Effects of Pretraining on the Conceptual Functions of Children at Different Levels of Socioeconomic Status, IQ, and Cognitive Development

The present study was an attempt at replicating and extending previous findings regarding the development of the concept of death in children. Age, death concept development, general cognitive development, and background/experience variables were investigated with respect to their roles in death concept development. Thirty-two children between six and twelve years of age were given the Derry Death Concept Scale, the Peabody Picture Vocabulary Test, and selected subtests from the Wechter Intelligence Scale for Children-Revised. Correlations indicated that level of death concept development was related to age and verbal-conceptual mental development. Socioeconomic status and death-related experience did not significantly affect death concept level, nor did gender or separation experience. There were insufficient data to investigate separation effects. Findings from the present study were discussed with respect to their implications for future inquiry.

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LA MOVILIZACIÓN DE COMPETENCIAS Y EL DESARROLLO COGNITIVO UNIVERSAL-BILATERAL DEL APRENDIZAJE EN LA ENSEÑANZA DE LAS CIENCIASDEL APRENDIZAJE EN LA ENSEÑANZA DE LAS CIENCIAS

PARADIGMA ◽

10.37618/paradigma.1011-2251.0.p360-383.id804 ◽

2020 ◽

pp. 360-383

Author(s):

Everton Bedin ◽

José Claudio Del Pino

Keyword(s):

Qualitative Research ◽

Cognitive Development ◽

Detailed Analysis ◽

Participant Observation ◽

Learning Method ◽

Student Centered ◽

Ethical Training ◽

Investigación Cualitativa ◽

Different Levels ◽

Educación Científica

Este artículo tiene como objetivos, presentar una metodología de enseñanza llamada DICUMBA (Desarrollo Cognitivo Universal-Bilateral del Aprendizaje), y reflexionar sobre cómo el aprendizaje a través de la investigación centrada en el estudiante (Aprender pela Pesquisa Centrada no Aluno, APCA), cuando se desarrolla a partir del interés y la inserción activa de éste en el aula, permite la movilización de habilidades para la formación crítica y ética. En esta investigación cualitativa que se desarrolló en cinco pasos, participaron 3 maestros y 85 estudiantes. Para la recolección de información, además de la observación participante, se utilizó un cuestionario de validación. Al final, después de un análisis detallado de las respuestas al cuestionario dadas por los estudiantes y docentes en el cuestionario, así como de la interpretación empírica y transversal de la investigación desarrollada por los estudiantes a la luz del APCA, queda claro que el Desarrollo Cognitivo Universal-Bilateral del Aprendizaje (DICUMBA) en la educación científica se configura como una acción que motiva y estimula a los estudiantes a enseñar, haciéndolos participar en múltiples acciones que requieren la movilización de habilidades para organizar diferentes niveles del dominio cognitivo.Palabras clave: Aprendizaje por investigación. DICUMBA. Movilización de habilidades.MOBILIZAÇÃO DE COMPETÊNCIAS E O DESENVOLVIMENTO COGNITIVO UNIVERSAL-BILATERAL DA APRENDIZAGEM NO ENSINO DE CIÊNCIASResumoEste artigo tem como objetivos apresentar um método de aprendizagem chamado DICUMBA (Desenvolvimento Cognitivo Universal-Bilateral da Aprendizagem) e refletir sobre como Aprender pela Pesquisa Centrada no Aluno (APCA), quando se desenvolve a partir dos interesses e da sua inserção ativa na sala de aula, permite a mobilização de habilidades para a própria formação crítica e ética. Nesta pesquisa qualitativa, realizada em cinco etapas, participaram 3 professores e 85 alunos. Para a coleta de informações, além da observação participante, foi utilizado um questionário de validação. Por fim, após uma análise detalhada das respostas dadas pelos alunos e professores ao questionário, bem como a interpretação empírica e transversal da pesquisa realizada pelos alunos à luz da APCA, fica claro que o Desenvolvimento Cognitivo Universal-Bilateral da Aprendizagem (DICUMBA) no ensino de ciências se configura como uma ação que motiva e estimula os alunos a aprender, participando de múltiplas ações que exigem a mobilização de habilidades para organizar diferentes níveis de domínio cognitivo.Palavras-chave: Aprendizagem em pesquisa. DICUMBA Mobilização de habilidades.MOBILIZATION OF COMPETENCES AND THE DEVELOPMENT COGNITIVE UNIVERSAL-BILATERAL LEARNING IN SCIENCE TEACHINGAbstractThis article aims to present a learning method called DICUMBA (Universal-Bilateral Cognitive Development of Learning) and reflect on how to Learn through Student-Centered Research (APCA), when it develops from the interests and its active insertion in the classroom, allows the mobilization of skills for critical and ethical training. In this qualitative research, carried out in five stages, 3 teachers and 85 students participated. For the collection of information, in addition to participant observation, a validation questionnaire was used. Finally, after a detailed analysis of the answers given by the students and teachers to the questionnaire, as well as the empirical and transversal interpretation of the research carried out by the students in the light of the APCA, it is clear that the Universal-Bilateral Cognitive Development of Learning (DICUMBA) in teaching of sciences is configured as an action that motivates and encourages students to learn, participating in multiple actions that require the mobilization of skills to organize different levels of cognitive domain.Keywords: Research learning. DICUMBA Mobilization of skills.

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Non-linear effects of socioeconomic status on brain development: associations between parental occupation, cortical thickness and language skills in childhood and adolescence

10.1101/575993 ◽

2019 ◽

Author(s):

Budhachandra Khundrakpam ◽

Suparna Choudhury ◽

Uku Vainik ◽

Noor Al-Sharif ◽

Neha Bhutani ◽

...

Keyword(s):

Socioeconomic Status ◽

Cognitive Development ◽

Brain Development ◽

Cortical Thickness ◽

Early Adolescence ◽

Life Outcomes ◽

Parental Occupation ◽

The Impact ◽

The Brain

AbstractStudies have pointed to the role of the brain in mediating the effects of the social environment of the developing child on life outcomes. Since brain development involves nonlinear trajectories, these effects of the child’s social context will likely have age-related differential associations with the brain. However, there is still a dearth of integrative research investigating the interplay between neurodevelopmental trajectories, social milieu and life outcomes. We set out to fill this gap, focusing specifically on the role of socioeconomic status, SES (indexed by parental occupation) on brain and cognitive development by analyzing MRI scans from 757 typically-developing subjects (age = 3-21 years). We observed nonlinear interaction of age and SES on cortical thickness, specifically a significant positive association between SES and thickness around 9-13 years at several cortical regions. Using a moderated mediation model, we observed that cortical thickness mediated the link between SES and language abilities, and this mediation was moderated by ‘age’ in a quadratic pattern, indicating a pronounced SES-effect during early adolescence. Our results, drawn from cross-sectional data, provide a basis for further longitudinal studies to test whether early adolescence may be a sensitive time window for the impact of SES on brain and cognitive development.

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