Cognitive Ability Among Preschool Children in Kuala Lumpur Malaysia

2017 ◽  
pp. 15-25
Author(s):  
Fonny Dameaty Hutagalung ◽  
Zulkifli Md Isa
Keyword(s):  
Preschool Children ◽  
Cognitive Ability ◽  
Kuala Lumpur

Bilingualism, Cognitive Ability, and Achievement in Preschool Children

2010 ◽  
Author(s):  
Christopher J. Velderman ◽  
Geraldine V. Oades-Sese
Keyword(s):  
Preschool Children ◽  
Cognitive Ability

scholarly journals Linking flexibility of brain networks to cognitive development in preschool children

2020 ◽  
Author(s):  
Lily Chamakura ◽  
Syed Naser Daimi ◽  
Katsumi Watanabe ◽  
Joydeep Bhattacharya ◽  
Goutam Saha
Keyword(s):  
Preschool Children ◽  
Brain Development ◽  
Cognitive Ability ◽  
Temporal Variability ◽  
Short Term Memory ◽  
Brain Networks ◽  
Brain Network ◽  
Memory And Attention ◽  
Functional Brain Networks ◽  
Human Adults

AbstractRecent studies of functional connectivity networks (FCNs) suggest that the reconfiguration of brain network across time, both at rest and during task, is linked with cognition in human adults. In this study, we tested this prediction, i.e. cognitive ability is associated with a flexible brain network in preschool children of 3-4 years - a critical age, representing a ‘blossoming period’ for brain development. We recorded magnetoen-cephalogram (MEG) data from 88 preschoolers, and assessed their cognitive ability by a battery of cognitive tests. We estimated FCNs obtained from the source reconstructed MEG recordings, and characterized the temporal variability at each node using a novel path-based measure of temporal variability; the latter captures reconfiguration of the node’s interactions to the rest of the network across time. Using connectome predictive modeling, we demonstrated that the temporal variability of fronto-temporal nodes in the dynamic FCN can reliably predict out-of-scanner performance of short-term memory and attention distractability in novel participants. Further, we observed that the network-level temporal variability increased with age, while individual nodes exhibited an inverse relationship between temporal variability and node centrality. These results demonstrate that functional brain networks, and especially their reconfiguration ability, are important to cognition at an early but a critical stage of human brain development.

Perceptual-motor, visual and cognitive ability in very low birthweight preschool children without neonatal ultrasound abnormalities

2000 ◽  
Vol 22 (3) ◽  
pp. 163-168 ◽  
Author(s):  
Maria Giulia Torrioli ◽  
Maria Flavia Frisone ◽  
Lucilla Bonvini ◽  
Rita Luciano ◽  
Maria Grazia Pasca ◽  
...  
Keyword(s):  
Preschool Children ◽  
Cognitive Ability ◽  
Low Birthweight ◽  
Very Low Birthweight

The impact of mother’s roles towards preventing home injury in preschool children in Kuala Lumpur, Malaysia

2020 ◽  
Vol 23 (03) ◽  
pp. 12-22 ◽  
Author(s):  
Nadeeya ‘Ayn Umaisara Mohamad Nor ◽  
Rosnah Sutan
Keyword(s):  
Preschool Children ◽  
Kuala Lumpur ◽  
The Impact ◽  
Home Injury

Relationships between EEG θ and α spectral amplitudes and cognitive ability in preschool children

2009 ◽  
Vol 35 (4) ◽  
pp. 409-415 ◽  
Author(s):  
S. I. Novikova ◽  
E. V. Malakhovskaya ◽  
N. P. Pushina ◽  
M. M. Tsetlin ◽  
A. I. Filatov ◽  
...  
Keyword(s):  
Preschool Children ◽  
Cognitive Ability

scholarly journals Aberrant behavior and cognitive ability in preschool children

Psihologija ◽  
2007 ◽  
Vol 40 (4) ◽  
pp. 509-529
Author(s):  
Gustav Bala ◽  
Ankica Hosek-Momirovic ◽  
Spela Golubovic
Keyword(s):  
Factor Analysis ◽  
Preschool Children ◽  
Standard Deviation ◽  
Cognitive Functioning ◽  
Cognitive Ability ◽  
Social Functioning ◽  
Cognitive Abilities ◽  
Aberrant Behavior ◽  
Preschool Boys ◽  
Novi Sad

The sample included 712 preschool boys and girls at the age of 4 to 7 years (mean 5.96 decimal years and standard deviation .96) from preschool institutions in Novi Sad, Sombor, Sremska Mitrovica and Backa Palanka. Information concerning 36 indicators of aberrant behavior of the children were supplied by their parents, whereas their cognitive ability was tested by Raven?s progressive colored matrices. Based on factor analysis (promax method), four factors i.e. generators of aberrant behavior in children were singled out: aggression, anxiousness, dissociation, and hysteria, whose relations with cognitive functioning and age were also analyzed by factor analysis. Aberrant behavior and cognitive abilities show significant interrelatedness. Owing to orderly developed cognitive abilities, a child understands essence and reality of problems, realizes possibilities and manners of solving them, and succeeds in realizing successful psycho-social functioning. Developed cognitive abilities enable a child to recognize and understand her/his own reactions in different situations and develop manners of reacting, which leads to strengthening psycho-social safety and adapting behavior in accordance with her/his age and abilities.

Monster Mischief

2019 ◽  
pp. 171-205 ◽  
Author(s):  
Karrie E. Godwin ◽  
Derek Lomas ◽  
Ken R. Koedinger ◽  
Anna V. Fisher
Keyword(s):  
Randomized Controlled Trial ◽  
Preschool Children ◽  
Cognitive Ability ◽  
Sustained Attention ◽  
Video Game ◽  
Controlled Trial ◽  
Developmentally Appropriate ◽  
Psychometric Validation ◽  
Potential Solution ◽  
Mental Resources

Selective sustained attention, or the ability to allocate perceptual and mental resources to a single object or event, is an important cognitive ability widely assumed to be required for learning. Assessing young children's selective sustained attention is challenging due to the limited number of sensitive and developmentally appropriate performance-based measures. Furthermore, administration of existing assessments is difficult, as children's engagement with such tasks wanes quickly. One potential solution is to provide assessments within an engaging environment, such as a video game. This chapter reports the design and psychometric validation of a video game (Monster Mischief) designed to assess selective sustained attention in preschool children. In a randomized controlled trial, the authors demonstrate that Monster Mischief is significantly correlated with an existing measure of selective sustained attention (rs ≥ 0.52), and more motivating for young children as almost three times more children preferred Monster Mischief to the existing measure.

scholarly journals To WPPSI or To Binet, That Is the Question: A Comparison of the WPPSI-III and SB5 With Typically Developing Preschoolers

2009 ◽  
Vol 19 (2) ◽  
pp. 104-115 ◽  
Author(s):  
Melinda Garred ◽  
Linda Gilmore
Keyword(s):  
Preschool Children ◽  
Cognitive Ability ◽  
Typically Developing ◽  
Intelligence Scale ◽  
Number Of Children ◽  
Primary Scale ◽  
Two Measures ◽  
Composite Scores ◽  
Preschool Aged Children

AbstractThis study compared two popular measures of cognitive ability for preschool children. The Wechsler Preschool and Primary Scale of Intelligence — Third Edition (WPPSI-III) and the Stanford-Binet Intelligence Scale — Fifth Edition (SB5) were administered in a counterbalanced order to 36 typically developing 4-year-old children. There were significant correlations among all WPPSI-III and SB5 composite scores but a number of children had notable differences between their scores on the two measures. Children tended to prefer the SB5 over the WPPSI-III. The implications for practitioners who assess preschool-aged children are discussed.

Comparison of Scores for Normal Preschool Children on Peabody Picture Vocabulary Test-Revised and Mc Carthy Scales of Children's Abilities

1982 ◽  
Vol 51 (2) ◽  
pp. 623-626 ◽  
Author(s):  
Dominic F. Gullo ◽  
Caven S. McLoughlin
Keyword(s):  
Preschool Children ◽  
Cognitive Ability ◽  
Nursery School ◽  
Vocabulary Test ◽  
General Cognitive Ability ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
The Relationship

In this study, the relationship between preschoolers' performance on the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the McCarthy Scales of Children's Abilities was examined. The sample of 15 3-yr.-olds and 15 4-yr.-olds was randomly selected from four nursery school classes. Scores on the Peabody correlated significantly with the General Cognitive Index, Verbal, and Perceptual scales of the McCarthy tests for the 3-yr.-olds; and with the Index, Verbal, Perceptual, and Motor scales for the 4-yr.-old group. For the 3-yr.-olds, t tests indicated a significantly lower Peabody mean score than the McCarthy mean score. Implications of using the revised Peabody test as a measure of general cognitive ability with normal preschoolers are discussed.

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