scholarly journals Proactive and Reactive Aggression Subgroups in Typically Developing Children: The Role of Executive Functioning, Psychophysiology, and Psychopathy

2017 ◽  
Vol 49 (2) ◽  
pp. 197-208 ◽  
Author(s):  
Nicholas D. Thomson ◽  
Luna C. M. Centifanti
Keyword(s):  
Executive Functioning ◽  
Reactive Aggression ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Proactive And Reactive Aggression

scholarly journals Psychological Well-Being Among Fathers of Children With and Without Disabilities: The Role of Family Cohesion, Adaptability, and Paternal Self-Efficacy

2010 ◽  
Vol 5 (4) ◽  
pp. 286-296 ◽  
Author(s):  
Güler Boyraz ◽  
Thomas V. Sayger
Keyword(s):  
Self Efficacy ◽  
Family Cohesion ◽  
Children With Disabilities ◽  
Demographic Factors ◽  
Well Being ◽  
The Self ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Psychological Well Being

The purpose of this study was to examine the role of family cohesion, adaptability, and paternal self-efficacy in psychological well-being of fathers of children with and without disabilities and whether the effects of these variables on psychological well-being were the same for both groups of fathers. In addition, the potential differences in perceived well-being between the two groups of fathers were examined. Sixty-three fathers of children with disabilities and 217 fathers of typically developing children participated in this study. Fathers of children with disabilities scored significantly higher on the self-acceptance dimension of psychological well-being compared with fathers of children without disabilities. After controlling for the demographic factors, family cohesion and paternal self-efficacy significantly and positively predicted well-being of fathers; the effects of these variables on well-being were the same for both groups of fathers.

Development of human spatial cognition in a three-dimensional world

2013 ◽  
Vol 36 (5) ◽  
pp. 556-556
Author(s):  
Kate A. Longstaffe ◽  
Bruce M. Hood ◽  
Iain D. Gilchrist
Keyword(s):  
Spatial Cognition ◽  
Reference Frames ◽  
Three Dimensional ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Spatial Reference ◽  
Spatial Reference Frames

AbstractJeffery et al. accurately identify the importance of developing an understanding of spatial reference frames in a three-dimensional world. We examine human spatial cognition via a unique paradigm that investigates the role of saliency and adjusting reference frames. This includes work with adults, typically developing children, and children who develop non-typically (e.g., those with autism).

scholarly journals Motor learning and movement automatization in typically developing children: The role of instructions with an external or internal focus of attention

2018 ◽  
Vol 60 ◽  
pp. 183-190 ◽  
Author(s):  
Hilde Krajenbrink ◽  
Femke van Abswoude ◽  
Sanne Vermeulen ◽  
Sandra van Cappellen ◽  
Bert Steenbergen
Keyword(s):  
Motor Learning ◽  
Focus Of Attention ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Internal Focus

scholarly journals You may point, but do not touch: Impact of gesture-types and cognition on language in typical and atypical development

2020 ◽  
Author(s):  
Mila Vulchanova ◽  
Joana Acha ◽  
Sara Ramos-Cabo ◽  
Valentin Vulchanov
Keyword(s):  
Index Finger ◽  
Longitudinal Design ◽  
Expressive Language ◽  
Children With Autism ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Communicative Development ◽  
Atypical Development ◽  
One Year

We investigated whether two types of pointing hand features (index finger and open palm pointing) and three types of relation with the referent (manipulation, contact, no contact) similarly predict language in children with and without autism, and whether cognition mediates the longitudinal relationship between pointing and language development. Sixteen children with autism, thirteen children at high risk for autism, and eighteen typically developing children participated in an interactive gesture-elicitation task and were tested on standardized cognitive and expressive language batteries in a longitudinal design. Cognition was a significant and direct predictor of language skills in all groups. However, index finger pointing was a direct predictor of language in the autism group above and beyond cognition. In addition, index finger pointing total score and percentage of no contact pointing bids were key predictors of expressive language measured one year apart, once the effect of group, expressive language and cognition at Time 1 were controlled. Findings highlight the role of cognition in communicative development, but suggest a key role of index finder use in the longitudinal relationship between deictic gestures and language atypical development above and beyond cognition.

scholarly journals Διερευνώντας τη σχέση μεταξύ της Ειδικής Γλωσσικής Διαταραχής και της Δυσλεξίας: θεωρητικές και κλινικές προεκτάσεις

2020 ◽  
Vol 20 (3) ◽  
pp. 358
Author(s):  
Ασημίνα Μ. Ράλλη ◽  
Ολυμπία Παληκαρά
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Delay ◽  
Chronological Age ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Comparison Groups

In this study, we tested the predictions of two opposing perspectives on the nature of the deficit in Specific Language Impairment (SLI): the language delay approach, and the view that the language development of SLI children is qualitatively different from typically developing children populations. Data consisted of the elicited production of pronominal object clitics from monolingual and bilingual SLI children with various language pairs (Greek always being the children’s second language); younger, typically developing, bilingual language peers, and monolingual Greek-speaking comparison groups. We analyzed the children’s accurate responses and error-types in clitic production. Both SLI groups had more difficulty with clitics in comparison to typically-developing, chronological age-matched peers, while SLI children performed similarly with their younger, unaffected monolingual and bilingual peers. We argue that these findings provide support to the language delay approach and present challenges to the role of bilingualism in SLI.

scholarly journals Disrupted Subcortical-Cortical Connections in a Phonological but Not Semantic Task in Chinese Children With Dyslexia

2021 ◽  
Vol 14 ◽  
Author(s):  
Lihuan Zhang ◽  
Jiali Hu ◽  
Xin Liu ◽  
Emily S. Nichols ◽  
Chunming Lu ◽  
...  
Keyword(s):  
Reading Disability ◽  
Brain Regions ◽  
Judgment Task ◽  
Chinese Children ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Semantic Task ◽  
Disconnection Syndrome ◽  
Subcortical Regions

Reading disability has been considered as a disconnection syndrome. Recently, an increasing number of studies have emphasized the role of subcortical regions in reading. However, the majority of research on reading disability has focused on the connections amongst brain regions within the classic cortical reading network. Here, we used graph theoretical analysis to investigate whether subcortical regions serve as hubs (regions highly connected with other brain regions) during reading both in Chinese children with reading disability (N = 15, age ranging from 11.03 to 13.08 years) and in age-matched typically developing children (N = 16, age ranging from 11.17 to 12.75 years) using a visual rhyming judgment task and a visual meaning judgment task. We found that the bilateral thalami were the unique hubs for typically developing children across both tasks. Additionally, subcortical regions (right putamen, left pallidum) were also unique hubs for typically developing children but only in the rhyming task. Among these subcortical hub regions, the left pallidum showed reduced connectivity with inferior frontal regions in the rhyming judgment but not semantic task in reading disabled compared with typically developing children. These results suggest that subcortical-cortical disconnection, which may be particularly relevant to the phonological and phonology-related learning process, may be associated with Chinese reading disability.

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