Measuring the Size of Working Memory in Very Young Children: The Imitation Sorting Task

1994 ◽  
Vol 17 (1) ◽  
pp. 125-141 ◽  
Author(s):  
I. Ercan Alp

Development of working memory in the transitional period from infancy to preschool years was investigated from a neo-Piagetian perspective. A new task, the Imitation Sorting Task, was specifically designed for this purpose. The task involves a game of imitation. An increasing number of disparate objects are sorted into two containers and the child is asked to reproduce each demonstrated sorting. The number of objects in the largest set that the child can successfully sort in imitation determines the child's score on the task. The task was administered three times to children from 12 to 36 months of age. Scores increased in a linear fashion with age in all three administrations. Upon retesting within a few weeks after the original administration, children's score and rank remained very similar. Their score increased at the follow-up after 6 months, but their rank still remained similar to their original rank. The age-related increase in the scores appears to be about one unit every six months in this age range.

Cephalalgia ◽  
2004 ◽  
Vol 24 (2) ◽  
pp. 120-127 ◽  
Author(s):  
SW Powers ◽  
SR Patton ◽  
KA Hommel ◽  
AD Hershey

The aim of this study was to measure quality of life (QOL) across a broad age range of paediatric migraine patients. Children and adolescents ( n = 686) with migraine completed the Pediatric Quality of Life Inventory, version 4.0 (PedsQL 4.0) and a standardized headache assessment at an initial clinic visit. The sample size for each PedsQL age group was: age 2-4 = 21, age 5-7 = 86, age 8-12 = 298, and age 13-18 = 281. Mean total score was 72.7 ± 14.8, significantly less than healthy norms ( P < 0.01). Teens reported lower School Functioning than older and young children ( P < 0.05) and young children reported lower Social Functioning than older children and teens ( P < 0.001). A moderate relation was found between self and parent report. Age-related effects on QOL have implications for the evaluation and management of migraine in paediatric practice. The self and parent report forms of the PedsQL can be used in a practice setting.


2013 ◽  
Vol 106 (8-9) ◽  
pp. 463
Author(s):  
M. Veyrier ◽  
C. Ducreux ◽  
R. Henaine ◽  
A. Bozio ◽  
F. Sassolas ◽  
...  

1998 ◽  
Vol 82 (3_suppl) ◽  
pp. 1107-1113 ◽  
Author(s):  
Bonnie C. Nicholson ◽  
Patricia C. Janz ◽  
Robert A. Fox

The effectiveness of a brief parental-education program for 40 families with very young children was studied. Families were assigned to either a parental-education or waiting-list control group. The parental-education program included information and strategies drawn from developmental and cognitive psychology and social learning theory. Analysis showed that participating parents significantly reduced their use of corporal and verbal punishment, changed their parenting attitudes, and improved their perceptions of their children's behavior in comparison to the control group. Effects were maintained at six weeks follow-up. Results supported tailoring parental-education programs to the unique needs of participants.


2014 ◽  
Vol 13 (2) ◽  
pp. 196-203 ◽  
Author(s):  
Loyola V. Gressot ◽  
Sudhakar Vadivelu ◽  
Steven W. Hwang ◽  
Daniel H. Fulkerson ◽  
Thomas G. Luerssen ◽  
...  

Object Cervical spondylolysis is a rare condition that results from a pars interarticularis defect. The C-6 level is the most frequently involved site in the cervical spine. Its clinical presentations range from incidental radiographic findings to neck pain and, rarely, neurological deficits. Although 150 patients with subaxial cervical spondylolysis have been reported, a mere 24 adult and pediatric patients with C-2 spondylolysis have been described. The long-term outcomes of very young children with bilateral C-2 spondylolysis are of great interest, yet only a few longitudinal studies exist. Methods The authors retrospectively reviewed 5 cases of bilateral C-2 spondylolysis at Texas Children's Hospital and Riley Children's Hospital; these were combined with 5 other cases in the literature, yielding a total of 10 patients. Data regarding the patients' age, sex, C2–3 angulation and displacement, associated spine anomalies, neurological deficits, treatment, and most recent follow-up were recorded. Results The patients' ages ranged from 3 to 36 months (mean 12.9 months). There were 6 boys and 4 girls. The C2–3 angulation, displacement, and width of pars defect were measured when available. The mean C2–3 angulation was 9.5° (range 1–34°), the mean C2–3 displacement was 4.78 mm (range 1.1–10.8 mm), and the mean width of the pars defect was 4.16 mm (range 0.9–7 mm). One patient developed myelopathy and spinal cord injury. All 10 of the patients were treated initially with conservative therapy: 3 with close observation alone, 1 with a rigid cervical collar, 4 with a Minerva jacket, 1 with a sternal-occipital-mandibular immobilizer, and 1 with a halo vest. Three patients ultimately underwent surgery for internal fixation due to progressive instability or development of neurological symptoms. All patients were neurologically intact at the last follow-up (mean 44.3 months, range 14–120 months). Conclusions Based on the literature and the authors' own experience, they conclude that most very young children with C-2 spondylolysis remain neurologically intact and maintain stability in long-term follow-up despite the bony defect. This defect is often an asymptomatic incidental finding and may be managed conservatively. More aggressive therapy including surgery is indicated for those patients with a neurological deficit from spinal cord compromise secondary to stenosis and local C-2 kyphosis, progressive deformity, or worsening C2–3 instability.


2020 ◽  
Author(s):  
Chi Ngo ◽  
Susan L. Benear ◽  
Haroon Popal ◽  
Ingrid R. Olson ◽  
Nora Newcombe

Popular computational models of memory have posited that the formation of new semantic knowledge relies on generalization from memories of specific but related episodes, at least when it occurs rapidly. This view predicts a contingency between new generalizations and episodic memory. However, very young children readily accumulate semantic knowledge at a time when their episodic memory capacities are fragile. This phenomenon challenges the notion that semantic knowledge acquisition and rapid generalization are necessarily gated by episodic memory. Here, we tested whether generalization depends on memory for individual episodes in children from 3 to 8 years of age and contrasted their performance with adults. We found that the interdependence of generalization and episodic memory changed across development. Young adults’ generalization success was contingent on their memories for an item linked to its episodic context. In contrast, generalization by young children was contingent on memories of the specific identity of items and the availability of the conceptual common ground linking related episodes. This age-related contrast favors models of memory that can account for the relations between rapid generalization and episodic memory in immature systems.


2021 ◽  
Vol 2 (3) ◽  
pp. 303-313 ◽  
Author(s):  
Pauline Roberts

Science education in the early years has been found to be lacking when compared to other content areas, specifically numeracy and literacy. It has been suggested that this lack of opportunity for young children to learn science is due to educator’s lack of confidence to teach science, fuelled by concerns regarding a reduced understanding of science concepts.  For young children, however, science is everywhere and is embedded in all aspects of their lives as they explore and interact to make sense of the world around them. Given this natural connection to science, it is important for educators to notice and respond to children’s interest to encourage science learning to occur. This paper reports on an exploratory research study in which children took the leading role in inquiry-based interactions during off-site school days that took place within a metropolitan city zoo. Through the collection of observations and interactions with the research, several inquiries were documented. The children challenged the educators within the program to follow up on questions posed by them and engage the children across a broad age range in an inquiry to answer these questions.


PEDIATRICS ◽  
2004 ◽  
Vol 114 (6) ◽  
pp. 1601-1605 ◽  
Author(s):  
S. A. Weinzimer ◽  
J. H. Ahern ◽  
E. A. Doyle ◽  
M. R. Vincent ◽  
J. Dziura ◽  
...  

2014 ◽  
Vol 65 (12) ◽  
pp. 1452-1457 ◽  
Author(s):  
Susan dosReis ◽  
Ming-Hui Tai ◽  
David Goffman ◽  
Sean E. Lynch ◽  
Gloria Reeves ◽  
...  

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