Level Of Cognitive Development Research Articles

Proposta curricular e avaliação da alfabetização no Espírito Santo

Este artigo objetiva analisar as bases teóricas da proposta curricular implementada no Espírito Santo, na década de 1970, para atender aos princípios da inovação do ensino preconizados na nova Lei nº 5. 692/71. Focaliza aspectos do currículo voltados para a alfabetização e, principalmente, o modelo de avaliação da aprendizagem adotado com a finalidade de verificar a efetividade do currículo no que diz respeito à elevação dos índices de aprovação e sua adequação aos níveis de desenvolvimento cognitivo das crianças. Caracteriza-se como uma pesquisa documental, pois analisa documentos/textos produzidos no período. Conclui, a partir da análises, que a avaliação serviu para conformar um modelo de organização do ensino aprendizagem e, apesar de ter auxiliado a verificação da efetividade do currículo, tanto o currículo como a avaliação não contribuíram para diminuir significativamente os índices de evasão e repetência nas escolas públicas capixabas.

The Fairytale Semantic Differential Technique: A Cross-Cultural Application.

The “Fairytale Semantic Differential” method, in which the respondent assesses several fairytale characters according to a set of personal characteristics, is designed for individual psychological work with children 4–10 years old. Personality characteristics, according to which the characters are evaluated, are formulated in terms understandable to child respondents, i.e., these are words that parents and teachers use when dealing with children of this age. An analysis of the child’s attitude to a certain fairytale character makes it possible to determine the individual properties of his/her moral value sphere. Quantitative indicators that can be calculated on the basis of the data collected by the questionnaire are discussed. These indicators characterize the child’s personality, his/her understanding of interpersonal relationships, the dimensionality of the categorial space of interpersonal perception, the content of these categories and its hierarchy, the level of cognitive development in this domain, and the degree of socialization. The results of an empirical study that was conducted in Moscow, Baku, and Tashkent are presented. Age and sex differences were found in the cognitive complexity of interpersonal perception and socialization. Also, an example of individual semantic space is presented.

Applying The Cognitive Style-Based Learning Strategy in Elementary Schools to Improve Students Science Process Skills

Science process skills play an important role in the advancement of society because they contribute to the emergence of new knowledge and technology. In this study, researchers analyzed the effectiveness of the cognitive style-based learning strategy (CSBLS) in improving elementary students’ science process skills. The CSBLS was implemented over five weeks in science classes at two elementary schools in Indonesia and evaluated using a pre-test-post-test method. The results showed that, overall, the students’ science process skills increased from “poor” to “good” level. The weakest science process skill identified in the students was the ability to conduct experiments, including stating hypotheses or operational questions to be tested, identifying and controlling variables, and making operational definitions. The study demonstrates that the CSBLS accommodates students with different levels of cognitive development and cognitive styles (e.g., field dependent and field independent) to optimally improve their science process skills, providing a significant contribution to elementary education.

The dynamics of the quality of life of primary schoolchildren with different cognitive success

Objective: of the study was to study the quality of life of younger students in the dynamics of their education in primary school.Materials and methods: 573 children of primary schools of Rostov-on-Don were examined. Th e study of quality of life was carried out using the PedsQL 4.0 questionnaire. Depending on the level of cognitive development, children were divided into 2 groups: 82 children with high cognitive development made up the I (main) group and 491 children with an average level of cognitive development made up the II (control) group. Cognitive development was evaluated by the D. Wexler test, the Stanford-Binet intelligence scale with IQ coeffi cients, and E. Torrens creativity test.Results: primary schoolchildren with high cognitive abilities show a dynamic decrease in physical functioning with the lowest rates in the 4th grade, lower indicators of emotional functioning, characterized by an excessive reaction to failure, an increased level of anxiety and emotional instability. A decrease in social functioning is revealed, manifested by communicative problems in the process of interpersonal communication. Higher school functioning values were observed. From the 2nd grade, schoolchildren with high cognitive abilities showed statistically signifi cantly lower indicators of the overall quality of life score as compared with children of average intellectual development.Conclusions: among primary schoolchildren of high cognitive development, there is an imbalance in various aspects of the quality of life, which requires additional measures to optimize indicators.

Exploring the crossing behaviours and visual attention allocation of children in primary school in an outdoor road environment

Primary school children are likely to participate in traffic as pedestrian road users. Due to their immature levels of physical and cognitive development, it is difficult for children to make safe decisions while crossing roads. The aim of this study was to analyse the behaviour characteristics and visual attention distribution of children in primary school as they cross roads. In total, 10 children successively passed through an unsignalised intersection, an unsignalised T-intersection and a signalised intersection on a designated test route in an outdoor road environment. Three HD cameras and an eye tracker were employed to record and analyse their crossing behaviour and visual attention allocation. When crossing the three types of intersections, the children allocated more fixation points and a larger proportion of fixation time in the small area in front of their bodies and the area where their eyes were facing and lacked a visual search of the traffic areas on the left and right sides of the zebra crossing. The fixation area was relatively singular. The most common unsafe behaviour was crossing without observing the traffic environment. The frequency of left and right observations of the traffic environment was low, reaching the lowest level at the unsignalised T-intersection. Children in primary school have not yet fully mastered safe crossing behaviours. These findings indicate the need for targeted programmes to train children to cross roads safely and correctly, and provide useful information for researchers and road designers.

САМОРЕГУЛЯЦІЇ БАЗОВИХ ЕМОЦІЙ ПІДЛІТКАМИ З ПОРУШЕННЯМИ РОЗУМОВОГО РОЗВИТКУ ЯК ОСНОВА ФОРМУВАННЯ ЕМОЦІЙНОГО ІНТЕЛЕКТУ

In special psychology, the understanding of self-regulation is ambiguous. Modern scientists view emotional self-regulation as: the process of adapting a teenager’s personality to the outside world; the process of changing the life systems of the individual; as an internal regulation of behavior. The aim of the article is to study and experimentally test the peculiarities of the perception of basic emotions and the state of formation of emotional self-regulation in adolescents with mental development as a basis for the formation of emotional intelligence. The main method of research was the method of psychodiagnosis. Based on the obtained results, a qualitative characteristic of the ability to recognize basic emotions was determined, the most and the least known emotions for adolescents were determined, and the dynamics of emotion recognition (speed) were established. In the course of the study it was possible to establish correctly perceived emotions and distorted, to compare emotions with colors. In the course of the study it was possible to establish correctly perceived emotions and distorted, to compare emotions with colors. It is determined that in adolescents with mental development differentiation of emotions is determined by the cognitive level of personality development, personal experience, education and social environment. It has been established that adolescents with mental development need additional psychocorrectional activities that will be directed to the formation of emotional regulation, in particular the ability to call emotions, feelings they are experiencing, to mark them with appropriate verbal symbols. The article outlines further areas of research in the field of emotional intelligence, personal self-regulation, self-control of adolescents with mental development.

Analisis Perkembangan Kognitif Anak Melalui Tahfidz Al-Quran di Abad 21

This paper examines the analysis of the development of aspects of the (cognitive) knowledge of children in Muhammadiyah 2 Berbah Elementary School, especially children who attend the Tahfidz Al-Quran program at the elementary school. After the research was conducted it was found that students who followed the Tahfidz Al-Quran program experienced an increase in their cognitive development. The more children memorize the Koran the more the level of cognitive development develops. This is also a proof for parents of students, if participating in the tahfidz program the Koran is open to burden on students and makes their learning outcomes decline, but with the Tahfidz Al-Quran program makes students' cognitive development better.In general, this paper presents 5 (three) questions. First, what is meant by knowledge / cognitive? Second, what is meant by the development of students? Third, what are the cognitive levels? Fourth, what are the developmental aspects of students? And finally is how is the relationship between students who follow Tahfidz Al-Quran with the cognitive development of students?This study is expected to be able to add scientific treasure and become a reference in studying children's cognitive development and its relationship with the Tahfidz Al-Quran program.Keywords: Cognitive, Learners

MENINGKATKAN HASIL BELAJAR SISWA SMPN 7 MUARO JAMBI MATA PELAJARAN BAHASA INDONESIA MELALUI PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING

Learning Model is a learning technique that is used by teachers in teaching a particular subject and in the selection of a model must be adjusted in advance with the subject matter. The level of cognitive development of students and the facilities or facilities available in accordance with the learning objectives so that the expected learning model can be achieved.
 Implementation of learning about the delivery of stories by applying the Contextual Teaching And Learning (CTL) model. CTL is a learning concept that helps teachers relate to students' real-world situations and encourages students to make connections between the knowledge they have and their application in their daily lives. The CTL model runs in accordance with the scenarios in the Learning Implementation Plan (RPP), and has succeeded in creating a conducive learning situation where students are directly involved in the learning process, can also improve student learning outcomes for learning Indonesian which was initially considered boring.
 The level of students' understanding of the delivery of stories after learning to use the CTL learning model can increase well, this can be seen from the results of the evaluation that in cycle 1, the average score of 67 categories was sufficient and in the second cycle it obtained an average score of 80 with a good category. After being given an action by using the application of the model of conventional teaching and learning (CTL) in cyle 1 students learning completeness is 74% or 20 Students. While in cycle 2 the classical learning achievement to 93% or 25 Students,

Pengembangan Multimedia Interaktif Macromedia Flash Berbasis K-13 Sebagai Inovasi Pembelajaran Tematik Untuk Siswa Sekolah Dasar

Currently at the elementary school level has used Curriculum 2013 (K-13) which emphasizes thematic learning by studying various fields of science simultaneously in a series of themes. But the problem is there is no learning material which is packaged in the form of interactive multimedia that is able to link K-13 thematic learning in elementary school.
 The aim of this research is to produce interactive multimedia products based on K-13 as a thematic learning innovation in valid primary schools.
 The type of this research is a research and development (R&D) by adapting the ADDIE development model. It is said to adapt because this research process stops at the development stage in terms of product validity. Product validity based on graphic design experts score 87 with valid criteria. Meanwhile, according to Sciences experts this product got a score of 86 with valid criteria, for Mathematic experts it got a score of 86, Indonesian material experts got a score of 90, and Civics material received a score of 89 with valid information. In the expert assessment of Sports education received a score of 93 with a very valid category. From the multimedia linguistic point of view, the evaluation is very valid and appropriate to cognitive development level of children with a validity value of 92. Thus the conclusion of this study is that interactive K-13 based multimedia products are said to be valid and feasible to use.

The role of midfrontal theta oscillations across the development of cognitive control in preschoolers and school-age children.

The development of cognitive control enables children to better resist acting based on distracting information that interferes with the current action. Cognitive control improvement serves different functions that differ in part by the type of interference to resolve. Indeed, resisting to interference at the task-set level or at the response-preparation level is, respectively, associated with cognitive flexibility and inhibition. It is, however, unknown whether the same neural mechanism underlies these two functions across development. Studies in adults have revealed the contribution of midfrontal theta (MFT) oscillations in interference resolution. This study investigated whether MFT is involved in the resolution of different types of interference in two age groups identified as corresponding to different latent structures of executive functions. Preschool (4-6years) and school children (6-8years) were tested with a task involving interference at the response level and/or the task-set level while (electroencephalogram) EEG was recorded. Behaviorally, response time and accuracy were affected by task-set. Both age groups were less accurate when the interference occurred at the task-set level and only the younger group showed decreased accuracy when interference was presented at the response-preparation level. Furthermore, MFT power was increased, relative to the baseline, during the resolution of both types of interference and in both age groups. These findings suggest that MFT is involved in immature cognitive control (i.e., preschool and school-ages), by orchestrating its different cognitive processes, irrespective of the interference to resolve and of the level of cognitive control development (i.e., the degree of differentiation of executive functions).

Problem Solving Ability of First Year High School Students in Mathematics as Affected by Cognitive Development Levels and Teaching Strategies

Improving problem solving abilities among students remain to be a challenge among teachers and students. This study aimed to identify problem solving ability of first year students as affected by cognitive development levels and teaching strategies of first year high school students in Mathematics I. The study utilized descriptive and experimental methods. A total of 150 students from three classes in a public secondary school in Central Luzon, Philippines were included. Tools were validated questionnaires to measure problem solving abilities and cognitive development levels. Data were analyzed using frequency, percentage, Mean, Standard Deviation, T-Test, ANOVA, and Regression Analysis. Results showed that the cognitive level of development of the students are satisfactory across all domains (X=2.81). Discovery, Exposition, and Traditional Methods of Teaching were found to significantly improve the problem solving ability of the students with a p-value of 0.000 in each group. All groups have no significant difference in performance which may imply that no teaching method is better than the other. Lastly, cognitive domains of the students in knowledge, comprehension, application and evaluation were found to be significant determinants of students’ problem solving ability. The study results can be a springboard to improve problem solving abilities of high school students. Cognitive development could be considered as a basis for grouping high school students in all curriculum levels and can be evaluated by future researchers for effectiveness.

Digital storytelling experiences among school-aged students captured through doodling activity

With the fast-growing and constant evolution of modern technology, the use of digital interactive media such as digital storytelling is considered as a useful tool and technique in disseminating health-related information to clients. This study aims to explore the lived experiences of school-aged students during digital storytelling about a boy and his undesirable food choices. A descriptive phenomenological method was used for participants. There were 15 grade one students, ages six (6) to seven (7) years old chosen through purposive sampling. Doodling and participants' interpretations were the instrument of choice of the researchers, considering the age and level of cognitive development of the participants. In this study, four major themes were identified and discussed that depicted the participants' lived experience. They were identified as (1) positive perception in which the participants were able to identify healthy foods in the story; (2) empathy where they were able to project themselves as the main character in the story; (3) identification of negative elements which was symbolized by the chip monster that they needed to avoid or remove; and (4) interpersonal association where they related their digital storytelling experience to their family. The participants had varying degrees of connection and understanding with the digital story and undoubtedly expressed a learning experience through the digital story presented.

PENGARUH PENGUNAAN MEDIA PAPAN KARTU TEKA-TEKI UNTUK MEINGKATKAN PERKEMBANGAN KOGNITIF ANAK KELOMPOK B TK GENERASI HARAPAN KECAMATAN SUKODADI KABUPATEN LAMONGAN

The problems in this study are: (1) how children's cognitive development; (2) is there any difficulty in using card board puzzle media; (3) whether there is influence of card board media on children's cognitive development. The purpose of this study is (1) to determine the level of cognitive development of children; (2) to find out the difficulty of using card board puzzle media; (3) to find out the influence of the card board puzzle media. The subjects in this study were students in the Generasi Harapan kindergarten group in Sukodadi Subdistrict which were registered in the 2018/2019 school year. There are 23 children. The results of the study in group B in TK Sukodadi District showed that of 23 children who were the subjects of research on cognitive development in using puzzle board card media to get to know the names of land vehicles. The design of this study uses the experimental results of data collection techniques used are observation and documentation. The analysis technique used is descriptive statistics and differential statistics.

Correlation Between Frequency of Seizure and Cognitive Development Levels in Children with Drug Resistant Epilepsy

Epilepsy, if not treated properly, can develop into refractory epilepsy or drug-resistant epilepsy. This type of epilepsy does not respond perfectly to the anti-epileptic drugs given. Drug-resistant epilepsy causes ischemia in neuron cells in the brain. Drug resistant epilepsy can cause impaired cognitive function, especially in children who are in the golden age. Epilepsy prevalence from various studies ranged from 1.5 to 31/1000 population. Epilepsy cases in Indonesia are predicted to range from 0.7 to 1% of the population in Indonesia or range from 1.5 to 2 million people. To determine correlation between the frequency of seizures with the level of cognitive development in children with drug resistant epilepsy. A cross sectional correlation study was carried out in 41 children with drug resistant epilepsy to determine cognitive values in drug resistant epileptic children. The sample was chosen from an affordable population by non-random sampling or consecutive sampling. The research hypothesis is there is a level of cognitive development in children aged 6 to 68 months with drug resistant epilepsy. Calculation of research subjects used the formula for correlative research. Data analysis was performed by Saphiro-Wilk data normality test, correlation analysis used Coefficient Lambda. Results were significant if the value of p<0.05. The results of this study found female subject 26 (63.4%). There were 16 subjects (39%) well nourished. diagnosis age of epilepsy<1 year 15 (37%). Number of seizure periods < 10 times 12 (29%). The number of anti-seizure medication were 2 drugs 27 subject (65%). Abnormal 1 EEG results were 8 subjects (19.5%). The Mullen Scale test results are below average 38 subject (97.2%). Strong correlation of seizure frequency ≥ 10 times was statistically significant to the level of cognitive development in children with epilepsy with r 0.783 with a p value was 0.00. Frequency of seizure 43.3% influenced cognitive development level. Conclusion, the frequency of seizures has a positive strong correlation to the level of cognitive development.

Effect of dietary components and nutritional status on the development of pre-school children.

The preschool period is a time of intensive changes: physical, motoric, cognitive, emotional and social development of the child. The diet should provide optimal energy andnutrient levels. Due to their properties, some of the dietary components may be particularly important in child development procesess. These include omega-3 fatty acids, B vitamins, vitamin D, antioxidants, iron, calcium, magnesium, zinc and copper. The aim of the study was to determine the effect of selected dietary components, the nutritional status and sleep duration in children at pre-school ages (3-6-years old) on their emotional sphere, as well as the cognitive, physical and social development. Anonymous research was carried out among 75 randomly selected children aged 3-6 years old in the Municipal Kindergarten in Ruciane-Nida. Research methods consited of a questionnaire, a 3-day food record, growth charts, and standardized development observation sheets. Software used for evaluation and analysis of obtained results was Diet 5.0. and Statistica 13. It was observed that the increase of the BMI percentile correlated with a lesser social development of children. Children who slept a recommended number of hours presented higher level of cognitive developmnent. High level of cognitive development was more common in children supplementing vitamin D. Higher intake of folates, vitamin D, vitamin E, magnesium, zinc and copper correlated positively with a higher level of cognitive development. Application of the proper nutrition and healthy lifestyle principles supports a proper child development. All dietary components should be balanced, however some nutrients are of especial significance during the childhood development and therefore their optimal intake is essential for this developmental period.

PECULIARITIES OF USING THE DESIGN AND TECHNOLOGICAL PARADIGM OF INTELLECT DEVELOPMENT IN THE EDUCATIONAL PROCESS OF HEI (HIGHER EDUCATION INSTITUTIONS)

In the context of the implementation of higher education, the problem of forming the cognitive sphere of students acquires special relevance, because it is impossible to imagine the training of a qualified specialist without the appropriate level of cognitive development. The main aspects of cognitive processes formation strategy of higher education institutions students, based on the basic provisions of the design and technological paradigm of intellect development was analyzed in the article. It was also revealed the main theoretical provisions of the specified methodological direction, namely, the content of the concepts “design” and “technology”. It was figured out that the design of intellectual processes involves the creation of an object influence project, the creation of the management activities project and the development of learning influences model. It was established that the structure of the student's model consists of the following components: general age, level of success, temperament type, character traits, abilities, level of communication, features of the emotional sphere, level of memory, imagination, thinking, perception, and general indicators of intellectual development. A combined training model of students' cognitive processes was proposed, which provides a combination of direct and network interaction. At the same time, the training is interpreted as a specific group learning using the effects of facilitation and giving more personal freedom to students, which forms the cognitive structures according to a given model. Psychological mechanisms of distance learning are analyzed. The following main organizational aspects of training are defined: creation of comfortable working conditions, observance of rules of group work, maintenance of effective reflection, formation of atmosphere of free communication and psychological safety, effective psychological and pedagogical support, self-development orientation. The next conclusions on pedagogical possibilities of network structures were offered: educational group work carried out via the Internet is possible and can be effective under certain conditions; a necessary condition for such work is the creation of a virtual educational environment that provides active, proactive and subjective implementation of various distance learning forms; the effectiveness of group work via the Internet increases due to the use of interactive multimedia technologies.

Abstracting abstraction in development and cognitive ability.

We focus on the theory of abstraction proposed by the target article. We suggest that abstraction varies at different levels of learning, cognitive development, or cognitive ability. We argue that this theory does not specify how abstraction is done at each of these levels. Because of these weaknesses, the theory cannot explicate how individuals differ in mental time travel at different phases of life or different levels of cognitive ability.

Компьютерные игры как фактор познавательного развития дошкольников

The article discusses the impact of computer games on the cognitive development of older preschool children. As significant parameters that affect the cognitive development of the child, the time spent on a computer game and the genre of computer games is considered. The study involved 200 preschool children and their parents. The results of the study made it possible to say that the level of cognitive development of children playing computer games moderately in almost all cognitive processes exceeds the level of development of non-playing and multi-playing children. The exception was only indicators of the development of imagination. The various effects of computer games of various genres on the development of cognitive processes in preschoolers were revealed. So, games of the arcade genre negatively affect the formation of all cognitive processes studied in the article. In turn, developing computer games have a positive impact on the development of cognitive processes. Based on the data obtained, the article concludes that it is necessary, on the part of adults, to control and regulate the time that an older preschool child spends on computer games, as well as choose the genre of computer games.

The collaborative interactions of preschool children in solving problems in a collaborative virtual environment

Antecedentes:&nbsp;Poder entender a los otros, sus intenciones, sus acciones y poder responder de acuerdo con estas, requiere una serie de habilidades complejas. Estas comienzan a desarrollarse alrededor de los cuatro años y son clave para la interacción entre pares. El objetivo del presente proyecto fue analizar la interacción colaborativa de niños en edad preescolar, presente cuando juegan en un ambiente virtual colaborativo.&nbsp;Método:&nbsp;Los participantes fueron siete tríadas (21 estudiantes) del nivel de transición (10 niñas y 11 niños. M = 6 años, 3 meses, DE = 0.38); se utilizó un videojuego diseñado para que los participantes jueguen en diada, coordinándose y negociando para poder avanzar.&nbsp;Resultados:&nbsp;Dentro los principales resultados destacan que existe una asociación entre verbalizaciones y cambios en la gestualidad que les permite resolver problemas de manera colaborativa. A pesar de que no es un estudio de desarrollo evolutivo, es un aporte para entender una habilidad que implica un nivel de desarrollo cognitivo: cuándo es el momento en que los niños pueden comenzar a colaborar.&nbsp;Conclusión:&nbsp;Las interacciones requeridas para llegar a una meta común son complejas, y tríadas de niños en edad preescolar negocian y se coordinan para lograrlo. Destaca el role de líder y las verbalizaciones como factores para alcanzar esta meta común, acompañados por comunicación no verbal.

MİMARLIK BÖLÜMÜ BİRİNCİ SINIF ÖĞRENCİLERİNİN GÖRSEL-MEKÂNSAL BECERİLERİ ÜZERİNE BİR ARAŞTIRMA

Spatial cognition and skills are of critical importance for architecture. During their education, architecture students are expected to use and develop visuospatial skills to generate/construct, retain, rotate, and manipulate space mentally and physically through physical and digital representations. This study was designed and conducted to fill the gap in researches on the first-year architecture students’ spatial skill evaluated by means of neuropsychological tests. The goal of the study was to investigate the potential connections between the visuospatial skills, university entrance exam scores and cognitive development of the first architecture students. 128 students participated to the research voluntarily. For visuospatial skills Raven Standard Progressive Matrices (RSPM) test was administrated. Logical Thinking Test was used for the assessment of cognitive development level. Participants with art training prior to university performed better in RSPM total, and RSPM subtest E. The findings demonstrated that first year architecture students’ performances on neuropsychological tests assessing visuospatial skills were compatible with the norm scores and their cognitive development level. The results supported the previous studies claiming that art training and/or education have a positive impact on spatial cognition and visuospatial skills.