Interactive interface and serious game for the detection of deficiencies in cognitive functions in preschool children

2018 ◽  
Author(s):  
Alberto Sánchez-Morales ◽  
Claudia Lizbeth Martínez-González
Keyword(s):  
Preschool Children ◽  
Cognitive Functions ◽  
Serious Game ◽  
Interactive Interface

Dynamic Cognitive Assessment for Preschool Age Children

2020 ◽  
Author(s):  
David Tzuriel
Keyword(s):  
Preschool Children ◽  
Problem Solving ◽  
Young Children ◽  
Standardized Testing ◽  
Communication Skills ◽  
Cognitive Functions ◽  
Learning Processes ◽  
Learning Ability ◽  
Learning Potential ◽  
Cognitive Modifiability

Dynamic assessment (DA) is guided by theoretical conceptualization about the nature of cognitive modifiability and needs to construct diagnostic measures for children who do not reveal their learning potential in conventional static tests. The development of DA was stirred by inadequacy of conventional testing to provide precise answers for individual differences in learning ability, learning processes, cognitive functions, and non-intellective factors that are responsible for cognitive modifiability. The rationale for developing DA for preschool children is that early identification of children’s learning potential and deficient cognitive functions would facilitate development of mediation strategies to overcome their learning difficulties and actualize their learning potential. DA is defined as an assessment, by an active teaching process, of a child’s perception, learning, thinking, and problem solving. DA is aimed at modifying an individual’s cognitive functioning and observing subsequent changes in learning and problem-solving patterns within the testing situation. Development of DA was driven by criticism of standardized testing: (a) bias toward minority groups and children with special needs, (b) selective administration procedures of children with high-risk for being labled as intellectualy disabled, (c) lack of consideration of motivational and emotional factors, (d) lack of information on learning and metacognitive processes, and (e) inadequate recommendations on specific intervention strategies and prescriptive teaching. The main goals of DA are to assess learning potential, deficient cognitive functions, amount and nature of mediation required for change, and transfer of learning. The main mediation strategies used in DA are establishing prerequired thinking behaviors, self-regulation of behavior, enhancement of reflective and analytic processes, teaching task-specific concepts, feedback on success/failure in learning processes, and development of basic communication skills. DA of preschool children is more challenging than that of older children because executive functions and communication skills of young children are less developed. The best known DA approaches for young children are those of Lidz and Tzuriel; both are based on the theories of Vygotsky and Feuerstein. Lidz’s approach is focused on objectives that reflect curriculum demands of educational settings. Her Application of the Cognitive Functions Scale indicates the degree of mastery on cognitive tasks, responsiveness to intervention, and non-intellective factors. Tzuriel’s approach is characterized by innovations of instruments, assessment procedures adapted for developmental stages, mediation strategies, behavior checklists, and a recording and scoring for clinical and measurement versions. Tzuriel’s approach is characterized by 10 aspects: Adaptation of test materials to child’s developmental level, “bridging” of concrete operations to abstract operations, communication aspects, clinical and measurement versions, preliminary phase component of DA, scoring methods for the measurement version, transfer problems, comparison of modifiability across task dimensions, assessment of non-intellective factors, and creativity in construction of problems. A growing body of theory and research on DA supports the crucial role of the DA in: (a) reflecting better the learning potential of children than standardized testing, (b) confirming that the quality of mediation within the family, school, and peers systems is a strong determinant of cognitive modifiability, and (c) demonstrating DA as a powerful approach in revealing the implicit effects of intervention cognitive programs on cognitive development.

Effects of a Serious Game Training on Cognitive Functions in Older Adults

2015 ◽  
Vol 63 (3) ◽  
pp. 603-605 ◽  
Author(s):  
Kang-Won Kim ◽  
Younggeun Choi ◽  
Heechoeon You ◽  
Duk L. Na ◽  
Myeung-Sook Yoh ◽  
...  
Keyword(s):  
Older Adults ◽  
Cognitive Functions ◽  
Serious Game

Cognitive functions in preschool children with specific language impairment

2016 ◽  
Vol 86 ◽  
pp. 22-26 ◽  
Author(s):  
Katrin Reichenbach ◽  
Laura Bastian ◽  
Saskia Rohrbach ◽  
Manfred Gross ◽  
Lea Sarrar
Keyword(s):  
Preschool Children ◽  
Cognitive Functions ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Specific Language

Interactive interface design for the evaluation of attention deficiencies in preschool children

2018 ◽  
Author(s):  
Alberto Sánchez-Morales ◽  
Claudia Lizbeth Martínez-González ◽  
Franceli L. Cibrian ◽  
Monica Tentori
Keyword(s):  
Preschool Children ◽  
Interface Design ◽  
Interactive Interface

Dynamic testing with native and migrant preschool children in Germany and Spain, using the Application of Cognitive Functions Scale

2014 ◽  
Vol 35 ◽  
pp. 34-40 ◽  
Author(s):  
K.H. Wiedl ◽  
S. Mata ◽  
M. Waldorf ◽  
M.D. Calero
Keyword(s):  
Preschool Children ◽  
Cognitive Functions ◽  
Dynamic Testing

scholarly journals Effectiveness of a Physical Education Program on the Motor and Pre-literacy Skills of Preschoolers From the Training-To-Health Project: A Focus on Weight Status

2020 ◽  
Vol 2 ◽  
Author(s):  
Giuseppe Battaglia ◽  
Valerio Giustino ◽  
Garden Tabacchi ◽  
Marianna Alesi ◽  
Claudia Galassi ◽  
...  
Keyword(s):  
Preschool Children ◽  
Physical Education ◽  
Education Program ◽  
Cognitive Functions ◽  
Weight Status ◽  
Body Awareness ◽  
Literacy Skills ◽  
Object Control ◽  
Significant Difference ◽  
Health Project

Many studies reported a positive relationship between motor skills, cognitive functions, and school performance in school-age children; however, little is known in preschool children. The aim of the present study was to demonstrate the effectiveness of a physical education program (PEP) on locomotor, object control skills, and pre-literacy cognitive functions in a wide population of preschoolers and verify whether weight status could influence these abilities. In the context of the Training-to-Health Project, a sample of 1,029 preschoolers was recruited in kindergartens from the urban area of Palermo (Italy). Their gross motor and pre-literacy skills were tested before (PRE) and after (POST) following 16 weeks (2 h/week) of a PEP, which included ludic-motor activities aimed at developing body awareness and fundamental motor and perceptual-sensory skills. Analyses of variance (ANOVA) were performed to assess the skills before and after the intervention and to evaluate the effect of different categories of weight status on the examined variables. Regression analyses were conducted to confirm the hypothesized interrelationship between motor and pre-literacy skills in the considered sample. Both locomotor/object control and pre-literacy skills were significantly higher in children after the PEP (p < 0.05). We found 23% of overweight children and no significant difference between weight status classes in both PRE and POST PEP groups. In the POST group, higher locomotor and object control skills were mostly associated with better pre-literacy skills. This study shows that PEP was effective in improving both motor and pre-literacy skills in preschoolers independently from age and gender, while weight status did not affect these skills suggesting that this program can be administrated indifferently in children with different categories of weight status. Therefore, PEP could be a decisive education strategy to enhance motor and cognitive learning in preschool children and to achieve successful academic outcomes.

Effectiveness of the Serious Game ‘Rejuvenesce Village' in Cognitive Rehabilitation for the Elderly

2015 ◽  
Vol 6 (1) ◽  
pp. 48-57 ◽  
Author(s):  
Sung-Jun Park ◽  
Hee-Dong Chang ◽  
KyungSik Kim
Keyword(s):  
Life Satisfaction ◽  
Cognitive Functions ◽  
Cognitive Rehabilitation ◽  
Medical Center ◽  
The Elderly ◽  
Serious Game ◽  
Computer Assisted ◽  
Asan Medical

The existing computer-assisted cognitive rehabilitation tools are almost training-purposed ones which the users may feel boring and are repetitive with no fun. The authors have developed a serious game called 'Rejuvenesce Village' for cognitive rehabilitation with fun and good feelings for the elderly. This study is for verifying the effectiveness of the serious game 'Rejuvenesce Village' in cognitive rehabilitation for the elderly. The experiments for the verification were performed for 5 months, in Seoul Asan Medical Center, numbering to 100 elderly participants. The results showed the improvement of the cognitive functions and also the improvement of life satisfaction and the decrease of depression.

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