Word Form Processing in Primary School Children: A Psycholinguistic Perspective

Purpose From a psycholinguistic perspective, the quality of the stored word form in the phonological input lexicon, as well as its effective retrieval from the phonological output lexicon, is of great importance in lexical processing. This study aimed at gaining a deeper understanding of (a)typical word form processing in primary school children. In particular, age-related development and profiles of word form processing including children's response behavior were investigated. Method A sample of 164 monolingual primary school children (6–9 years of age) was tested in a cross-sectional design using two word form–related tasks (auditory lexical decision and rapid naming) with carefully controlled stimuli in combination with traditional vocabulary tests and a nonword repetition task. Results First, an age-related improvement (better performance and acceleration of reaction times) was found for both word form–related tasks. Second, a cluster analysis revealed five clusters with different profiles of word processing. Beside a cluster with overall results of above average, we found two clusters including children with typical lexical abilities who applied specific strategies to deal with the tasks (speed–accuracy trade-offs). Two other clusters represented weak lexical abilities at different levels of word processing. Conclusions Children's abilities in word form processing develop over time and are characterized by developmental boosts that occur at different times in development. The uncovered profiles document patterns of (a)typical lexical processing. Since difficulties with word form processing are easily overlooked in clinical assessment, lexical decision and rapid naming tasks offer valuable tools for an in-depth evaluation of lexical skills. Supplemental Material https://doi.org/10.23641/asha.12986036

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AGE-RELATED CHANGES IN MICROCIRCULATION IN PRIMARY SCHOOL CHILDREN

Journal of Medical and Biological Research ◽

10.17238/issn2308-3174.2016.1.13 ◽

2016 ◽

pp. 13-21

Author(s):

Natalya Tyukavina ◽

◽

Irina Tikhomirova ◽

Yuliya Malysheva

Keyword(s):

Primary School ◽

School Children ◽

Primary School Children ◽

Age Related ◽

Age Related Changes

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Modern Trends of the Development of Primary School-Aged Children (Literature Review)

Acta biomedica scientifica ◽

10.29413/abs.2019-4.1.9 ◽

2019 ◽

Vol 4 (1) ◽

pp. 59-65

Author(s):

Elena A. Chanchaeva ◽

Roman I. Aizman ◽

Sergey S. Sidorov ◽

Elena V. Popova ◽

Olga I. Simonova

Keyword(s):

Physical Activity ◽

Primary School ◽

School Children ◽

Physical Development ◽

The Body ◽

Primary School Children ◽

Number Of Children ◽

School Aged Children ◽

Activity Intensity ◽

Age Related

The beginning of children’s school education is a potential risk of morphofunctional and psycho-physiological disorders in the body because of the significant reduction in daily physical activity, the change in day regimen, emotional and intellectual stress, which are often inadequate for the age-related psycho-physiological capabilities of schoolchildren. In this paper, we analyzed the literature on the development of modern children of primary school age according to the results of the assessment of morphological, functional and mental indicators. The identification of a general trend in the development of primary school-aged children is necessary for determination and development of health-saving programs to implement in the system of modern education. A review of data on the development of younger school children over the past 20 years shows an increase in the number of children with digressions in physical development, deterioration in physical fitness, delay of biological age from actual age, stress of the cardiovascular system, decrease in lung capacity and muscle strength. This pattern is manifested regardless of the region of residence and the nationality of children. There is an increase in the number of children with learning difficulties. Among the reasons for these changes, researchers highlight the complexity of the educational program, physical inactivity, the delay of physical development and, at the same time, medical and social successes of the state, allowing preserving the life of newborns even with somatic and neurological abnormalities. In connection with the identified trend of development of modern primary school children, the measures are needed to optimize children’s learning activities by the following criteria: level of physical activity, intensity of intellectual loads, rest mode.

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Word form processing at school age: Evidence for similarities between bilingual and monolingual children

Bilingualism Language and Cognition ◽

10.1017/s1366728921000936 ◽

2021 ◽

pp. 1-13

Author(s):

Karin Hein ◽

Christina Kauschke

Keyword(s):

Primary School ◽

Age Groups ◽

Primary School Children ◽

Bilingual Children ◽

School Age ◽

Word Form ◽

Vocabulary Size ◽

Cross Sectional ◽

Significant Group ◽

Form Processing

Abstract The present study aimed to explore the lexical processing abilities of bilingual school-aged children compared to their monolingual peers. Therefore, word form processing tasks (auditory lexical decision, rapid naming, rhyming), as well as traditional vocabulary tasks (word-picture matching and picture naming), were conducted in a cross-sectional design in a sample of 163 German monolingual and 39 bilingual primary school children (6-9 years), speaking German and another language. Regression analyses revealed that age, gender, and vocabulary size, but not bilingualism have an impact on performance in word form processing tasks. Group comparisons after propensity matching on age, gender, and vocabulary size revealed no significant group differences between monolingual and bilingual children in word form processing tasks. After the sample was divided into two age groups, bilingual children showed an initial weakness at ages 6 to 7 that seems to be overcome during primary school age.

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Age-related aspects in risk of developing nervous system pathology in gymnasium students

Health Risk Analysis ◽

10.21668/health.risk/2021.4.08 ◽

2021 ◽

pp. 74-81

Author(s):

О.А. Maklakova ◽

◽

S.L. Valina ◽

I.Е. Shtina ◽

D.А. Eisfeld ◽

...

Keyword(s):

Middle School ◽

Nervous System ◽

Primary School ◽

School Children ◽

Educational Process ◽

Primary School Children ◽

Middle School Children ◽

Educational Activities ◽

Age Related ◽

Developing Nervous System

Growing neuropsychic disorders caused by intensified educational process are a peculiar feature of schoolchildren’s health at present. Our research aim was to examine age-related peculiarities in risks of developing nervous system pathology in school-children attending a gymnasium. We performed clinical examination of 94 children in primary school (Group A) and 56 children in middle school (Group B) who attended a gymnasium. The examination included determining contents of neuromediators and neurotrophic factors in blood, neuro-psychological computer testing (reaction test and STROOP-test). Educational activities were evaluated to determine whether the educational process conformed to hygienic standards. Statistical data analysis involved determining relative risk and odds ratio as well as establishing cause–effect relations. Hygienic assessment of educational activities revealed several adverse factors that made for developing disorders of the nervous system. They included growing weekly educational loads, irrational distribution of school subjects in schedules, and too long use of interactive whiteboards during lessons. We established that nervous system pathology was already developing in 62.8 % children in primary school and 42.9 % children in middle school. We also revealed that asthenoneurotic syndrome and neurosis-like syndrome were by 2.2 times more probable among primary schoolchildren whereas vegetative dysfunction was by 1.6 times more probable among middle school children. Asthenoneurotic syndrome in primary school children was accompanied with lower NOTCH-1 levels in 41.9 % cases; lower acetylcholine content in blood, in 66.7 %; greater serotonin content in blood, in 29.2 %. The disorder became apparent through increased fatigability and weakness, as well as children being too whiny and moody. Middle school children had by 3.1–6.4 times higher risks of lower neuregulin-1β and tumor necrosis factor contents in blood; developing vegetative dysfunctions in them were accompanied with sleeping disorders, headaches, and palpitation. Primary school children were established to have slower perception of a visual and sound stimulus, developing fatigue of kinesthetic reactions as well as rigid cognitive control and poorly automated gnostic functions.

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Cognitive Universal Learning Activities in the Structure of Metasubject Results

Standards and Monitoring in Education ◽

10.12737/1998-1740-2021-9-2-35-39 ◽

2021 ◽

pp. 35-39

Author(s):

N. Astrecova ◽

V. Zhuravleva ◽

L. Strel'nikova

Keyword(s):

General Education ◽

Primary School ◽

School Children ◽

School Teacher ◽

Primary School Children ◽

Primary School Teacher ◽

Age Related ◽

General Logic ◽

Related Development ◽

Individual Type

The article deals with the peculiarities of the formation of cognitive universal learning actions in younger schoolchildren. The article describes four types of universal educational actions of primary school children: personal, regulatory, cognitive, communicative, which are an integral system in which the manifestation and development of each individual type of educational action is determined by its relationship with other types and the general logic of age-related development. Detailed characteristics of each of the cognitive universal educational activities of primary school children defined by the standard and the approximate program of primary general education will allow the primary school teacher to more consciously.

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Revision of Texts with Word-Processing

Psychological Reports ◽

10.2466/pr0.2000.87.3f.1139 ◽

2000 ◽

Vol 87 (3_suppl) ◽

pp. 1139-1146 ◽

Cited By ~ 3

Author(s):

Gianfranco Nuvoli

Keyword(s):

Primary School ◽

School Children ◽

Word Processing ◽

Word Processor ◽

Primary School Children ◽

Beginning Writers

The aim of the research was to study the use of a word processor to improve writing and revising skill by 28 pairs of primary school children. Analysis confirmed greater difficulty in the drafting of texts than with traditional handwriting, but the increase in the number of words and errors does not imply improvement in lexical and orthographical aspects. The guided revision of texts on a word processor may support beginning writers' expression and, with increasing ease, allow them to use greater precision in the process of revision.

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