The Impact of Episodic and Chronic Poverty on Child Cognitive Development

2009 ◽  
Vol 154 (2) ◽  
pp. 284-289.e1 ◽  
Author(s):  
Jake M. Najman ◽  
Mohammad R. Hayatbakhsh ◽  
Michelle A. Heron ◽  
William Bor ◽  
Michael J. O'Callaghan ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Chronic Poverty ◽  
The Impact ◽  
Child Cognitive Development

scholarly journals The impact of common mental disorders among caregivers living with HIV on child cognitive development in Zimbabwe

AIDS Care ◽  
2020 ◽  
Vol 32 (sup2) ◽  
pp. 198-205 ◽  
Author(s):  
Helen Mebrahtu ◽  
Lorraine Sherr ◽  
Victoria Simms ◽  
Helen A. Weiss ◽  
Rudo Chingono ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Mental Disorders ◽  
Common Mental Disorders ◽  
Living With Hiv ◽  
The Impact ◽  
Child Cognitive Development

Dissociating the Impact of Auditory Access and Language Access in Deaf Children’s Cognitive Development

2020 ◽  
pp. 98-122
Author(s):  
Matthew L. Hall
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Cognitive Development ◽  
Implicit Learning ◽  
Educational Practice ◽  
Verbal Working Memory ◽  
Psychological Theory ◽  
Future Research ◽  
Language Access ◽  
The Impact

Deaf and hard of hearing (DHH) children have been claimed to lag behind their hearing peers in various domains of cognitive development, especially in implicit learning, executive function, and working memory. Two major accounts of these deficits have been proposed: one based on a lack of auditory access, and one based on a lack of language access. This chapter reviews these theories in relation to the available evidence and concludes that there is little evidence of direct effects of diminished auditory access on cognitive development that could not also be explained by diminished language access. Specifically, reports of deficits in implicit learning are not broadly replicable. Some differences in executive function do stem from deafness itself but are not necessarily deficits. Where clinically relevant deficits in executive function are observed, they are inconsistent with the predictions of accounts based on auditory access, but consistent with accounts based on language access. Deaf–hearing differences on verbal working memory tasks may indicate problems with perception and/or language, rather than with working memory. Deaf–hearing differences on nonverbal tasks are more consistent with accounts based on language access, but much more study is needed in this area. The chapter concludes by considering the implications of these findings for psychological theory and for clinical/educational practice and by identifying high-priority targets for future research.

scholarly journals Food Should not be Forgotten: Impacts of Combined Cash Transfer Receipt and Food Security on Child Education and Cognition in South Africa and Malawi

2021 ◽  
Author(s):  
Lorraine Sherr ◽  
Kathryn J. Roberts ◽  
Mark Tomlinson ◽  
Sarah Skeen ◽  
Helen Mebrahtu ◽  
...  
Keyword(s):  
Working Memory ◽  
Food Security ◽  
Cognitive Development ◽  
Social Protection ◽  
Cash Transfers ◽  
Cognitive Outcomes ◽  
Protection Measures ◽  
Food Security Status ◽  
Child Cognitive Development ◽  
Cash Grant

AbstractSocial protection can take many forms. Both cash transfers and food security may have important contributions to child cognitive development. This study examines the potential impact of combinations of cash transfers and food security status on child cognitive development and educational outcomes. Cross-sectional data for 796 HIV-affected children in the Child Community Care study were utilised for this analysis. Children and caregivers completed interview schedules comprised of standardised items on socio-demographics, household data, cash grant receipt and food security status, school achievement, and cognition. A series of logistic and linear regression models and marginal effects analyses were undertaken to explore the impacts of differing levels of social protection (none; either cash grant receipt or food secure status or, both in combination) on child educational and cognitive outcomes. Although all children lived in poverty-stricken households, 20% (157/796) of children did not live in a household in receipt of a cash grant and did not report food security; 32.4% (258/796) reported either component of social protection and, 47.9% (381/796) received both measures of social protection in combination. Compared to no social protection, being in receipt of either component of social protection was found to be significantly associated with being in the correct class for age, higher scores of non-verbal cognition, and higher working memory scores. Receiving both social protection measures in combination was found to be significantly associated with reduced educational risk scores, improved odds of being in the correct class for age, regular school attendance, missing less than a week of school in the previous two weeks, higher scores on measures of nonverbal cognition, higher working memory scores, and learning new things more easily. Educational and cognitive outcomes for children can be bolstered by social protection measures (cash grant receipt or food security). Benefits are enhanced when social protection is received in combination. Such findings support the notion of synergistic social protection responses for children living in environments impacted by high levels of HIV burden and deprivation.

scholarly journals 207 Maternal Fatty Acids Intake During Pregnancy and Later Child Cognitive Development in the Eden Mother-Child Cohort Study

2012 ◽  
Vol 97 (Suppl 2) ◽  
pp. A60-A60
Author(s):  
J. Bernard ◽  
M. d. Agostini ◽  
A. Forhan ◽  
V. Champion ◽  
M. Kaminski ◽  
...  
Keyword(s):  
Fatty Acids ◽  
Cohort Study ◽  
Cognitive Development ◽  
Child Cognitive Development

Cognitive development in adolescence: cerebral underpinnings, neural trajectories, and the impact of aberrations

2004 ◽  
pp. 69-88 ◽  
Author(s):  
Stephen J. Wood ◽  
Cinzia R. De Luca ◽  
Vicki Anderson ◽  
Christos Pantelis
Keyword(s):  
Cognitive Development ◽  
The Impact

scholarly journals Passive Sensing of Preteens’ Smartphone Use: An Adolescent Brain Cognitive Development (ABCD) Cohort Substudy (Preprint)

2021 ◽  
Author(s):  
Natasha Wade ◽  
Joseph M Ortigara ◽  
Ryan M Sullivan ◽  
Rachel L Tomko ◽  
Florence J Breslin ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Accurate Determination ◽  
Parent Report ◽  
Objective Measurement ◽  
Self Report ◽  
Objective Data ◽  
Passive Sensing ◽  
Smartphone Use ◽  
The Impact ◽  
Screen Use

BACKGROUND Concerns abound regarding childhood smartphone use, but studies to date have largely relied on self-reported screen use. Self-reporting of screen use is known to be misreported by pediatric samples and their parents, limiting the accurate determination of the impact of screen use on social, emotional, and cognitive development. Thus, a more passive, objective measurement of smartphone screen use among children is needed. OBJECTIVE This study aims to passively sense smartphone screen use by time and types of apps used in a pilot sample of children and to assess the feasibility of passive sensing in a larger longitudinal sample. METHODS The Adolescent Brain Cognitive Development (ABCD) study used passive, objective phone app methods for assessing smartphone screen use over 4 weeks in 2019-2020 in a subsample of 67 participants (aged 11-12 years; 31/67, 46% female; 23/67, 34% White). Children and their parents both reported average smartphone screen use before and after the study period, and they completed a questionnaire regarding the acceptability of the study protocol. Descriptive statistics for smartphone screen use, app use, and protocol feasibility and acceptability were reviewed. Analyses of variance were run to assess differences in categorical app use by demographics. Self-report and parent report were correlated with passive sensing data. RESULTS Self-report of smartphone screen use was partly consistent with objective measurement (<i>r</i>=0.49), although objective data indicated that children used their phones more than they reported. Passive sensing revealed the most common types of apps used were for streaming (mean 1 hour 57 minutes per day, SD 1 hour 32 minutes), communication (mean 48 minutes per day, SD 1 hour 17 minutes), gaming (mean 41 minutes per day, SD 41 minutes), and social media (mean 36 minutes per day, SD 1 hour 7 minutes). Passive sensing of smartphone screen use was generally acceptable to children (43/62, 69%) and parents (53/62, 85%). CONCLUSIONS The results of passive, objective sensing suggest that children use their phones more than they self-report. Therefore, use of more robust methods for objective data collection is necessary and feasible in pediatric samples. These data may then more accurately reflect the impact of smartphone screen use on behavioral and emotional functioning. Accordingly, the ABCD study is implementing a passive sensing protocol in the full ABCD cohort. Taken together, passive assessment with a phone app provided objective, low-burden, novel, informative data about preteen smartphone screen use. CLINICALTRIAL

scholarly journals Intersections between Tutorial Engagement, Directive Feedback, and Critical Reflection

2018 ◽  
Vol 28 ◽  
pp. 246-264
Author(s):  
Gail Nash ◽  
Morgan Dawson ◽  
Kaine Gulozer
Keyword(s):  
Student Engagement ◽  
Cognitive Development ◽  
Critical Reflection ◽  
Collaborative Study ◽  
Reciprocal Interaction ◽  
Composition Course ◽  
Sociocultural Model ◽  
Core Composition ◽  
Writing Assignment ◽  
The Impact

A handful of research studies have investigated the effect of writing centre tutorials on subsequent revisions. This classroom-based study adds to that research by reporting results from a collaborative study between a composition professor and a writing centre tutor. The aim of the study was to examine the influence of writing centre tutorials on immediate student revisions as well as final drafts. The analysis was extensively framed by the Vygotskyan sociocultural model of language and cognitive development with an emphasis on tutor-student engagement as reciprocal interaction which include directive feedback and consequential revision. This study employed a qualitative design with students in a sophomore-level core composition course. Participants attended a writing centre session concerning their major writing assignment. Data triangulation included analysis of assignment drafts, observation notes, and tutorial transcripts. Findings revealed that students attended to feedback that was directive and straightforward. Additionally, students did not attend to citation feedback unless it was direct and explicit. Furthermore, students sometimes overgeneralized and misapplied the feedback. The findings highlight the impact of individual learner factors as well as the results of directive feedback on revisions.

scholarly journals The Effects of Early Maternal Employment on Child Cognitive Development

Demography ◽  
2002 ◽  
Vol 39 (2) ◽  
pp. 369 ◽  
Author(s):  
Jane Waldfogel ◽  
Wen-Jui Han ◽  
Jeanne Brooks-Gunn
Keyword(s):  
Cognitive Development ◽  
Maternal Employment ◽  
Child Cognitive Development
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