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.

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.

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.

Potential Role of Intrapulmonary Shunting in the Genesis of Hypoxemic Episodes in Infants and Young Children

PEDIATRICS ◽  
1992 ◽  
Vol 90 (3) ◽  
pp. 385-391 ◽  
Author(s):  
Christian F. Poets ◽  
Martin P. Samuels ◽  
David P. Southall
Keyword(s):  
Young Children ◽  
Potential Role ◽  
Rapid Development ◽  
Upper Airway ◽  
Gas Diffusion ◽  
Treatment And Prevention ◽  
Morphological Studies ◽  
Intrapulmonary Shunting ◽  
Infants And Young Children

A number of physiologic phenomena during some apneic/cyanotic episodes in infants and young children cannot be explained sufficiently on the basis of a cessation or reduction in aveolar ventilation alone. These include (1) the extremely rapid development of hypoxemia during some episodes, (2) the occurrence of hypoxemic episodes despite continuous ventilation, (3) differences in the speed of desaturation between different forms of apneic episodes, (4) the presence of continued breathing efforts and yet absent airflow despite bypass of the upper airway, and (5) evidence that apnea and hypoxemia may begin simultaneously. Potential mechanisms to explain these phenomena include the sudden development of an unevenness in the matching between ventilation and lung perfusion, the flow of blood through unventilated areas of lung, and a sudden impairment in gas diffusion. Evidence from physiological and morphological studies suggests that all of these mechanisms, although to a different extent, may be involved in apneic/cyanotic episodes. The recognition that nonapneic mechanisms can cause sudden profound hypoxemia may alter our approach to the identification, treatment, and prevention of these episodes.

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 Neurocognitive Psychometrics of Intelligence: How Measurement Advancements Unveiled the Role of Mental Speed in Intelligence Differences

2020 ◽  
Vol 29 (2) ◽  
pp. 140-146 ◽  
Author(s):  
Anna-Lena Schubert ◽  
Gidon T. Frischkorn
Keyword(s):  
Individual Differences ◽  
Cognitive Processes ◽  
Executive Control ◽  
Processing Speed ◽  
Cognitive Process ◽  
Functional Organization ◽  
Reaction Times ◽  
Order Processing ◽  
The Relationship

More intelligent individuals typically show faster reaction times. However, individual differences in reaction times do not represent individual differences in a single cognitive process but in multiple cognitive processes. Thus, it is unclear whether the association between mental speed and intelligence reflects advantages in a specific cognitive process or in general processing speed. In this article, we present a neurocognitive-psychometrics account of mental speed that decomposes the relationship between mental speed and intelligence. We summarize research employing mathematical models of cognition and chronometric analyses of neural processing to identify distinct stages of information processing strongly related to intelligence differences. Evidence from both approaches suggests that the speed of higher-order processing is greater in smarter individuals, which may reflect advantages in the structural and functional organization of brain networks. Adopting a similar neurocognitive-psychometrics approach for other cognitive processes associated with intelligence (e.g., working memory or executive control) may refine our understanding of the basic cognitive processes of intelligence.

A Spinach with A V on it

1990 ◽  
Vol 55 (1) ◽  
pp. 149-159 ◽  
Author(s):  
Parimala Raghavendra ◽  
Macalyne Fristoe
Keyword(s):  
Young Children ◽  
Perceptual Features ◽  
Emerging Literacy

To aid young children in learning and using Blissymbols, the characters are often enhanced by the drawing of additional components. Thirty standard or 30 enhanced Blissymbols, designed to represent familiar actions (10), attributes (10), and objects/entities (10), were shown to 20 normal 3-year-old children, who were asked to guess what they mean. Their responses were examined to learn what children perceive when they see such symbols. They mainly identified perceptual features and related elements of symbols to something with which they were familiar. The number of their guesses that referred to the embellishments of the enhanced Blissymbols was twice as great as the number that referred to the standard Blissymbol base. The results are discussed in terms of the role of enhancements and possible applications to symbol introduction, as well as an early glimpse at emerging literacy.

Spanish diminutives in mother–child conversations

2003 ◽  
Vol 30 (2) ◽  
pp. 281-304 ◽  
Author(s):  
GIGLIANA MELZI ◽  
KENDALL A. KING
Keyword(s):  
Gender Differences ◽  
Young Children ◽  
Language Development ◽  
Potential Role ◽  
Spanish Speaking ◽  
Gender And Age ◽  
Age Patterns ◽  
Early Acquisition

The present study examined gender and age patterns of diminutive use in conversations between 32 Spanish-speaking Peruvian mothers and their three- and five-year-old children. Results confirm previous findings concerning both parents' greater use of diminutives with younger children and children's early acquisition of this complex aspect of morphology. However, findings do not support previous studies on gender differences in parental use of diminutives with young children. Results also revealed that mothers' and children's imitations of their interlocutors' diminutized words promoted their interlocutors' overall diminutive use. This finding highlights the acute sensitivity of both speakers to each others' language and the potential role of imitation in older children's language development.

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