Cognitive Performance and Competence Characteristics of Lower- and Middle-Class Preschool Children

1978 ◽  
Vol 132 (2) ◽  
pp. 177-183 ◽  
Author(s):  
David Goldstein ◽  
William J. Meyer ◽  
Byron Egeland
Keyword(s):  
Preschool Children ◽  
Middle Class ◽  
Cognitive Performance

Authoritarian Parental Attitudes and Cognitive Functioning in Preschool Children

1982 ◽  
Vol 50 (3_suppl) ◽  
pp. 1023-1026 ◽  
Author(s):  
Bonnie W. Camp ◽  
William J. Swift ◽  
Edie W. Swift
Keyword(s):  
Preschool Children ◽  
Middle Class ◽  
Cognitive Functioning ◽  
Cognitive Performance ◽  
Parental Attitudes ◽  
Verbal Mediation

Negative correlations are reported between concurrent measures of maternal authoritarian ideology and cognitive performance of 22 3-yr.-old middle-class children. Results support the hypothesis that nonauthoritarian parents promote earlier development of internalized verbal mediation.

Object label learning by middle- and working-class, black and white, younger and older preschool children

1999 ◽  
Vol 20 (3) ◽  
pp. 429-447 ◽  
Author(s):  
VALERIE WHITTLESEY ◽  
ELIZABETH F. SHIPLEY
Keyword(s):  
Preschool Children ◽  
Middle Class ◽  
Working Class ◽  
Older Children ◽  
White Children ◽  
Related Target ◽  
Black And White ◽  
Inclusion Relations ◽  
First Session

The present study examined the ability of younger and older preschool children from different backgrounds (16 middle-class black, 16 middle-class white, 16 working-class black, and 16 working-class white) to map labels to objects and to establish inclusion relationships. The children were taught novel labels for perceptually related and unrelated unfamiliar objects. Although the groups were similar in their ability to comprehend the first label during the first session, white children produced the first label more. When additional labels were taught during subsequent sessions, the differences among the groups of children were augmented. Although children from all backgrounds applied labels to objects based on initial labelings, middle-class, white, and older children did this to a greater extent than working-class, black, and younger children. Evidence for the use of inclusion relations for perceptually related target objects was not found for the children; rather, the children used a mutually exclusive labeling strategy.

Nutritional status as a determinant of cognitive development among preschool children in South-Western Nigeria

2016 ◽  
Vol 118 (7) ◽  
pp. 1568-1578 ◽  
Author(s):  
Oyepeju Mary Onifade ◽  
Jesse Abiodun Otegbayo ◽  
Joshua Odunayo Akinyemi ◽  
Titus Ayodeji Oyedele ◽  
Ademola Richard Akinlade
Keyword(s):  
Preschool Children ◽  
Cognitive Function ◽  
Cognitive Development ◽  
Nutritional Status ◽  
Cognitive Performance ◽  
Healthcare Services ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Content Type ◽  
Nutritional Status Of Children

Purpose – Improving the health of children under the age of five is one of the main objectives of primary healthcare services in most developing countries. The purpose of this paper is to identify the nutritional status of children under the age of five and its impact on cognitive function. Design/methodology/approach – The cross-sectional study was carried out in a semi-urban community in south-western Nigeria. The sample consisted of 220 school children under the age of five. Anthropometric measurements including weight, height and mid arm circumference were carried out to determine the nutritional status of the children. Cognitive function of the children was assessed using a developmental checklist developed by the American Academy of Pediatrics and their performance was graded as good, fair and poor. Findings – The overall prevalence of malnutrition in this study was low with stunting, underweight and wasting recording 8.2, 6.8 and 1.8 percent, respectively thereby making stunting the most common malnutrition indicator in this study. A large proportion of the children (88.6 percent) had good cognitive performance while 11.4 and 5.5 percent had fair and poor cognitive performance, respectively. Among the various malnutrition indicators measured in this study, stunting was found to have a statistically significant association with cognitive development (p=0.005).Stunted children have multiple functional disadvantages that persist throughout childhood and poor nutrition almost certainly plays a role. This paper calls for a need for the Nigerian Government to intervene by ensuring that policies are implemented that will ensure that health and nutritional needs of preschool children are guaranteed right from conception. Originality/value – In view of the importance of nutrition for cognition in children, this research has shown that the cognitive function of preschool children can be affected by stunting and it has contributed to global data on nutrition and cognition particularly in South-Western Nigeria.

scholarly journals Robot skills and cognitive performance of preschool children

2010 ◽  
Vol 22 (3) ◽  
pp. 117-126 ◽  
Author(s):  
Linda Poletz ◽  
Pedro Encarnação ◽  
Kim Adams ◽  
Al Cook
Keyword(s):  
Preschool Children ◽  
Cognitive Performance

Age/Grade and Social-Class Differences in Descriptions and Inquiries about Games

1988 ◽  
Vol 62 (1) ◽  
pp. 247-255
Author(s):  
Denise M. Worth
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Cognitive Performance ◽  
Social Classes ◽  
Eighth Grade ◽  
Socioeconomic Differences ◽  
Class Differences ◽  
Performance Differences ◽  
Grade 8

This study explored cognitive performance differences between disadvantaged and middle-class boys on descriptive and inquiry tasks relating to everyday games. Fourth and eighth grade boys from both social classes were asked to describe the game they played most, then to learn a new game using yes-or-no questioning. The interviews were content-analyzed by category of game information and rated for effectiveness of description and inquiry. Grade 8 boys covered a wider array of categories for a description or inquiry of a given length. They were also more likely to explore the object of the game on all tasks. Grade 4 boys more frequently seemed at a loss in generating questions on the inquiry task. Socioeconomic differences were present, favoring middle-class boys, but they were smaller and less consistent than age/grade differences, and somewhat greater at Grade 4. While most Grade 8 boys were able to pursue an inquiry, more middle-class boys seemed involved in the task in a positive and motivated way. Complexity of grade and social-class differences in cognitive performance and the need for further research were discussed.

scholarly journals Stunting, selenium deficiency and anemia are associated with poor cognitive performance in preschool children from rural Ethiopia

2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Dawd Gashu ◽  
Barbara J. Stoecker ◽  
Karim Bougma ◽  
Abdulaziz Adish ◽  
Gulelat D. Haki ◽  
...  
Keyword(s):  
Preschool Children ◽  
Cognitive Performance ◽  
Selenium Deficiency ◽  
Rural Ethiopia

Relationship of Socioeconomic Status and Aggression in Preschool Children

1978 ◽  
Vol 43 (2) ◽  
pp. 379-382 ◽  
Author(s):  
John W. Pearce
Keyword(s):  
Socioeconomic Status ◽  
Preschool Children ◽  
Social Class ◽  
Middle Class ◽  
Lower Class ◽  
Situational Specificity ◽  
Physical Attack ◽  
Relationship Of

Aggression was operationally defined as physical attack, destructiveness, humiliation, threat, and disapproval. The frequency of each behavior displayed by 20 lower-class children and 20 middle-class children in one preschool was recorded by two observers. Analyses of variance indicated no significant effects of social class on any measure. Boys were more disapproving than girls. Results are discussed with reference to Mischel's concept of the situational specificity of behavior.

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