scholarly journals Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: normal readers versus poor readers (dyslexics)

2008 ◽  
Vol 22 (7) ◽  
pp. 755-789 ◽  
Author(s):  
Akira Uno ◽  
Taeko N. Wydell ◽  
Noriko Haruhara ◽  
Masato Kaneko ◽  
Naoko Shinya
Keyword(s):  
Primary School ◽  
School Children ◽  
Cognitive Abilities ◽  
Writing Skills ◽  
Primary School Children ◽  
Poor Readers

scholarly journals The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating

2020 ◽  
Vol 8 (2) ◽  
pp. 26
Author(s):  
Marije Stolte ◽  
Trinidad García ◽  
Johannes E. H. Van Luit ◽  
Bob Oranje ◽  
Evelyn H. Kroesbergen
Keyword(s):  
Executive Functions ◽  
Primary School ◽  
School Children ◽  
Cognitive Abilities ◽  
Mathematical Creativity ◽  
Mathematical Ability ◽  
Primary School Children ◽  
Starting Model ◽  
General Creativity

The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8–13). Two models were compared: the starting model tested whether executive functions (shifting, updating, and inhibition), domain-general creativity, and mathematical ability directly predicted mathematical creativity. The second model, which fitted the data best, included the additional assumption that updating influences mathematical creativity indirectly through mathematical ability and domain-general creativity. Updating was positively related to mathematical creativity. Additionally, updating was positively related to mathematical ability and domain-general creativity. Inhibition, shifting, domain-general creativity and mathematical ability did not have a significant contribution to either model but did positively correlate with mathematical creativity. This study reports the first empirical evidence that updating is a predictor of mathematical creativity in primary school children and demonstrates that creativity is a higher order cognitive process, activating a variety of cognitive abilities.

scholarly journals Early Life Cognitive Abilities and Body Weight: Cross-Sectional Study of the Association of Inhibitory Control, Cognitive Flexibility, and Sustained Attention with BMI Percentiles in Primary School Children

2015 ◽  
Vol 2015 ◽  
pp. 1-10 ◽  
Author(s):  
Tamara Wirt ◽  
Anja Schreiber ◽  
Dorothea Kesztyüs ◽  
Jürgen M. Steinacker
Keyword(s):  
Body Weight ◽  
Primary School ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
School Children ◽  
Sustained Attention ◽  
Cognitive Abilities ◽  
Family Characteristics ◽  
Primary School Children ◽  
Cross Sectional

The objective of this study was to investigate the association of different cognitive abilities with children’s body weight adjusted for further weight influencing sociodemographic, family, and lifestyle factors. Cross-sectional data of 498 primary school children (7.0 ± 0.6 years; 49.8% boys) participating in a health promotion programme in southwest Germany were used. Children performed a computer-based test battery (KiTAP) including an inhibitory control task (Go-Nogo paradigm), a cognitive flexibility task, and a sustained attention task. Height and weight were measured in a standardized manner and converted to BMI percentiles based on national standards. Sociodemographic features (migration background and parental education), family characteristics (parental body weight), and children’s lifestyle (TV consumption, physical activity, consumption of sugar-sweetened beverages and breakfast habits) were assessed via parental questionnaire. A hierarchical regression analysis revealed inhibitory control and cognitive flexibility to be significant cognitive predictors for children’s body weight. There was no association concerning sustained attention. The findings suggest that especially cognitive abilities known as executive functions (inhibitory control and cognitive flexibility) are associated with children’s body weight. Future longitudinal and intervention studies are necessary to investigate the directionality of the association and the potential of integrating cognitive training in obesity prevention strategies. This trial is registered with ClinicalTrials.govDRKS00000494.

scholarly journals Cognitive Abilities of Pre- and Primary School Children with Spina Bifida in Uganda

2016 ◽  
Vol 5 (3) ◽  
pp. 249 ◽  
Author(s):  
Femke Bannink ◽  
Johnny R. J. Fontaine ◽  
Richard Idro ◽  
Geert Van Hove
Keyword(s):  
Spina Bifida ◽  
Primary School ◽  
Cognitive Functioning ◽  
School Children ◽  
Parental Support ◽  
Cognitive Abilities ◽  
Household Income ◽  
Cognitive Outcomes ◽  
Primary School Children ◽  
Motor Functioning

This study investigates cognitive abilities of pre/primary school children without and with spina bifida in Uganda. Qualitative semi structured interviews and quantitative functioning scales measurements were combined and conducted with 133 parents, 133 children with spina bifida, and 35 siblings.  ANCOVA was used to test for differences in cognitive scores between children and siblings. Logistic regression analyses were used to study predictive demographic, impairment specific, and environmental factors of cognitive functioning. Children with spina bifida in Uganda had lower cognitive outcomes compared to their siblings. Cognitive outcomes were predicted by age, household income, motor functioning, and schooling. Better motor functioning was predicted by age, the presence of hydrocephalus, and parental support. Continence management was predicted by parental support and household income. Schooling was predicted by age, household income, and motor functioning. Limited access to neurosurgery and rehabilitative care, and schooling had a negative effect on cognitive functioning. Children of parents who have support had better motor functioning, and continence management. A holistic approach for children with spina bifida and their families, including community based rehabilitation; ensuring social support and livelihoods for parents; and access to health and education services can contribute to better cognitive outcomes.

scholarly journals Creativity Assessment of Primary School Children by the Tests, Teachers’ Ratings, and Self-estimates

2017 ◽  
Vol 4 (7) ◽  
pp. 08-12
Author(s):  
Svetlana Petrova ◽  
Elena Shcheblanova
Keyword(s):  
Primary School ◽  
School Children ◽  
Cognitive Abilities ◽  
Creative Thinking ◽  
School Achievement ◽  
Work Organization ◽  
Primary School Children ◽  
Creativity Assessment ◽  
Personal Variables ◽  
Intellectual Abilities

Development of the child’s creativity is recognized as one of the main objectives in education. Our study aimed to investigate the relations of the objective and subjective indicators of creativity with intellectual and personal variables in 240 primary school children (aged 7-8 and 9-10). We used Teachers' Checklist of children’s abilities; The Torrance Test of Creative Thinking; Group Inventory for Finding Talent; Cognitive Abilities Tests; school achievement. The results show positive correlation between the teachers' ratings of intelligence and creativity in both ages, but not between the intelligence and creativity test-scores. The teachers' creativity ratings also did not correspond to the pupils’ creativity self-estimates because the teachers mostly orientated towards intellectual abilities and work organization skills of the children. The data demonstrate the need to integrate subjective and objective information to evaluate multifaceted children’s creativity.    Keywords: creativity;  intelligence; school children; teachers;

PECULIARITIES OF INDEPENDENT WRITING SKILLS OF PRIMARY SCHOOL CHILDREN WITH MENTAL DEVELOPMENTAL DELAY IN INCLUSIVE EDUCATION

2020 ◽  
Vol 2 (8(77)) ◽  
pp. 13-16
Author(s):  
Marina Sergeevna Bolshakova ◽  
Svetlana Gennadievna Sherbak
Keyword(s):  
Primary School ◽  
Developmental Delay ◽  
Inclusive Education ◽  
School Children ◽  
Writing Skills ◽  
Primary School Children ◽  
Independent Writing

The article is devoted to the results of studying the skills of independent writing in primary school children with mental developmental delay in inclusive education. The article describes the features of teaching children with mental developmental delay, analyzes the written work of students: exposition and essay with elements of description.

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