Contextuele Afhankelijkheid Bij Beginnende Schrijvers

1988 ◽  
Vol 32 ◽  
pp. 7-19
Author(s):  
M.W. Aalderink
Keyword(s):  
Individual Differences ◽  
Cognitive Development ◽  
Young Children ◽  
Empirical Data ◽  
Oral Language ◽  
Theoretical Level ◽  
Contextual Dependency ◽  
Context Dependent ◽  
Beginning Writers

Compared with speaking, writing can be considered to be relatively context independent with regards to both process and product. Young children appear to have problems creating, without interactional support, a discourse that can function as a meaningful whole for a non-present reader. As a result their writing can be contextual dependent in some sense. In this article contextual dependency is discussed on a theoretical level and by illustrating it by means of an example of a seven year old writer. Possible relations between contextual dependency and both cognitive development and individual differences in oral language are considered, and some empirical data are presented that show how frequent and in which ways the texts of beginning writers can be context dependent. From this study it can be concluded that the textuality of young childrens' written products should be defined from the perspective of the child and considering the context in which they were written.

Cognitive Education: A Transactional Metacognitive Perspective

2010 ◽  
Vol 9 (1) ◽  
pp. 21-35 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
Individual Differences ◽  
Cognitive Development ◽  
Young Children ◽  
Education Program ◽  
Educational Programs ◽  
Central Idea ◽  
Human Ability ◽  
Cognitive Education

Characteristics that are common to a number of cognitive education approaches and programs are identified and discussed, as are several that are not shared across approaches and programs. The author presents a list of qualities that are desirable in cognitive and/or metacognitive educational programs. The central idea is that any successful cognitive education program must rest on a body of theory regarding cognitive development, individual differences, and learning, and that body of theory should include a clear discussion of the nature of human ability. A “transactional metacognitive perspective” on human ability is offered, followed by a discussion of its application to cognitive/metacognitive education. Examples from the program Bright Start: Cognitive Curriculum for Young Children are offered.

scholarly journals The role of inhibition in moving beyond perceptually focused noun extensions

2017 ◽  
Vol 38 (1) ◽  
pp. 95-108 ◽  
Author(s):  
Simon Snape ◽  
Andrea Krott
Keyword(s):  
Individual Differences ◽  
Cognitive Development ◽  
Young Children ◽  
Executive Control ◽  
Potential Role ◽  
Control Task ◽  
Perceptual Features ◽  
Object Categories ◽  
Inhibition Ability

When young children interpret novel nouns, they tend to be very much affected by the perceptual features of the referent objects, especially shape. This article investigates whether children might inhibit a prepotent tendency to base novel nouns on the shape of referent objects in order to base them on conceptual features (i.e. taxonomic object categories). The study tested 3- to 5-year old children on a noun extension task, alongside a test of their inhibition and more general executive control ability. Noun extensions were related to inhibition ability, independent of age. Noun extensions were not related to individual differences in the general executive control task. This suggests a potential role for inhibition in extension which is independent of other aspects of cognitive development.

Associations between Sleep Duration, Adiposity Indicators, and Cognitive Development in Young Children

2021 ◽  
Author(s):  
Zhiguang Zhang ◽  
Kristi B. Adamo ◽  
Nancy Ogden ◽  
Gary S. Goldfield ◽  
Anthony D. Okely ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Sleep Duration

scholarly journals Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age

2021 ◽  
Vol 4 (2) ◽  
pp. 251524592110181
Author(s):  
Emily M. Elliott ◽  
Candice C. Morey ◽  
Angela M. AuBuchon ◽  
Nelson Cowan ◽  
Chris Jarrold ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Memory Performance ◽  
Critical Role ◽  
Memory Task ◽  
Older Children ◽  
Continuous Increase ◽  
Verbal Rehearsal ◽  
Picture Memory ◽  
Spontaneous Production

Work by Flavell, Beach, and Chinsky indicated a change in the spontaneous production of overt verbalization behaviors when comparing young children (age 5) with older children (age 10). Despite the critical role that this evidence of a change in verbalization behaviors plays in modern theories of cognitive development and working memory, there has been only one other published near replication of this work. In this Registered Replication Report, we relied on researchers from 17 labs who contributed their results to a larger and more comprehensive sample of children. We assessed memory performance and the presence or absence of verbalization behaviors of young children at different ages and determined that the original pattern of findings was largely upheld: Older children were more likely to verbalize, and their memory spans improved. We confirmed that 5- and 6-year-old children who verbalized recalled more than children who did not verbalize. However, unlike Flavell et al., substantial proportions of our 5- and 6-year-old samples overtly verbalized at least sometimes during the picture memory task. In addition, continuous increase in overt verbalization from 7 to 10 years old was not consistently evident in our samples. These robust findings should be weighed when considering theories of cognitive development, particularly theories concerning when verbal rehearsal emerges and relations between speech and memory.

scholarly journals Early Childhood Reading in Rural China and Obstacles to Caregiver Investment in Young Children: A Mixed-Methods Analysis

2021 ◽  
Vol 18 (4) ◽  
pp. 1457
Author(s):  
Rui Li ◽  
Nathan Rose ◽  
Yi Ming Zheng ◽  
Yunwei Chen ◽  
Sean Sylvia ◽  
...  
Keyword(s):  
Early Childhood ◽  
Mixed Methods ◽  
Cognitive Development ◽  
Young Children ◽  
Parenting Practices ◽  
Rural China ◽  
Reading Practices ◽  
Rural Villages ◽  
Survey Results ◽  
Childhood Reading

Studies have shown that nearly half of rural toddlers in China have cognitive delays due to an absence of stimulating parenting practices, such as early childhood reading, during the critical first three years of life. However, few studies have examined the reasons behind these low levels of stimulating parenting, and no studies have sought to identify the factors that limit caregivers from providing effective early childhood reading practices (EECRP). This mixed-methods study investigates the perceptions, prevalence, and correlates of EECRP in rural China, as well as associations with child cognitive development. We use quantitative survey results from 1748 caregiver–child dyads across 100 rural villages/townships in northwestern China and field observation and interview data with 60 caregivers from these same sites. The quantitative results show significantly low rates of EECRP despite positive perceptions of early reading and positive associations between EECRP and cognitive development. The qualitative results suggest that low rates of EECRP in rural China are not due to the inability to access books, financial or time constraints, or the absence of aspirations. Rather, the low rate of book ownership and absence of reading to young children is driven by the insufficient and inaccurate knowledge of EECRP among caregivers, which leads to their delayed, misinformed reading decisions with their young children, ultimately contributing to developmental delays.

The role of production practice in lexical and phonological development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*

2010 ◽  
Vol 38 (1) ◽  
pp. 41-45 ◽  
Author(s):  
MARILYN VIHMAN ◽  
TAMAR KEREN-PORTNOY
Keyword(s):  
Individual Differences ◽  
Young Children ◽  
Current Work ◽  
Phonological Development ◽  
Phonological Learning ◽  
Production Practice ◽  
The Relationship

Carol Stoel-Gammon has made a real contribution in bringing together two fields that are not generally jointly addressed. Like Stoel-Gammon, we have long focused on individual differences in phonological development (e.g. Vihman, Ferguson & Elbert, 1986; Vihman, Boysson-Bardies, Durand & Sundberg, 1994; Keren-Portnoy, Majorano & Vihman, 2008). And like her, we have been closely concerned with the relationship between lexical and phonological learning. Accordingly, we will focus our discussion on two areas covered by Stoel-Gammon (this issue) on which our current work may shed some additional light.

scholarly journals Prenatal exposure to organophosphate esters and cognitive development in young children in the Pregnancy, Infection, and Nutrition Study

2019 ◽  
Vol 169 ◽  
pp. 33-40 ◽  
Author(s):  
Brett T. Doherty ◽  
Kate Hoffman ◽  
Alexander P. Keil ◽  
Stephanie M. Engel ◽  
Heather M. Stapleton ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Prenatal Exposure ◽  
Organophosphate Esters ◽  
Nutrition Study
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