Emotional understanding in Quechua children from an agro-pastoralist village

2004 ◽  
Vol 28 (5) ◽  
pp. 471-478 ◽  
Author(s):  
Harriet R. Tenenbaum ◽  
Paloma Visscher ◽  
Francisco Pons ◽  
Paul L. Harris
Keyword(s):  
Cultural Context ◽  
Formal Education ◽  
Emotional Understanding ◽  
Older Children ◽  
Testing Situation ◽  
Different Ages ◽  
External Causes ◽  
Industrialised Countries ◽  
Better Than ◽  
British Children

Research on children’s understanding of emotion has rarely focused on children from nonindustrialised countries, who may develop an understanding at different ages as compared to children reared in industrialised countries. Quechua children from an agro-pastoralist village were given an adapted version of the Test of Emotion Comprehension (TEC) to assess their understanding of nine aspects of emotions. Older children performed better on the entire TEC than younger children. Eight- to 11-year-olds were more accurate in identifying emotions connected to individual desires and to a moral misdemeanour than were 4- to 7-year-olds. In addition, there was a trend for 8- to 11-year-olds to understand external causes of emotions better than 4- to 7-year-olds. Compared to British children, the Quechua children were less accurate overall. However, similar to the British children, certain aspects of emotion (e.g., recognition) were understood at younger ages than others (e.g., regulation), suggesting similar patterns in the sequence of emotional understanding despite the radical difference in cultural context. In contrast to children from industrialised settings, children from this Quechua village have little access to formal education. Moreover, Quechua children have fewer opportunities to engage in discussions about emotions with adults, which may also contribute to how well they performed on the TEC. Suggestions for improving the TEC and including a more naturalistic testing situation are made.

scholarly journals CONCEPTUALIZING DEATH: HOW DO CHILDREN IN TURKEY UNDERSTAND DEATH?

2021 ◽  
Keyword(s):  
Social Policy ◽  
Concept Development ◽  
Emotional Understanding ◽  
Parental Communication ◽  
Older Children ◽  
Keywords Children ◽  
Age Appropriate ◽  
Better Than

Death is a hard concept to understand and a delicate subject to talk about, especially with children. The primary purpose of the current study was to investigate the development of death concept in children between the ages of 3-10. We also aimed to examine the influence of parental communication in the concept’s development. Fifty-four children (M = 6.44; 30 girls, 24 boys) and their parents (N = 37) were recruited. Children were interviewed one-on-one to evaluate their cognitive and emotional understanding of death. Moreover, their parents were administered a questionnaire to assess how they communicated the concept to their children. We found that older children (7-10 years) grasped some cognitive subcategories of death better than younger children (3-7 years). Our results also showed that both younger and older children had better cognitive and emotional comprehension of the concept if their parents have communicated it to them. These findings suggest that talking to children about death, in an age-appropriate way, helps them perceive the concept better. Age-appropriate communication, especially on an important topic such as death, can further be discussed in terms of social policy. Keywords: children and death, death concept, development of death comprehension, parental communication

Normative Data for Raven's Coloured Progressive Matrices Scale in Yemen

2008 ◽  
Vol 103 (1) ◽  
pp. 170-172
Author(s):  
Omar Khaleefa ◽  
Richard Lynn
Keyword(s):  
Sex Difference ◽  
Normative Data ◽  
Older Children ◽  
Standardization Sample ◽  
Better Than

Results are reported for a standardization sample of 986 6- to 11-yr.-olds for the Coloured Progressive Matrices in Yemen. Younger children performed better than older children relative to British norms, and there was no significant sex difference in means or variability. In relation to a British IQ of 100 ( SD=15), the sample obtained an average IQ of approximately 81.

scholarly journals Another bilingual advantage? Perception of talker-voice information

2017 ◽  
Vol 21 (3) ◽  
pp. 523-536 ◽  
Author(s):  
SUSANNAH V. LEVI
Keyword(s):  
Learning Task ◽  
Bilingual Children ◽  
Social Aspect ◽  
Older Children ◽  
Bilingual Advantage ◽  
Bilingual Speakers ◽  
Social Tasks ◽  
Processing Information ◽  
Voice Processing ◽  
Better Than

A bilingual advantage has been found in both cognitive and social tasks. In the current study, we examine whether there is a bilingual advantage in how children process information about who is talking (talker-voice information). Younger and older groups of monolingual and bilingual children completed the following talker-voice tasks with bilingual speakers: a discrimination task in English and German (an unfamiliar language), and a talker-voice learning task in which they learned to identify the voices of three unfamiliar speakers in English. Results revealed effects of age and bilingual status. Across the tasks, older children performed better than younger children and bilingual children performed better than monolingual children. Improved talker-voice processing by the bilingual children suggests that a bilingual advantage exists in a social aspect of speech perception, where the focus is not on processing the linguistic information in the signal, but instead on processing information about who is talking.

scholarly journals The role of education in mini-mental state examination: a study in Northeast Brazil

2004 ◽  
Vol 62 (2a) ◽  
pp. 206-211 ◽  
Author(s):  
Paulo Roberto de Brito-Marques ◽  
José Eulálio Cabral-Filho
Keyword(s):  
Mental State ◽  
Formal Education ◽  
Mini Mental State Examination ◽  
False Negative ◽  
Low Education ◽  
Main Effects ◽  
State Examination ◽  
Better Than ◽  
Total Test

BACKGROUND: There is evidence that schooling can influence performance in cognitive assessement tests. In developing countries, formal education is limited for most people. The use of tests such as Mini-Mental State Examination (MMSE), could have an adverse effect on the evaluation of illiterate and low education individuals. OBJECTIVE: To propose a new version of MMSE as a screening test to assess Illiterate and low education people. METHOD: A study was carried out enrolling 232 individuals, aged 60 or more of low and middle socio-economic classes. Three groups were studied: Illiterate;1-4 schooling years; 5-8 schooling years. The new version (MMSEmo) consisted of modifications in copy and calculation items of the adapted MMSE (MMSEad) to Portuguese language. The maximum possible score was the same in the two versions: total, 30; copy, 1 and calculation, 5. RESULTS: In the total test score ANOVA detected main effects for education and test, as well as an interaction between these factors: higher schooling individuals performed better than lower schooling ones in both test versions; scores in MMSE-mo were higher than in MMSE-ad in every schooling group. CONCLUSION: Higher schooling levels improve the perfomance in both test versions, the copy and calculation items contributing to this improvement. This might depend on cultural factors. The use of MMSE-mo in illiterate and low school individuals could prevent false positive and false negative cognitive evaluations.

scholarly journals The Subject of Theatre in the Lithuanian School: Relationships within the General Educational Cultural Context

Pedagogika ◽  
2013 ◽  
Vol 111 (2) ◽  
pp. 195-202
Author(s):  
Vida Kazragytė
Keyword(s):  
Cultural Context ◽  
Formal Education ◽  
Children And Youth ◽  
Theatre Education ◽  
Educational Innovations ◽  
Direct Practice ◽  
New Knowledge ◽  
The Subject ◽  
Theatre Pedagogy ◽  
The Impact

The article investigates the rather new educational phenomenon – about twenty years ago under the impact of educational reform the theatre subject teaching was introduced. In many neighbor’s countries there is no such separate theatre subject still yet. The focus of the article is on the relationships between the curricula of theatre subject (2008, 2001) and the practice of long-lived non-formal education of children and youth of Lithuania. The curricula of theatre subject were prepared according to comprehensive discipline-arts education conception formed in United States of Amerika. Taking into account the notion of M. Lukšienė, that experience of other cultures, as well as the educational innovations must be adopted according to “own cultural model”, the attention is paid to analysis how curricula of theatre subject are grounded on traditions of Lithuanian non-formal education, especially its artistic trend. The self-expression paradigm or psychological trend of theatre education is less evident in our context. The roots of artistic trend are in Jesuit’s school theatre that existed in Lithuania 1570–1843. The artistic trend was recreated at the end of 20th century in non-formal theatre education in Lithuania by relaying on the professional theatre pedagogy (the training of professional theatre pedagogues started, the first books of methodology of theatre education appeared). Analysis showed that common concepts, as “theatre” and “education through theatre” are those which relate artistic trend of non-formal theatre education with curricula of theatre subject, accordingly, which are grounded on discipline-based art education conception. Especially that is clear from the revealing of content of “education through theatre” concept and explaining its formative and cognitive impacts on children and youth who are acting the roles created by dramaturge. The biggest challenge related with coming of theatre subject as separate, is the creating of theatre knowledge appropriated for school children. Now the theatre subject curricula describe the knowledge which are known in professional theatre pedagogy and in artistic trend of non-formal theatre education, but only in part. Thy must be expanded by new knowledge which will be get by way of externalization from direct practice. Also, there is a need of artistic orientation of theatre didactics – that can guarantee the succession of the best traditions of Lithuanian‘s theatre education and encourage their development.

scholarly journals Performance in Nonword Repetition Tasks among Mandarin- English Bilingual Children in Malaysia

2020 ◽  
Vol 28 (4) ◽  
Author(s):  
Chai Ping Woon ◽  
Ngee Thai Yap ◽  
Hui Woan Lim
Keyword(s):  
Language Impairment ◽  
Short Term Memory ◽  
Age Groups ◽  
Nonword Repetition ◽  
Developmental Trend ◽  
Older Children ◽  
Development Delay ◽  
Qualitative Measure ◽  
Larger Sample ◽  
Better Than

The nonword repetition (NWR) task has been used to measure children’s expressive language skills, and it has been argued to have potential as an early language delay/ impairment detection tool as the NWR task can be conducted rather easily and quickly to obtain a quantitative as well as a qualitative measure of children’s attention to lexical and phonological information. This paper reports the performance of two NWR tasks among thirty bilingual Mandarin-English preschoolers between the age of four through six. The study indicated that performance in the NWR tasks showed a developmental trend with older children performing better than younger children. Word length also had a significant effect on performance, possibly an effect from better short-term memory capacity as the child grew older. The children also performed better in the Mandarin NWR task compared to the English NWR task. These findings suggest potential clinical applications for diagnosis of children with language impairment or at risk of language development delay. However, further studies should improve on the tasks to verify its efficacy and to obtain norms for performance with a larger sample of children at various age groups.

Shuttle-Avoidance Learning of Mice: Effects of Post-Trial Pentylenetetrazol, Strain, and Age

1974 ◽  
Vol 35 (1) ◽  
pp. 319-326 ◽  
Author(s):  
Neil S. Buckholtz
Keyword(s):  
Avoidance Learning ◽  
Strain Difference ◽  
Age Groups ◽  
Avoidance Task ◽  
Shuttle Avoidance ◽  
Different Ages ◽  
Post Trial ◽  
Better Than

C57BL/6J and DBA/2J mice of two different ages (2 to 3 mo. vs 11 to 14 mo.) were given 20 trials per day for 6 days in a shuttle-avoidance task. Pentylenetetrazol (5, 10, or 20 mg/kg) or saline was given intraperitoneally immediately after Trial 20 on Days 1 to 5. The results showed a marked strain difference with DBA/2J mice superior to C57BL/6J mice. The effects of age on avoidance depended on both strain and sex. There was no effect of pentylenetetrazol in facilitating avoidance learning. A second experiment examined shuttle-avoidance learning in C57BL/6J and DBA/2J mice of three age groups: adult (2 to 4 mo.), aged (6 to 8 mo.), and senile (18 to 22 mo.). Over-all, DBA/2J mice performed better than C57BL/6J mice. There was no deterioration in avoidance learning with increased age.

scholarly journals ADHD: Current Questions and Research

CNS Spectrums ◽  
2004 ◽  
Vol 9 (9) ◽  
pp. 638-638
Author(s):  
Jeffery Newcorn
Keyword(s):  
Young Children ◽  
Normal Activity ◽  
Developmental Trajectory ◽  
Controversial Issues ◽  
Risk And Resilience ◽  
Older Children ◽  
Different Ages ◽  
Adolescents And Adults ◽  
Functional Consequences ◽  
The One

The past decade has seen an increased focus on the developmental trajectory of attention-deficit/hyperactivity disorder (ADHD), with the recognition that ADHD is, for many, a life-long condition akin to many other chronic illnesses. There has been an increase in the extent to which young children, adolescents, and adults receive a diagnosis of ADHD, yet there remain many poorly understood and controversial issues within the scientific community and the lay public. Do ADHD patients of different ages present with similar manifestations of the disorder, and if so, why was this not recognized for so long? Are there alternative clinical presentations among ADHD patients of different ages? What is the nature of comorbidity in ADHD over the course of development, and what are its functional consequences? How can we best measure and define ADHD, differentiating it from normal activity in young children, on the one hand, and other psychiatric disorders in older children and adults on the other? This is a key issue because ADHD has been a controversial diagnostic entity to many nonpsychiatrists because there is no one laboratory task that defines it. Most importantly, how do we understand issues related to risk and resilience in a longitudinal model, and can we identify factors that predict different clinical outcomes or pathways?

scholarly journals Epidemiological profile of ICU patients at Faculdade de Medicina de Marília

2016 ◽  
Vol 62 (3) ◽  
pp. 248-254 ◽  
Author(s):  
Silene El-Fakhouri ◽  
Hugo Victor Cocca Gimenez Carrasco ◽  
Guilherme Campos Araújo ◽  
Inara Cristina Marciano Frini
Keyword(s):  
Formal Education ◽  
Subcutaneous Tissue ◽  
Statistical Treatment ◽  
Technical Information ◽  
Circulatory System ◽  
Study Data ◽  
Icd 10 ◽  
External Causes ◽  
Epidemiological Profile ◽  
The City

SUMMARY Objective: To characterize the epidemiological profile of the hospitalized population in the ICU of Hospital das Clínicas de Marília (Famema). Method: A retrospective, descriptive and quantitative study. Data regarding patients admitted to the ICU Famema was obtained from the Technical Information Center (Núcleo Técnico de Informações, NTI, Famema). For data analysis, we used the distribution of absolute and relative frequencies with simple statistical treatment. Results: 2,022 ICU admissions were recorded from June 2010 to July 2012 with 1,936 being coded according to the ICD-10. The epidemiological profile comprised mostly males (57.91%), predominantly seniors ≥ 60 years (48.89%), at an average age of 56.64 years (±19.18), with limited formal education (63.3% complete primary school), mostly white (77.10%), Catholic (75.12%), from the city of Marília, state of São Paulo, Brazil (53.81%). The average occupancy rate was 94.42%. The predominant cause of morbidity was diseases of the circulatory system with 494 admissions (25.5%), followed by traumas and external causes with 446 admissions (23.03%) and neoplasms with 213 admissions (11.00%). The average stay was 8.09 days (±10.73). The longest average stay was due to skin and subcutaneous tissue diseases, with average stay of 12.77 days (±17.07). There were 471 deaths (24.32%), mainly caused by diseases of the circulatory system (30.99%). The age group with the highest mortality was the range from 70 to 79 years with 102 deaths (21.65%). Conclusion: The ICU Famema presents an epidemiological profile similar to other intensive care units in Brazil and worldwide, despite the few studies available in the literature. Thus, we feel in tune with the treatment of critical care patients.

Learning Tool Use: Body Scheme Recalibration and the Development of Hand Skill

1981 ◽  
Vol 1 (1) ◽  
pp. 13-29 ◽  
Author(s):  
Richard K. Schwartz ◽  
Marie A. Reilly
Keyword(s):  
Visual Information ◽  
Index Finger ◽  
Body Schema ◽  
Intermediate Stage ◽  
Older Children ◽  
Body Scheme ◽  
Normal Children ◽  
Accuracy Test ◽  
Motor Accuracy ◽  
Better Than

Skill at using tools depends on somatosensory and visual information being integrated into a body schema. “Calibration,” defined as the ability to accurately localize a limb in space, and “recalibration,” the ability to accurately localize a limb plus tool in space, are proposed as intermediate stages between the development of manipulative prehension and the acquisition of skilled tool usage. Each of these depends upon body scheme information. The ability to recalibrate muscular output for different weights and lengths of tools was investigated. It was hypothesized that such recalibration is an intermediate stage of skill that should be developed prior to extensive practice with tools themselves. A total of 48 normal children, ranging in age from 4.0 to 8.11 years, served as subjects. Test instruments included the Southern California Motor Accuracy Test (MAC) and three tests of recalibration skills. These three tests involved touching a target with the tip of the index finger and with the tips of both a short and a long tool. Results were as hypothesized. Older children performed significantly better than younger children on all tests of hand and tool skill. Ability to use a tool appears to increase with increased ability to recalibrate. Skill in using the hand as a tool appears to develop earlier than skill in recalibrating for short / light tools, which precedes skill at recalibrating for longer / heavier tools.

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