Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children

2017 ◽  
Vol 154 ◽  
pp. 146-163 ◽  
Author(s):  
Jiaxin Cui ◽  
George K. Georgiou ◽  
Yiyun Zhang ◽  
Yixun Li ◽  
Hua Shu ◽  
...  
Keyword(s):  
Kindergarten Children ◽  
Rapid Automatized Naming ◽  
The Relationship ◽  
Chinese Kindergarten

scholarly journals The Relationship Between Mathematical Abilities and Phonological Awareness Skills in Greek Students

2021 ◽  
Author(s):  
Anastasia Kourti ◽  
Warmington Warmington
Keyword(s):  
Regression Analysis ◽  
Phonological Awareness ◽  
Rapid Automatized Naming ◽  
International Literature ◽  
Greek Language ◽  
Mathematical Skills ◽  
Verbal Iq ◽  
Mathematical Abilities ◽  
Reading Abilities ◽  
The Relationship

Background: Research indicates that phonological awareness is correlated to mathematical abilities. There are, however, little evidence in Greek language. Purpose: The purpose of this research is to identify whether there is a relationship between phonological awareness (PA) and mathematical skills in monolingual Greek 1st Graders. Although Greek language differs from English in morphology and phoneme-grapheme correspondence, similar findings are expected as in international literature. Method: The present study assessed 45 children, students of 1st Grade in non-verbal IQ, reading, Rapid Automatized Naming (RAN), Phonological Awareness (PA) and mathematical skills. Results and conclusions: Correlation analysis showed that there is a significant correlate between mathematical abilities and PA, and RAN. In addition, mathematical skills correlate to reading abilities and age of the participant. Regression analysis also revealed a correlation between mathematical abilities and PA, and RAN.

Developmental Perception and Cognitive Styles: From Young Children to Master Artists

1975 ◽  
Vol 40 (3) ◽  
pp. 983-998 ◽  
Author(s):  
Rosslyn Gaines
Keyword(s):  
Young Children ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Developmental Theory ◽  
Kindergarten Children ◽  
Perceptual Skills ◽  
Grade 5 ◽  
Field Independent ◽  
Economic Support ◽  
The Relationship

The perceptual skills and cognitive styles of 30 master artists are compared to those of non-artist groups of different ages, beginning with 84 kindergarten children, and including an adult comparison group of 32. Criteria for master artists were first, handcrafted productions; second, major economic support derived from their art; third, shows in museums or good galleries; and fourth, positive peer evaluation. The test battery contained one intelligence test, two vision tests, three perceptual-discrimination measures, and five perceptual-cognitive style measures. Results show artists are significantly more flexible, accurate, variable, and field independent than all other groups. Artists, non-artist adults, and young children (60 high school sophomores, 60 children in Grade 5, 84 kindergarteners) each have differing cognitive styles. The relationship between cognitive style and artists' and non-artists' instrumental competency is discussed. Last, the extensive differences between artists' and children's performances are discussed in terms of developmental theory.

Relationships among Perceptual-Motor Measures and their Correlations with Academic Readiness for Preschool Children

1974 ◽  
Vol 39 (1) ◽  
pp. 467-473 ◽  
Author(s):  
Brad S. Chissom ◽  
Jerry R. Thomas ◽  
Delores G. Collins
Keyword(s):  
Dynamic Balance ◽  
Kindergarten Children ◽  
Academic Readiness ◽  
Multiple Correlation ◽  
Balance Task ◽  
Motor Tests ◽  
Academic Measures ◽  
Highly Correlated ◽  
The Relationship ◽  
Ball Test

Kindergarten children ( N = 39) were administered 4 perceptual-motor tests and 2 academic measures in order to assess the relationship among the perceptual-motor tests and between the perceptual-motor and academic tests. Results indicated that the Shape-0 Ball Test and Frostig test were highly correlated and were good predictors of the academic measures. The dynamic balance task (stabilometer) correlated moderately with the Shape-O Ball Test, the Frostig, and the academic criteria. The Oseretsky tests did not correlate significantly with any of the other measures. Stepwise multiple correlation indicated that combining the perceptual-motor tests slightly increased their ability to predict each of the academic criteria.

Aggressive behavior and its relationship to electronic games among kindergarten children

2021 ◽  
Vol 26 ◽  
pp. 701-735
Author(s):  
LUBNA KADOURY ◽  
Keyword(s):  
Academic Achievement ◽  
Aggressive Behavior ◽  
Key Words ◽  
Point Of View ◽  
Kindergarten Children ◽  
Validity And Reliability ◽  
Electronic Games ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Year

The current research aims to identify: - 1- The level of the relationship between electronic games and the aggressive behavior of kindergarten children from the point of view of parents. 2- The significance of the differences in the views of parents about the relationship between electronic games and the aggressive behavior of kindergarten children. 3- The significance of the differences in the views of parents on the extent of the relationship of electronic games to the aggressive behavior of kindergarten children according to their academic achievement. The research sample included (140) children from Baghdad governorate for the academic year (2019-2020). To achieve the research objectives, the researcher adopted the scale of (Dr. Al-Sawalha, Al-Oweimer, Al-Alimat, 2015) after the validity and reliability was extracted, the resercher reached the following results - 1- There are statistically significant differences between the level of the relationship of electronic games and the aggressive behavior of kindergarten children from the point of view of parents. 2- There are no statistically significant differences in the parents ’views on the relationship of electronic games to the aggressive behavior of kindergarten children. 4- There are no statistically significant differences in the views of both parents regarding the extent of the relationship of electronic games with the aggressive behavior of kindergarten children according to their academic achievement. Key words: - Aggressive behavior، Electronic games

Controlling for Pongoland

2020 ◽  
pp. 145-193
Author(s):  
Nicolas Langlitz
Keyword(s):  
Homo Sapiens ◽  
Comparative Psychology ◽  
Kindergarten Children ◽  
The Social ◽  
In The Wild ◽  
Truth Claims ◽  
Cultural Primatology ◽  
The One ◽  
The Relationship ◽  
Opening Up

This chapter investigates how Christophe Boesch's colleague and codirector Michael Tomasello derived truth claims about the anthropological difference between Homo sapiens and Pan troglodytes from controlled experiments comparing the social cognition of human children with that of grown chimpanzees. Tomasello's claim that humans were the only primates capable of culture and cooperation received an enthusiastic reception by German philosophers. Yet Boesch called into question the validity of Tomasello's findings by pointing out that the social behavior of both humans and apes was too contingent on local circumstances for Leipzig kindergarten children and zoo chimpanzees rescued from a Dutch pharmaceutical company to represent all of humanity and chimpanzeehood. He accused Tomasello of not controlling for the different conditions under which Tomasello tested humans and apes. The ensuing controversy over the relationship between laboratory work and fieldwork happened at a time when new statistical methods were opening up vast new possibilities for chimpanzee ethnography, even fostering hopes that experimentation with captive animals would become superfluous because uncontrolled observations in the wild would allow the establishment of causal relations. The chapter then assesses whether Boesch's cultural primatology could inform a different philosophical anthropology than the one drawing from Tomasello's comparative psychology.

scholarly journals Attentional Fluctuations, Cognitive Flexibility, and Bilingualism in Kindergarteners

2019 ◽  
Vol 9 (5) ◽  
pp. 58 ◽  
Author(s):  
Stephanie L. Haft ◽  
Olga Kepinska ◽  
Jocelyn N. Caballero ◽  
Manuel Carreiras ◽  
Fumiko Hoeft
Keyword(s):  
Working Memory ◽  
Cognitive Flexibility ◽  
Attentional Control ◽  
Kindergarten Children ◽  
Prior Work ◽  
Bilingual Advantage ◽  
Memory And Attention ◽  
Confounding Variables ◽  
Prior Literature ◽  
The Relationship

The idea of a bilingual advantage in aspects of cognitive control—including cognitive flexibility, inhibition, working memory, and attention—is disputed. Using a sample of kindergarten children, the present study investigated associations between bilingualism and cognitive flexibility—a relationship that has shown mixed findings in prior literature. We also extend prior work by exploring relationships between bilingualism and attentional fluctuations, which represent consistency in attentional control and contribute to cognitive performance. To our knowledge, no previous study has explored this association. Theoretically, attentional fluctuations might mediate or moderate the relationship between bilingualism and cognitive flexibility. However, given evidence of null findings from extant literature when confounding variables are adequately controlled and tasks are standardized, we did not expect to find a bilingual advantage in either cognitive flexibility or attentional fluctuations. Our results supported this hypothesis when considering bilingualism both continuously and categorically. The importance of expanding upon mechanistic accounts connecting bilingualism to cognitive improvements is discussed.

The Relationship of Cognitive and Executive Functioning With Achievement in Gifted Kindergarten Children

2014 ◽  
Vol 58 (3) ◽  
pp. 167-182 ◽  
Author(s):  
Maria E. Hernández Finch ◽  
Kristie L. Speirs Neumeister ◽  
Virginia H. Burney ◽  
Audra L. Cook
Keyword(s):  
Executive Functioning ◽  
Kindergarten Children ◽  
Relationship Of ◽  
The Relationship

scholarly journals Learning and Remembering New Words: Clinical Illustrations From Children With Specific Language Impairment

2015 ◽  
Vol 22 (4) ◽  
pp. 138-146 ◽  
Author(s):  
Rouzana Komesidou ◽  
Holly L. Storkel
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Kindergarten Children ◽  
Memory Retention ◽  
Specific Language ◽  
New Words ◽  
Good Learning ◽  
Novel Word Learning ◽  
The Relationship

The learning of a new word involves at least two processes: learning from input and memory evolution in the absence of input. The authors will review the literature and describe the relationship between these two processes and novel word learning by children with specific language impairment (SLI). Cases from an ongoing preliminary clinical trial of word learning in kindergarten children with SLI will serve as clinical illustrations. In particular, one case will be used to demonstrate a pattern of good learning from input and good memory retention (i.e., desirable learning pattern during treatment). Three additional cases will be used to illustrate patterns indicative of poor learning from input and/or poor memory retention. Suggestions will be provided concerning how treatment can be altered when these patterns appear, to promote desirable learning outcomes.

scholarly journals Relationship Of Pragmatic Abilities And Social Interaction With Intensity Of Using Gadgets In Kindergarten Children In Surakarta

2021 ◽  
pp. 73-78
Author(s):  
Roy Romey Mangunsong ◽  
Sudarman Sudarman
Keyword(s):  
Social Interaction ◽  
Odds Ratio ◽  
Statistical Significance ◽  
Sampling Technique ◽  
Kindergarten Students ◽  
Kindergarten Children ◽  
The Social ◽  
Interaction Variables ◽  
Relationship Of ◽  
The Relationship

Background: The occurrence of serious problems in children's mental development, that children will become aggressive, lack of social interaction and deteriorating of communication skills, is affected by the introduction of gadgets too early and the intensity of uncontrolled use of gadgets by parents. Aim of this study is to determine the relationship between pragmatic ability and social interaction with the intensity of using gadgets in kindergarten children in Surakarta.  Methods: This research was conducted in the kindergarden TK ABA Thoyibah Surakarta, TK Sri Juwita Hanum Surakarta dan TK Negeri Pembina city of Surakarta in april until august 2020. Sample conduct using total sampling technique. Amount of sample is 115 students of kindergarden. The relationship of the variables studied, both pragmatic ability and social interaction with the intensity of using gadgets, is an Odds Ratio (OR), which is exponential from b, the statistical significance of the Odds Ratio is tested with mannova.  Results: The results of the analysis of the pragmatic ability variable showed that Exp B: 2,916, p: 0,420. The results of the social interaction variable analysis showed that Exp B: 2,977, p: 0.011.  Conclusion: Pragmatic ability and social intensity are jointly related to the intensity of using gadgest in kindergarten students in Surakarta, with the results of the analysis of the variable pragmatic ability Exp B: 2,916, p: 0,420 and the results of the analysis of social interaction variables Exp B: 2,977, p: 0.011.

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