Kohlberg Redux: Gender Concept Formation and Cognitive Processes in Preschool Children

2002 ◽  
Author(s):  
Tara M. Coddington
Keyword(s):  
Preschool Children ◽  
Cognitive Processes ◽  
Concept Formation ◽  
Gender Concept

Stimulus mode and concept formation in preschool children.

1979 ◽  
Vol 15 (2) ◽  
pp. 218-220 ◽  
Author(s):  
Judith A. Becker ◽  
Sue R. Rosner ◽  
Katherine Nelson
Keyword(s):  
Preschool Children ◽  
Concept Formation ◽  
Stimulus Mode

Effects of Display Medium and Luminance Contrast on Concept Formation and EEG Response

2005 ◽  
Vol 100 (3_suppl) ◽  
pp. 943-954 ◽  
Author(s):  
Kong-King Shieh ◽  
Mei-Hsiang Chen
Keyword(s):  
Cognitive Performance ◽  
Cognitive Processes ◽  
Concept Formation ◽  
Rule Learning ◽  
Visual Display ◽  
Luminance Contrast ◽  
Learning Task ◽  
Visual Display Terminal ◽  
Eeg Power ◽  
Learning Concept

Reading from a visual display terminal (VDT) has increased enormously with widespread computer use. Whether such reading affects higher cognitive processes requires study so the effect of display medium (LCD screen vs paper) and luminance contrast (1:3, 1:7, 1:11) on concept-formation performance and EEG responses was investigated. 96 men and 24 women participated in two concept-formation tasks (rule learning vs attribute and rule learning). Concept-formation performance and EEG responses were similar for stimuli displayed on paper or LCD screen. The concern that the screen may be detrimental to conception-formation performance was not confirmed; however, luminance contrast significantly affected time to complete a concept-formation task and EEG response. The middle contrast (1:7) had the smallest mean EEG power, so this contrast might be appropriate for cognitive performance. Participants' performance was significantly faster and EEG power lower for the rule-learning task than for an attribute and rule-learning task.

scholarly journals The Perception and Estimation of Others’ Pain according to Children

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
Mathieu Grégoire ◽  
Rosée Bruneau-Bhérer ◽  
Karine Morasse ◽  
Fanny Eugène ◽  
Philip L. Jackson
Keyword(s):  
Preschool Children ◽  
Pain Intensity ◽  
Facial Expressions ◽  
Cognitive Processes ◽  
School Aged Children ◽  
Pain Models ◽  
Gradual Development ◽  
Empathy For Pain ◽  
Pain Detection ◽  
Main Components

Accurate interpretation of pain expressed by others is important for socialization; however, the development of this skill in children is still poorly understood. Empathy for pain models propose two main components (affective and cognitive), which develop at different stages of life. The study’s objective was to investigate the children’s ability between 3 and 12 years of age to detect and assess the pain intensity in others using visual stimuli depicting either facial expressions of pain or hands in painful contexts. 40 preschool children and 62 school-aged children were recruited. Children observed series of stimuli and evaluated the pain intensity depicted. Results demonstrated that children as young as three years old were able to detect and assess pain in both types of stimuli and this ability continued to improve until the age of 12. Participants demonstrated better detection performance with hands than with faces. Results were coherent with the idea that the two types of stimuli presented recruit different processes. Pain detection in hands appears to rely mostly on affective sharing processes that are effective early in life, while older children’s higher ability to perceive pain in facial expressions suggests that this ability is associated with the gradual development of cognitive processes.

Formation of Preschool Intellectual Readiness for Learning at School

2020 ◽  
Vol 17 (3) ◽  
pp. 22-31
Author(s):  
N.B. Pechatnova
Keyword(s):  
Preschool Children ◽  
Cognitive Processes ◽  
Intellectual Development ◽  
Development Program ◽  
Psychological Research

The paper highlights the theoretical material of psychological research in the field of intellectual de-velopment of preschool children; the developed programs of recent years aimed at the intellectual development of preschool children are presented in order to justify the feasibility of implementing the developmental psychological and pedagogical program “School is waiting”. Among the components of the model, the types of cognitive processes (perception, memory, thinking, imagination, speech) aimed at forming intellectual readiness for school in preschool children are highlighted. Special games (tasks) were selected for the components of the model, which are included in the content of the developmental psychological and pedagogical program “School is waiting”. During the testing of the development program, positive dynamics of the development of cognitive processes of preschool children was revealed.

Poetic and musicl-structured features of national singing in the songs by the composer M. Eginbaev

2020 ◽  
Vol 43 (2) ◽  
pp. 243-249
Author(s):  
S. Bukeshova ◽  
◽  
R. Kerimbayeva ◽  
Keyword(s):  
Preschool Children ◽  
Cognitive Processes ◽  
Internet Addiction ◽  
Negative Impact ◽  
Methodological Approach ◽  
Educational Process ◽  
Psychological Development ◽  
Modern World ◽  
Sensory Development ◽  
Effective Program

Article about the use of the game asyk in the modern world of technology, as an effective tool against gadgets, ridding children of Internet addiction. The negative impact of gadgets on the health and psychological development of preschool children is analyzed. However, today children have become unconsciously dependent on gadgets. The consequences of children’s dependence on gadgets affect their health, development, and the future of the nation as a whole. The author defines the psychological and pedagogical possibilities of using the games of assik in order to distract children from gadgets. It offers modern, modernized types of games assik, which are national games of the Kazakh people. The optimal pedagogical and methodological approach to the use of the game assik in the educational process of kindergarten is determined. As an innovative project in the field of education, we have developed the experience of using the game assik in the modern direction, as an effective program for the formation of cognitive processes and sensory development of children.

scholarly journals FEATURES OF THE DEVELOPMENT OF THINKING ACTIVITY IN PRESCHOOLERS WITH SPEECH IMPAIRMENT

2021 ◽  
Vol 7 (4) ◽  
pp. 51-60
Author(s):  
Elena Kolchik ◽  
Vladislava Ushakova
Keyword(s):  
Preschool Children ◽  
Cognitive Processes ◽  
Speech Therapy ◽  
Speech Development ◽  
Mental Activity ◽  
Thought Processes ◽  
Speech Impairment ◽  
Distinctive Features ◽  
Cause And Effect ◽  
Normal Speech

The article is devoted to the problem of the development of cognitive processes, namely, mental activity, in older preschoolers with general speech underdevelopment. The study involved 300 older preschoolers (155 boys and 145 girls), of whom 150 preschoolers with general speech underdevelopment, studying in speech therapy groups, and 150 preschoolers with normal speech development, average age 5,5 years. The distinctive features of the development of thought processes in preschoolers with general speech underdevelopment in comparison with children with normal speech development have been identified and analyzed. The degree of formation of the ability to generalize and highlight significant features, build logical connections and identify cause-and-effect relationships in preschoolers has been determined. The prevailing types of thinking in preschool children have been revealed.

Toward the Development of a Christian Psychology: Learning and Cognitive Processes

1978 ◽  
Vol 6 (4) ◽  
pp. 254-265 ◽  
Author(s):  
Ronald L. Koteskey
Keyword(s):  
Cognitive Processes ◽  
Concept Formation ◽  
Specific Problem ◽  
Verbal Learning ◽  
Instrumental Learning ◽  
Image Of God ◽  
Cognitive Organization ◽  
Christian Perspective ◽  
Learning Reinforcement ◽  
The Image Of God

This is second in a series of articles placing various areas of psychology in a Christian perspective. Learning is seen as emphasizing how humans are similar to animals. Classical conditioning, instrumental learning, verbal learning, reinforcement, and theories of learning are all discussed. Cognitive processes are seen as emphasizing how humans are created in the Image of God. The need to know, theories of cognitive organization, and the specific problem areas of thinking, concept formation, language, and creativity are all discussed from this perspective.

Computer Games as a Factor in the Cognitive Development of Preschoolers

2020 ◽  
Vol 17 (1) ◽  
pp. 32-40
Author(s):  
E.E. Klopotova ◽  
Y.A. Romanova
Keyword(s):  
Preschool Children ◽  
Cognitive Development ◽  
Preschool Child ◽  
Cognitive Processes ◽  
Computer Games ◽  
Positive Impact ◽  
Computer Game ◽  
Almost All ◽  
The Impact

The article discusses the impact of computer games on the cognitive development of older preschool children. As significant parameters that affect the cognitive development of the child, the time spent on a computer game and the genre of computer games is considered. The study involved 200 preschool children and their parents. The results of the study made it possible to say that the level of cognitive development of children playing computer games moderately in almost all cognitive processes exceeds the level of development of non-playing and multi-playing children. The exception was only indicators of the development of imagination. The various effects of computer games of various genres on the development of cognitive processes in preschoolers were revealed. So, games of the arcade genre negatively affect the formation of all cognitive processes studied in the article. In turn, developing computer games have a positive impact on the development of cognitive processes. Based on the data obtained, the article concludes that it is necessary, on the part of adults, to control and regulate the time that an older preschool child spends on computer games, as well as choose the genre of computer games.

Improving cognitive processes in preschool children: the COGEST programme

2015 ◽  
Vol 23 (2) ◽  
pp. 150-163 ◽  
Author(s):  
Silvia Mayoral-Rodríguez ◽  
Carme Timoneda-Gallart ◽  
Federico Pérez-Álvarez ◽  
J.P. Das
Keyword(s):  
Preschool Children ◽  
Cognitive Processes
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