Influence Of Cognitive Development Research Articles

MODIFIKASI PERMAINAN TRADISIONAL CONGKLAK TERHADAP KEMAMPUAN BERHITUNG UNTUK MENINGKATKAN PERKEMBANGAN KOGNITIF PADA ANAK USIA DINI TAHUN 2020

Cognitive development is a development that shows one's intellectual ability. Cognitive development in children can be improved with the traditional game and we usually called congklak . It is a simple game that trains the cognitive function of the child by knowing the numbers and also training the child's memory. This research aims to determine the influence of the traditional game on counting ability to improve cognitive development in early childhood 4-5 years in TPQ Al-Karbala and TPQ As-Syfa year 2020. The Design of this research uses the design of Quasi-Experimental Design with the approach of pre and post-test with control group design with a sample number of 38 respondents divided into 2 groups with the method probability sampling and using a measuring instrument checklist evaluation. Results showed the results of the sigma (0.000) were smaller than a (0.05) so Ha accepted Ho was rejected. In Conclusion, the results of this study show that there is an influence of cognitive development before and after given the traditional game. Suggestions, the results of this research are expected to be used as a learning media for children in improving cognitive development

A cross-sectional survey on children perception of isolation methods for restorative procedures and influence of cognitive development

Aim: The aim of this study was to ascertain whether the cognitive level of a child affects the preference of isolation methods commonly employed in pediatric dentistry. Materials and Methods: Children from 4 to 16 years with no previous dental experience were recruited. Based on Piaget's stages of cognitive development, they were divided into three age groups, namely, Group I: 2-7 years, Group II: 7-11 years, and Group III: >11 years. Three videos demonstrating operative procedures performed under one of the isolation methods (1) rubber dam, (2) cotton rolls, and (3) saliva ejector were displayed and asked about their preference. The data were tabulated and statistically analyzed using Chi-square test for the difference in their preferences based on cognitive level of children. Results: A total of 360 children participated in the survey. Both 8-11 years and >11 years age group children preferred saliva ejector while 2-7 years group preferred rubber dam. Statistically, significant difference was observed (P < 0.001) among different age groups. No significant difference was observed between boys and girls regarding the preference to isolation techniques (P = 0.821). Most of the children preferred saliva ejector (P < 0.05). Conclusions: Children's perceptions and preferences are strongly influenced by the level of their cognitive development with children age 2-7 years preferred rubber dam whereas other age groups preferred saliva ejector.

O1-3.2 Cognitive capability and the life course

Cognitive function shows stability of individual differences across the life course, and has a substantial heritable component. Cognitive rank can change with age through environmental influence, especially from sources that are not shared with the rearing family; although the environmental influence that is, shared with siblings attenuates from early childhood to early adulthood. A range of influences on cognitive abilities are currently under investigation by the HALCyon collaboration. In early childhood, for example, associations between neighbourhood socioeconomic status and cognitive development appear to persist at least into midlife; and education is positively associated with adult cognition over and above the influence of cognitive development. HALCyon is also investigating why cognitive development itself influences the rate of cognitive ageing in some circumstances but not others. Cognition continues to be modifiable in adulthood and later life. New HALCyon work so far suggests that certain polymorphisms that regulate genetic repair are not associated with cognitive capability in midlife and beyond, but work is also in progress on endocrine and other biomarkers. There are associations between cognitive functions in older adulthood and health-related behaviours, particularly physical exercise, smoking and dietary choice, but there is also evidence for reverse causation. True causal effects have implications for risk of dementia in later life. While returns to intervention for cognitive and emotional problems are probably greatest when the intervention occurs early, intervention to minimise cognitive decline should also be encouraged at the behavioural level throughout adulthood.

The Developmental Psychopathology of Worry

Although childhood generalized anxiety disorder is generally understudied, worry, the cardinal feature of GAD, appears to be relatively common in youth. Despite its prevalence, there are few conceptual models of the development of clinical worry in children. The current review provides a framework for integrating the developmental psychopathology perspective, models of worry in adults, and data available on worry in children. General risk factors for the development of worry are considered, as well as potential pathways including genetics, temperament, cognitive, emotional and parenting influences, as well as the influence of cognitive development. Based on this review, it appears unlikely that main effects models will be able to explain the development of GAD or clinical worry in children and that a broad, complex model incorporating a number of factors and their interactions will best describe etiological and maintaining factors. With this perspective in mind, a number of suggestions for future work are offered.

Reconstructing Latino Identity: The Influence of Cognitive Development on the Ethnic Identity Process of Latino Students

The influence of cognitive development on ethnic identity development is investigated in the context of a qualitative longitudinal study of Latina/o college students. Findings indicate that when students reconstruct social knowledge their ethnic identity is positively influenced. Strategies and mechanisms for positively influencing identity development are discussed within a holistic development framework.

Neo-Piagetian Theory and Research: enhancing pedagogical practice for educators of adults

Educators are continuously challenged to increase their pedagogical effectiveness when teaching adult learners. Neo-Piagetian theory and research, based on Piaget's classic work, provides promising concepts and tools to help educators enhance their pedagogical knowledge and competence when teaching adults. Consequently, through research findings and examples we explore the pedagogical utility of neo-Piagetian theory. Specifically, we examine: (1) the influence of cognitive development into adulthood on teaching, (2) the roles of functional and optimal levels of learner cognition, and (3) the pedagogical implications of employing neo-Piagetian concepts and research to support the teaching and learning endeavours of adult learners.

The Learning of a Geographical Map by Experts and Novices

This paper analyses the codification of a geographical map by different groups of subjects induced to study the map in different ways through diverse instructions. These instructions were based on the information present in a map that involved the carrying out of different tasks which entail, in turn, different degrees of elaboration of the learning (verbal, spatial, path and control group). We studied also the influence of cognitive development and expertise in geography. We therefore divided our sample of 300 subjects into five groups: three groups of adolescents and two groups of psychology and geography undergraduates. The results show a predominance of verbal codification in the map. A greater efficacy of the different instructions (verbal, spatial and path) was produced than in the case of the control group, but there are no significative differences between them. Finally, an improvement in the achievement as subjects’ age and educational level increase was detected. However, this improvement varies according to the kind of information involved (explicit, implicit and conceptual) in the map‐learning task. This latter aspect is especially evident in the geographers’ group.

Influence of Cognitive Development, Self-competency, and Teacher Evaluations on the Development of Children’s Racial Identity

Levels of cognitive development and perceived self-competencies have been shown to predict attitudes held by children in both minority and majority groups toward own-group members. Teacher appraisals may also influence children’s own-group attitudes by enforcing category-based expectancies and stereotypes about children’s group membership. To test this idea, White and Native Indian children in kindergarten, grades 1 and 2, answered recognition, similarity, and evaluation questions by pointing to pictures of Whites, Natives, and Blacks. Measures of children’s concrete operational thought and self-competency were obtained, as were classroom teacher ratings, of each child’s cognitive ability, peer acceptance, and physical development. Structural equation models indicated that teacher evaluations predicted White children’s, but not Native children’s own-group attitudes. Teacher ratings of Native children’s competencies did not predict minority children’s attitudes about themselves or own-group members. Implications of these findings for teacher expectancy effects and factors influencing teacher’s judgements of majority and minority group children were discussed.

Piagetian conservation and response to cognitive therapy in attention deficit disordered children.

Cognitive therapy is often used in treating attention-deficit-disordered (ADD) children because of its purported ability to address this population's attentional deficits and behavioral difficulties and to create durable therapeutic effects. Nonetheless, research findings on these treatments have been inconsistent. This study sought to explain these inconsistencies by examining the influence of cognitive development on children's ability to benefit from such treatment. The ability to conserve number and substance was shown to influence treatment outcome, as measured by laboratory tasks of cognitive style and impulsivity. No effects were found on standardized academic achievement measures or on behavioral ratings by teachers or parents. Further study of individual development will be important in understanding the outcomes of cognitive therapy.

Information Processing in the Third Year: Coding, Memory, Transfer

STEINBERG, BRENDA M. Information Processing in the Third Year: Coding, Memory, Transfer. CHILD DEVELOPMENT, 1974, 45, 503-507. Children 24-36 months old were studied in an effort to examine the influence of cognitive development on the nature of information extracted from stimuli and coded into memory. It was found that children beyond 28 months, but not before, are able to respond with recognition to a previously discriminated stimulus in the face of perceptual transformation. Children below 28 months easily remembered and recognized a re-presented stimulus for as long as 45 minutes, but they did not transfer their recognition response to an altered vision. It was concluded that the evolution of symbolic processes during the third year of life affects not the retention of information but coding. The younger children in this study appeared to code perceptual, and the older children conceptual, characteristics of the stimuli.