Level Of Cognitive Development Research Articles

Fonoaudiologia e Psicanálise: estudo de casos com crianças com atraso na linguagem oral

ABSTRACT The present research aims to study the effects of interdisciplinary interventions of Speech Therapy and Psychoanalysis in children with language delay. This is a comparative case study between two groups with quantitative and qualitative analysis, with four children, through the application of the Protocol of Behavioral Observation Protocol pre and post intervention, interviews with parents, records of children's filming during playing and interdisciplinary dialogues among the professionals. The pre-intervention evaluations showed that underage children obtained similarity in aspects that related to communicative skills and functions, cognitive development and toy level. Both groups presented difficulties regarding the alternation of turns. The assessments of older children, in the pre-intervention phase, also indicated similarities in the results. One subject presented a greater difficulty when waiting for his turn in dialogic activity. The results post-interdisciplinary intervention showed a superior improvement compared to the two cases followed only by the speech therapist. The interdisciplinary dialogue made it possible to effectively evolve in the cases of group 2. A psychoanalytic look over the cases that received only speech therapy intervention would allow intervention along with parents, children and school.

그림책에 등장하는 아동의 이혼 적응 과정에 대한 분석

This study selected picture books which use divorce as their subject matter, and analyzed how child characters of those picture books respond emotionally to it and cope with it. This study selected 14 divorce-related picture books for children. To analyze data, this study made thematic analysis of those picture books based on the divorce step model of Sprenkle and Storm (1983). Data analysis showed the followings. In the step of ‘pre-divorce decision-making’, child characters of picture books expressed negative emotions such as fear for possibility of being deserted, guilty conscience, and betrayal, etc. Many picture books under the step of ‘restructuring after divorce’ portrayed children who feel a sense of loss and miss the parent who does not live with them, as well as emotions of bewilderment, loneliness, and shrinking in the face of the new reality. In the step of ‘recovery after divorce’, character children were described as reestablishing their relationships with parents, and adjusting themselves with single-parent situations based on supportive relations with those around them. In particular, instead of showing strong emotional response as they do in previous steps, children in this step of recovery cognitively cope with the situations. Due to the characteristics of creative works called picture books, healthy adjustment of children was emphasized. Picture books described that those children can manage to understand divorce of their parents through their cognitive development levels, accept the realities instead of wishing unrealistic things, and grow adjusting to changed environments.

Cognitive and language development in preschoolers is related to maternal cognitive performance: A study of young mothers in an urban area of a city in Southern Brazil

To evaluate the relationship between maternal cognitive performance and language and cognitive development of children between 24 and 36 months old of mothers who became pregnant in adolescence, in the city of Pelotas, Southern Brazil. This is a cross-sectional study nested in a cohort study with adolescent mothers who received prenatal care in the city’s public health system. To assess maternal cognitive performance, the Montreal Cognitive Assessment (MoCA) was used and Bayley Scales of Infant Development III (BSID-III) are used to assess children's language and cognition development. Data were analyzed using SPSS (Version 22.0) software. Pearson correlation, t-test, ANOVA and linear regression were performed. We evaluated 496 mother-child dyads. In the adjusted analysis, we found that children's language remained associated with maternal cognitive performance (p = .027, CI [0.0, 0.6]) and child’s gender (p < .001, CI [−7.2, −2.4]). Besides that children cognitive development remained associated with maternal cognitive performance (p = .008, CI [0.1, 0.6]) and child’s gender (p = .030, CI [−4.5, −0.2]). Our results suggest that poor maternal cognitive performance is associated with lower levels of children's language and cognitive development. The results contributing to early identification and intervention in children of mothers with poor cognitive performance at higher risk of negative developmental outcomes.

Development of Learning Devices for the Method in The Bamboo Dancing Stage of Defining A 4-D Model on Triangle Material in Class VII

This study aims to determine the process and results of defining the development of learning devices with the method bamboo dancing in the triangular material of class VII SMP. This research is a type of development research. The research procedure uses a 4-D model in the stage define. The research results obtained are: the need for the availability of learning tools in the classroom, the needs of students based on the background knowledge and level of cognitive development, the order of the material and the allocation of learning time, the combination of methods bamboo dancing and techniques scaffolding, and indicators of learning objectives. Based on the results of the study, it was concluded that: a) The use of methods bamboo dancing and techniques scaffolding can meet the needs of students in understanding triangle material with conceptual understanding, b) Presentation of triangle material based on basic competencies in the syllabus, indicators of competency achievement and specification of learning objectives, implementation of learning with sub material: understanding triangular flat shapes, types and properties of triangular flat shapes, perimeter and area of riangular flat shapes, special lines and points on triangles, and area of irregular flat shapes.

Supporting the development of children with moderate and severe intellectual disabilities in a special kindergarten – a practical approach

The aim of this article is to characterize the cognitive development of a preschool child on the basis of selected theoretical concepts in relation to moderate and severe intellectual disability. These considerations will serve as a guideline for further theoretical analyses and practical activities supporting the development of children with intellectual disabilities. From a biological perspective, intellectual disability is a typical medical problem. In the developmental context, it means “a failure in the process of development” (Kościelska 1995; Speck, 2015). I assume that the determinant for planning and implementing the content, forms and methods of teaching in special kindergarten should be the level of cognitive development of each child. In the study I refer to selected concepts of development in the terms of Jean Piaget and Lev Vygotsky, which, as I assume, can be a field for analysis of the development of children who require multi-profile support.

Pengembangan Media Pembelajaran Audio Visual PPKn Muatan Persatuan dalam Keberagaman

This study aimed to develop an audio-visual learning media for Civics with the content of Unity in Diversity in grade 2 of elementary school. This research was a type of development research using the ADDIE (Analysis-Design-Development-Implementation-Evaluation) model. The research instrument consisted of a material expert validator questionnaire, learning media expert, and small group limited test. The test subjects used in this study were expert validation (material experts, learning media experts) and ten 2nd graders of Cipta Dharma Denpasar Elementary School. The data analysis technique used was quantitative and qualitative five-scale descriptive statistics. The study result indicated that: 1) the results of the material expertise got the media suitability with the Standard Competency/Basic Competency of 94.29% in the very appropriate, very feasible, very valid category. In terms of content indicators and material clarity, it was 85.71% with appropriate, feasible, and valid categories. Meanwhile, based on the indicators of conformity with the level of cognitive and moral development, it was 88.57% in the appropriate, feasible, and valid category. 2) Validation test by learning media experts on layout indicators, cover attractiveness, background selection was 91.43% in the very appropriate, very feasible, and very valid categories. While the ease of use indicator was 88, 57% appropriate, feasible, and valid category. 3) The small group trial obtained an average percentage of 92% with very appropriate and very appropriate categories. It could be concluded that the development of learning media for unity in diversity was feasible and valid used as teaching material for Civics in elementary schools.

STUDI KEPUSTAKAAN: PERAN KOMIK DALAM MEMBANGUN PENGETAHUAN BENCANA DAN SIKAP PEDULI LINGKUNGAN SISWA SEKOLAH DASAR

Reading materials for elementary school students need to be adapted to the level of cognitive development at the concrete operational level. One source of reading that is suitable and liked by students is comics. The purpose of this study is to theoretically examine the role of comics in learning in order to increase knowledge and attitudes towards environmental care. This type of research is library research. Literature research has a data collection method by taking data from various references, reading, taking notes, and processing research materials. The data collection technique in this study was to find data from various references related to research problems. The instrument used is a checklist for the classification of research materials. The results showed that educational comics could increase students' knowledge of disaster mitigation. This is because the non-fiction elements in the mitigation concept that are packaged in visuals and fictional storylines can make students enjoy reading. The concept of disaster mitigation in comics can also foster an environment care attitude.

Representation of software design using templates: impact on software quality and development effort

As a practice, software design seeks to contribute to developing quality software. During this software development stage, the requirements are translated into a representation of the software (also known as design), whose quality can be evaluated and improved. For undergraduate students, the design is difficult to understand and make. In fact, building a good design seems to require a certain level of cognitive development that few students achieve.The aim of this study is to know the effort dedicated to software detailed design and the effect on software quality when graduating students use templates to represent their design. We conducted a controlled experiment where students develop eight projects following a defined process and recording data from its execution in a software tool. We found that the use of design templates did not improve the quality of the code, measured as the defect density in the unit test phase. Also, the use of templates did not reduce the number of code smells in the analyzed code. Regarding the effort, students who use templates dedicated greater development effort to designing than to coding. Meanwhile, students who did not use templates dedicated four times less effort to designing than to coding.

Creation of modern educational multilingual space on foreign language lessons in educational institutions: achievements and challenges

The article considers the points of multilingual education development in Ukraine, the results of All-Ukrainian experiment "Formation of multilingualism in children and students: progressive European ideas in the Ukrainian context", the challenges for linguists due to the successful development of multilingualism. Еducational institutions formed experimental long-term curricula for each age group, supplemented and adjusted them, choosing effective methods and forms of work during the process of implementing the experiment. It should be emphasized that multilingual education programs help to increase the competitiveness of students, give students the opportunity to participate in All-Ukrainian competitions, international projects. Students of experimental groups showed a higher level of cognitive development, language skills, communicative interaction in groups, learning the material of non-language subjects, empathy and tolerance for linguistic diversity.
 Different types of programs were analyzed due to the methods used in multilingualism. The advantages of creating a multilingual educational space as a special educational environment, its role in the formation of world and national cultures have been carefully studied.
 As a conclusion, we can state that there is a certain pedagogical achievement in creating a multilingual space at foreign language lessons in Ukraine. It suits the world experience and requirements of pedagogy and teaching methods. There are various types of programs used in multilingualism techniques: transition programs, prestigious bilingual education programs, immersion programs, development programs, support programs, dual language programs. Their usage depends on the educational level of students and teachers.

Admission test analysis of pre-service math-science teacher based on its related factors

The admission test of pre-service teachers uses a knowledge test that has not explored the non-cognitive factors. This study is focused on considering the basic abilities, logical thinking abilities, gender, level of cognitive development and the type of pre-service teacher programme. Moreover, other factors, such as motivation, role of life experiences and verification of logical thinking test result (TOLT), were also contemplated. This study applied TOLT to 281 pre-service math–science teachers from four different programmes. This study also developed a multiple mini interview modification with expert screening methods that have validity, reliability and homogeneity parameters based on Aiken's criteria. Our study provides an alternative to reformulate the selection test that combines paper-based tests with interviews as an admission test for pre-service teacher candidates. Our results also illustrate how gender and cognitive development affect the basic abilities based on their programme. Furthermore, admission tests should have balanced cognitive and non-cognitive factors.
 
 Keywords: admission test; content-knowledge ability; level of cognitive development; logical thinking (TOLT); multiple-mini interview (MMI); teacher education.

Psychophysiological characteristics of the features of the establishment of cognitive functions in senior pupils

Introduction. The harmonious development of cognitive processes is a prerequisite for students’ successful mastering of the educational program. The aim of the study is to give a psychophysiological characteristic of the peculiarities of the formation of cognitive functions in senior students. Materials and methods. The study of the functional state of the central nervous system (CNS) by the process of variational chronoreflexometry was carried out in 300 senior pupils of the traditional general education school; the assessment of cognitive abilities and intellectual level development was evaluated by using computer tests. Results. Pupils of the 9th and 11th grades were shown to have no significant differences in the CNS functional indices. In contrast, the CNS functional level was 1.6-1.7 times lower than the physiological norm. The nervous reaction’s stability was 1.3 -1.4 times, the level of functionality of the formed functional system was 1.3 times. The decrease in the level of CNS functioning of the studied adolescents was due to the consumption of reserve functional capabilities of the central nervous system and the body as a whole for the formation of cognitive functions, as evidenced by the development of verbal and non-verbal thinking in students from the 9th to the 11th grade, high speed of thinking processes, voluntary attention and its stability. It was proved that the development of thinking contributed to the formation of voluntary attention, an increase in its stability, and the degree of concentration, confirmed by the established correlation of moderate strength between the accuracy index and the level of formation of various types of thinking (r = 0,4). Conclusion. The established features of students’ intellectual development during a three-year study can be taken into account when organizing the educational process in traditional educational institutions to increase the level of cognitive development and academic performance of students.

Teaching comprehension of double-meaning jokes to young children.

Various forms of humor are an important aspect of social interactions, even at an early age. Humor comprehension is a repertoire that is said to emerge between the ages of 7 and 11 years, and this is primarily attributed to a child's level of cognitive development. The behavioral literature has suggested that various forms of complex verbal behavior, including the use and comprehension of humor, are learned operants that can be taught using systematic teaching procedures. The current study used multiple exemplar training and a three‐step error correction procedure to teach comprehension of double‐meaning jokes to 4 children (2 females and 2 males) aged between 5 and 6.5 years old. All participants demonstrated humor comprehension and appreciation, across multiple exemplars, following training, and maintained this at follow‐up. Implications for use with clinical populations are discussed.

Sensibilité développementale théorique et empirique des items de la Batterie d’Évaluation Cognitive et Socio-émotionnelle (BECS) pour l’évaluation du développement psychologique de très jeunes enfants au développement typique

The Social and Cognitive Evaluation Battery (SCEB) is an instrument specifically created for the examination of pre-school and school-aged children with autism and intellectual disability and recommended by the French High Health Authority (HAS, 2010, 2011, 2012, 2018). The SCEB explores 16 functional abilities, in both cognitive and socio-emotional areas and allows the calculation of domains and areas developmental levels and heterogeneity indices for the global, cognitive and socio-emotional areas. Each of the 16 domains of the SCEB includes behavioral items hierarchized into 4 developmental levels corresponding to 4 age periods (level 1: 4–8months; level 2: 8–12months; level 3: 12–18months; level 4: 18–24months). The child's assessment provides a profile of the 16 levels of cognitive and socio-emotional development that can be interpreted within the framework of Piaget's (1977) and Fisher's (1980) theory. The study tests the developmental sensitivity of level scores and their adjustment to chronological ages and developmental ages assessed with the Brunet-Lézine Scale for 65 young typical developmental French children aged from 4months to 24months. The results show high sensitivity of scores and satisfactory adjustment to chronological and developmental age differences. Normative benchmarks are also given for indices of heterogeneity of development profiles, heterogeneity that decreases with age. Thus, the scores are interpretable in reference to theoretical models and can be used for the study of all developmental characteristics in infant and toddlers’ children with and without neurodevelopmental disorder.

Do Maps Contribute to Pupils’ Learning Skills in Primary Schools?

ABSTRACT With the use of maps in different areas, a wide range of users exist who vary in their purposes and needs, according to their education level, age, cognitive level, and so on. Maps used by students in basic education need to be carefully designed and cartographers have important duties and responsibilities in designing maps according to the cognitive development levels of child users. An atlas design and production project entitled 'Atlas of Turkey for Elementary School' was carried out by the authors for the first stage of education. The aim of the study is to determine the contribution of the atlas to learning, reading and using maps. Thus, a questionnaire was applied to 494 students including 73 3rd grade (8–9 years) and 421 4th grade (9–10 years) students in four different schools. The results indicate that the use of the atlas increased the students' learning ability by an average of 40%.

Visual disengagement in young infants in relation to age, sex, SES, developmental level and adaptive functioning

Visual attention plays a key role in infants’ interaction with the environment, and shapes their behavioral and brain development. As such, early problems with flexibly switching gaze from one stimulus to another (visual disengagement) have been hypothesized to lead to developmental difficulties (e.g. joint attention and social skills) over time. This study aimed to identify cross-sectional associations between performance in the Gap task (gaze shift latencies and visual attention disengagement) and measures of development and adaptive behavior in conjunction to any sex or socioeconomic status effects in infancy. We measured visual attention disengagement in 436 5-month-old infants and calculated its association with cognitive developmental level, adaptive behaviours, socioeconomic status (SES) and biological sex. In the Gap task, participants must redirect their gaze from a central stimulus to an appearing peripheral stimulus. The three experimental conditions of the task (Gap, Baseline and Overlap) differ on the timepoint when the central stimuli disappears in relation to the appearance of the peripheral stimulus: 200 ms before the peripheral stimulus appears (Gap), simultaneously to its appearance (Baseline), or with peripheral stimulus offset (Overlap). The data from the experimental conditions showed the expected pattern, with average latencies being the shortest in the Gap and longest in the Overlap condition. Females were faster (p = .004) than males in the Gap condition, which could indicate that arousal-related effects differ as a function of biological sex. Infants from higher SES were slower (p = .031) in the Overlap condition compared to lower SES infants. This suggests that basic visual attention may differ by socio-cultural background, and should be considered when studying visual attention and its developmental correlates. We observed no significant association to concurrent developmental level or adaptive function. Given its large sample size, this study provides a useful reference for future studies of visual disengagement in early infancy.

Children’s comprehension of the verbal aspect in Serbian

The aim of the study was to investigate how Serbian native speaking preschool children comprehend perfective and imperfective aspect in comparison to adults. After watching animated movies with complete, incomplete and unstarted actions, the participants were asked questions with a perfective or imperfective verb form and responded by pointing to the event(s) that corresponded to each question. The results converged to a clear developmental trend in understanding of aspectual forms. The data indicate that the acquisition of perfective precedes the acquisition of imperfective: 3-year-olds typically understand only the meaning of perfective; most 5-year-olds have almost adult-like understanding of both aspectual forms, while 4-year-olds are a transitional group. Our results support the viewpoint that children?s and adults? representations of this language category differ qualitatively, and we argue that mastering of aspect semantics is a longterm process that presupposes a certain level of cognitive and pragmatic development, and lasts throughout the preschool period.

A comparative study to assess the cognitive and moral development of school age children among joint versus nuclear family in selected rural area of Bijapur district

The fundamental unit of any society is the family. The family is usually the major source of the basic necessities of life and health, love and tenderness, adequate food, clean water, a place and time for rest, clothing and sanitation. Family is one of the major factors which influence the children development.A comparative study was done to assess the cognitive and moral development of school age children among joint versus nuclear family in selected rural area of Bijapur district. The objectives of the study were 1. To assess the level of cognitive development among school age children belongs to joint and nuclear family as measured by structured questionnaire. 2. To assess the level of moral development among school age children belongs to joint and nuclear family as measured by structured questionnaire. 3. To compare the level of cognitive development among school age children belongs to joint and nuclear family. 4. To compare the level of moral development among school age children belongs to joint and nuclear family. 5. To find out the association between cognitive and moral development of children belongs to joint and nuclear family with selected demographic variables. Null hypothesis: There is no significant difference in the cognitive and moral development among school age children of joint and nuclear family.Non probability convenient sampling technique was used to obtain a sample from children belongs to the joint and nuclear family. Structured questionnaire was used to assess cognitive and moral development of children.Majority of them 68% from joint family and 76% from nuclear family had excellent level of cognitive development.Study findings also reveals that most of children belongs to joint and nuclear family (76% & 78% respectively) exhibit excellent level of moral development.Z test was used for comparison of cognitive and moral development of school age children among joint and nuclear family. Finding shown that (CD score -1.39 & MD score -0.25) there is significance difference in joint and nuclear family in cognitive and moral development aspect.The present study finding shows that there is influence of the family on cognitive and moral development of school age children.

Types of Generalization Made by Pupils Aged 12–13 and by Their Future Mathematics Teachers

This paper seeks to establish what kind of arguments pupils (aged 12–13) use and how they make their assumptions and generalizations. Our research also explored the same phenomenon in the case of graduate mathematics teachers studying for their masters’ degrees in our faculty at that time. The main focus was on algebraic reasoning, in particular pattern exploring and expressing regularities in numbers. In this paper, we introduce the necessary concepts and notations used in the study, briefly characterize the theoretical levels of cognitive development and terms from the Theory of Didactical Situations. We set out to answer three research questions. To collect the research data, we worked with a group of 32 pupils aged 12–13 and 19 university students (all prospective mathematics teachers in the first year of their master’s). We assigned them two flexible tasks to and asked them to explain their findings/formulas. Besides that, we collected additional (supportive) data using a short questionnaire. The supporting data concerned their opinions on the tasks and the explanations. The results and limited scope of the research indicated what should be changed in preparing future mathematics teachers. These changes could positively influence the pupils’ strategies of solving not only flexible tasks but also their ability to generalize.

Tahap Define dalam Pengembangan Perangkat Pembelajaran Berbasis STEM untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi Mahasiswa

The purpose of this study is to describe the results of the Define stage in the development of STEM (Science, Technology, Engineering and Mathematics) -based learning devices to improve students' higher order thinking skills. The learning device development model used is the four D model (Define, Design, Develop, Disseminate). The Define stage is carried out to define and define learning requirements. The steps that have been taken at the Define stage are front end analysis, student analysis, task analysis, concept analysis, and formulation of learning objectives. The results of the research for needs analysis are a description of the competencies that students must have after taking physics lectures, the learning approach used is based on STEM, the profile of graduates to answer future challenges and demands. The results of research for student analysis are descriptions of student characteristics which include reasoning abilities, background knowledge, and levels of student cognitive development. The results of research for task analysis are in the form of module position maps. The results of the research for concept analysis are in the form of a concept map about oscillations. The results of the study for the formulation of learning objectives were a description of the competencies consisting of attitudes, knowledge and skills. The conclusion from this research is that the Define Stage has been completed so that the development stage of learning devices can be carried out to the next stage, namely the Design stage

Features of anxiety, vegetative manifestations and adaptation of children of elementary school at different cognitive level of development

Purpose. To study the features of the nature and level of anxiety, vegetative manifestations and adaptation of primary school students with different cognitive development.
 Material and methods. The research group consisted of 631 children from secondary schools in Rostov-on-Don and Lugansk. Depending on the cognitive development, the children were divided into 2 groups; the main group was made up of highly intelligent schoolchildren. The study evaluated the features of school anxiety manifestations (according to Beeman N. Phillips questionnaire), autonomic disorders and adaptive potential depending on the level of IQ.
 Results. The data analysis showed that younger schoolchildren with high cognitive development showed higher school anxiety, which prevailed in the fourth grade, combined with the stress of adaptation mechanisms. Highly intelligent children are significantly more likely to have autonomic disorders.
 Conclusion. The revealed features of adaptive mechanisms that are closely related to psycho-autonomic disorders in highly intellectual children require the development and implementation of preventive measures in educational institutions.