early childhood education to enhance cognitive development.

Pricing the priceless childcare: Early childhood education for babies and toddlers.

This article connects Viviana Zelizer's theory of the social meaning of money to family studies, using the case of American parents' spending on children. We investigate how money spent on the youngest children-babies and toddlers-reflects the growing expert emphasis on the importance of parental investment in the critical early period for child development. First, we review literature on expert knowledge to trace the shift in increasing emphasis on the importance of building children's cognitive skills through formal education beginning in infancy, offered in center-based care, moving from spaces of "childcare" to "early childhood education" centers. Second, we use quantitative data from the Consumer Expenditure Survey (1995-2017) to show that parents have increasingly spent money, and an increasing share of their income, on center-based care for babies and toddlers but not on otherchild items. Additionally, lower income families have been spending a greater share of their income on center-based care for their infants than other families. We interpret our findings using Zelizer's theory about the cultural influences on the meaning of money, showing how these can be expert-led and persist even when families are faced with structural economic constraints.

Predicting preschool moral development with school climate: Fuzzy Delphi approach

Education is vital for a person’s development, especially from an Islamic perspective, where the first goal is to foster a servant attitude, talent, personality, and outlook on life. Preschool education is crucial in nurturing a child's nature, emotions, and cognitive and social skills in the first five years. However, the significance of a good school environment, particularly in moral formation, varies among institutions. Therefore, this article aims to build consensus among experts on the role of school environment and classroom management in preschoolers’ moral development. Eleven-panel members validated the survey instrument with items and analyzed it using the Fuzzy Delphi method (FDM). According to the study, the experts agree that the physical school environment and classroom management are essential for promoting healthy moral development. Expert consensus was obtained on 19 out of 20 items in the physical school environment and classroom management dimension with an expert agreement level greater than 75% with an average (d) value less than 0.2. The undeniable consensus is that the school environment and classroom management play a crucial role in fostering the moral development of preschool children.

The Effects of Language Background and Parental Education on Measures of Cognitive Ability: An Analysis of the WPPSI-IV Cognitive Profiles of Monolingual, Simultaneous Bilingual, and Sequential Bilingual German Children Aged 4 to 7 Years.

The present study investigated the possible effects of language background (monolinguals, simultaneous bilinguals, and sequential bilinguals) and parental education (no/low, medium, high, and highest parental education) on measures of cognitive ability provided by the Wechsler Primary and Preschool Scale-Fourth Edition (WPPSI-IV). Statistical analyses were based on a sample of 290 children (130 females, 160 males). Three multivariate variance analyses were conducted to identify possible effects. In cases of statistically significant main effects, post hoc analyses were additionally performed to identify group differences. The results indicated that simultaneous bilinguals performed more similarly to monolinguals than sequential bilinguals. On average, sequential bilinguals achieved significantly lower scores on the Verbal Comprehension Index (VCI), the Vocabulary Acquisition Index (VAI), and the associated subtests than monolinguals and simultaneous bilinguals. Significantly lower average scores on VAI and the associated subtests were found for simultaneous bilinguals compared to monolinguals. Children with parents having no, a lower, or a medium educational level achieved significantly lower scores on VCI, VAI, and the FSIQ than children with parents having a high or highest educational level on average. The present findings suggest that the WPPSI-IV represents a suitable and reliable test battery for the assessment of cognitive skills in children with different language backgrounds and parental educational levels.