Cognitive Development In Adulthood Research Articles

Enhancing young children's executive function through physical activities: A three-level meta-analysis

Background and aimsThe cultivation of executive functions during early childhood establishes the fundamental underpinning for advanced cognitive development in adulthood. Presently, there remains a degree of controversy surrounding the empirical findings pertaining to the impact of physical activity on the executive functions of young children. This study aimed at elucidating the potential moderating factors influencing the relationship between physical activity and the executive functions of young children. MethodsIn this study, we have conducted a meta-analysis encompassing twenty-four experimental studies with a total of 1426 participants. The meta-analysis was conducted using Stata version 17.0 and R version 4.3.2 software, with Hedges'g serving as the chosen effect size metric. ResultsThe outcomes of our investigation underscore the salient point that physical activity possesses the capacity to enhance the executive functions of young children. Furthermore, it is noteworthy that the developmental impact of physical activity on the executive functions of young children is notably contingent upon the duration of the intervention. The implementation of game-based pedagogical approaches within the realm of sports activities emerges as a particularly potent means to foster the development of executive functions in young children. ConclusionsThis meta-analysis serves to proffer quantitative evidence affirming the positive influence of physical activities on the executive functions of young children during their early developmental years. It carries substantial implications for practical application.

Desenvolvimento neuropsicológico e interação familiar no início da vida: revisão sistemática

O início da vida é um período sensível e único, durante o qual as experiências podem resultar em efeitos duradouros. Durante o início da vida, a qualidade do ambiente e experiências ao redor, em especial, a relação familiar, estão associadas ao desenvolvimento emocional e cognitivo na vida adulta. Experiências estressantes durante o início da vida podem modular a programação genética de circuitos específicos do cérebro, e aspectos emocionais e cognitivos de adaptação comportamental podem resultar em experiências estressantes na vida adulta. O objetivo desta revisão sistemática foi apresentar produções científicas que abordem o desenvolvimento neuropsicológico e a interação familiar no início da vida e suas possíveis consequências para a vida adulta. Realizou-se uma revisão sistemática nas bases de dados PubMed, SciELO e Lilacs, no qual selecionou-se artigos relacionados às experiências adversas na infância e as possíveis consequências na vida adulta. Os resultados indicaram que o apoio emocional precoce e o investimento em intervenção preventiva no ambiente familiar em que a criança está inserida podem minimizar significativamente os efeitos negativos de possíveis traumas em sua vida adulta.

Influence of Eating Patterns on Weight Status and Academic Performance of a Nigerian Undergraduate Population

Background: Unhealthy diets have been linked to undesired weight gain and poor cognitive development in adulthood. However, the link between eating pattern, weight status and academic performance have received much less attention in the young adult population. Objective: This study seeks to understand the influence of eating patterns on weight status and academic performance. Method: A structured self-administered questionnaire was completed by a representative sample of 399 undergraduates. The questionnaire explored socio-demographic characteristics, dietary diversity, food frequency pattern and meal pattern of respondents. The resulting data were analyzed using descriptive and inferential statistics. Result: The mean age (SD) of the respondents was 21.8 (±2.52) years and were mostly (35.3%) in their 3rd year of study. Most (58.6%) of the students had good dietary diversity and were mostly females (53.0%). The prevalence of unhealthy food frequency pattern (FFP) was high (80.7%) among respondents, especially among males (53.1%). There were no statistically significant relationships between FFP, weight status and academic performance (p>0.05). The majority (62.7%) had an unhealthy meal pattern, and this was higher in males (55.6%). There were no statistically significant relationships between the meal pattern, weight status and academic performance (p>0.05). However, a higher proportion of respondents with healthy eating patterns had good academic performances. Conclusion: Unhealthy eating patterns were common among undergraduates, especially among males. There was no statistically significant relationship between eating patterns, weight status and academic performance. It is recommended that policies that will promote healthy eating patterns among students be implemented in the university environment.

Developmental Differences in Metacognition and their Connections with Cognitive Development in Adulthood

This study investigated developmental differences in some metacognitive variables in ill-defined problem solving and their possible connections with cognitive development in adulthood. Participants were 57 individuals of different ages (adolescents, young adults, mature adults and older adults). They solved one well-defined and six ill-defined problems while their thinking-aloud was taped. They then answered a metacognitive statements questionnaire. Differences in performance were statistically significant in all problems: the best results in interpolation and divergent production problems were achieved by the younger adult group and the best performance on most dialectical everyday problems was found in the mature adults' group. We found no significant differences between age groups in the on-line monitoring of the solving process. Accuracy in metacognitive statements was however significantly better in the mature adult and the younger adult groups. Awareness of and reflection on one's own mental processes showed a similar developmental pattern to relativistic/dialectical thought: low expression in adolescence, an increase in early adulthood, a peak in mature adulthood and a minor decline in later years.

Everyday interpersonal conflicts of middle-aged women: an examination of strategies and their contextual correlates.

Everyday problem solving within the interpersonal domain has been identified as propelling cognitive development in adulthood, and may be particularly relevant to women's development. Yet few studies of everyday problem solving in adulthood focus on interpersonal problems, on women, or on the middle adult years. We examined strategies middle-aged women used for real-life interpersonal problems, and contextual variables associated with strategy use. In contrast to research with younger and older women, in which lower-level strategies were favored, strategy use here was fairly evenly split between higher and lower levels. Also in contrast to other research with younger and older women, participants here favored lower-level strategies that were directive, rather than submissive. Thematic analyses showed a high degree of felt emotional distress to be associated with lower-level strategy use, and attempts at controlling emotions and overcoming fundamental attribution errors in judgment to be related to higher-level strategy use.

Cognitive Brain Potentials

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Learning in Adulthood: A Comprehensive Guide.

Preface. The Authors. PART ONE: ADULT LEARNING IN CONTEMPORARY SOCIETY. 1 The Social Context of Adult Learning. 2 Learning Environments and Learning Concepts. 3 Adult Learners: Who Participates and Why. PART TWO: ADULT LEARNING THEORY AND MODELS. 4 Knowles's Andragogy, and Models of Adult Learning by McClusky, Illeris, and Jarvis. 5 Self-Directed Learning. 6 Transformational Learning. 7 Experience and Learning. PART THREE: NEWER APPROACHES TO ADULT LEARNING. 8 Embodied, Spiritual, and Narrative Learning. 9 Learning and Knowing: Non-Western Perspectives. 10 Critical Theory, Postmodern, and Feminist Perspectives. PART FOUR: LEARNING AND DEVELOPMENT. 11 Traditional Learning Theories. 12 Adult Development. 13 Cognitive Development in Adulthood. 14 Intelligence and Aging. 15 Memory, Cognition, and the Brain. 16 Reflections on Learning in Adulthood. References. Name Index. Subject Index.

Book Review: Cognitive Development in Adulthood: Progress in Cognitive Development Research

Book Review: Cognitive Development in Adulthood: Progress in Cognitive Development Research

Post-Formal Operations? A Need for Further Conceptualization

Several conceptualizations of cognitive development in adulthood have recently been advanced within a Piagetian framework. While each is unique, there are three shared features: (1) the realization of the relativistic, non-absolute nature of knowledge; (2) an acceptance of contradiction, and (3) integration of contradiction into an overriding whole. Formal operational thought shares with <i>Pepper’s</i> [1942] analytic world views the assumptions of independence of variables and underlying stability, while post-formal operational thought shares with the synthetic world views the assumptions of interdependence of variables and change as basic to reality. Nevertheless, no one has demonstrated that formal operational structures are unable to account for relativistic and dialectical forms of thought. The best distinction between formal and post-formal operational thought may lie in their differential emphases on stability versus change and independence versus interdependence of variables. Both formal and post-formal operational individuals may display surface behaviors which appear relativistic and dialectical in nature, yet which reflect these different underlying assumptions about the origin of change and contradiction. Attention should be directed toward specifying the form of the developmental sequence from formal to post-formal operational thought, since development may be nonlinear in nature, and alternative paths toward post-formal operations may be possible.

Cognitive development in adulthood: A fifth stage? A critique.

Cognitive development in adulthood: A fifth stage? A critique.

Cognitive development in adulthood: A fifth stage? A critique.

Cognitive development in adulthood: A fifth stage? A critique.

Cognitive development in adulthood: A fifth stage?

Cognitive development in adulthood: A fifth stage?

Cognitive development in adulthood: A fifth stage?

Cognitive development in adulthood: A fifth stage?