scholarly journals PROGRAMA ADHISO PARA LA MEJORA DE LAS FUNCIONES EJECUTIVAS EN NIÑOS DE INFANTIL CON SINTOMATOLOGÍA TDAH

2016 ◽  
Vol 2 (1) ◽  
pp. 155
Author(s):  
Noelia García González ◽  
Mª Angélica Calleja González ◽  
Benito Arias Martínez
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Self Regulation ◽  
School Education ◽  
Self Control ◽  
Temporal Orientation ◽  
Metacognitive Skills ◽  
Unique Case ◽  
Preventive Program ◽  
Adhd Symptomatology

Abstract:This paper intends to present the preventive program called ADHISO, designed for the improvement in the attention and cognitive skills as well as the reduction of hyperactive and impulsive behaviour in the students of pre-school education with ADHD symptomatology. A good executive functioning is essential for proper cognitive and behavioural development (Barkley, 1998; Burgess and Simons, 2005; Diamond, 2005; Raiker, et al., 2012). For this reason, the proposed objectives are focused on assisting the skills at delayed attention, perception, organization and spatial-temporal orientation, memory and meta-cognitive abilities, guided by self-instructions that allow to benefit the self-regulation of the students that present ADHD symptomatology. The program was applied to four students of ages between four and six years, by means of an A-B design of unique case. The outcomes of the program confirm an improvement in the attention, memory and perception in all the four subjects. One of the strengths of the ADHISO program seems to be its contribution to the development of competences in self-control of the behaviour, metacognitive skills and self-instructions.Keywords: preventive program, pre-school education, executive functions, ADHDResumen:Este trabajo pretende dar a conocer el programa preventivo ADHISO diseñado para la mejora de las habilidades atencionales y cognitivas, así como las conductas hiperactivas e impulsivas de los alumnos de educación infantil que presentan sintomatología TDAH. Un buen funcionamiento ejecutivo es fundamental para un adecuado desarrollo cognitivo y comportamental (Barkley, 1998; Burgess y Simons, 2005; Diamond, 2005; Raiker, et al., 2012). Por este motivo, los objetivos propuestos se centran en favorecer destrezas en atención demorada, percepción, organización y orientación espacio-temporal, memoria y habilidades meta-cognitivas, guiados a través de autoinstrucciones que permiten favorecer la autorregulación de los alumnos que presentan sintomatología TDAH. El programa se aplicó a cuatro alumnos de edades incluidas entre los 4 y los 6 años, mediante un diseño A-B de caso único. Los resultados obtenidos confirman una mejoría en la atención, memoria y percepción en los cuatro sujetos. Uno de los puntos fuertes del programa ADHISO parece ser su contribución al desarrollo de las competencias en autocontrol del comportamiento, habilidades metacognitivas y autoinstrucciones.Palabras clave: Programa preventivo, educación infantil, funciones ejecutivas, TDAH

School Educational Standards and Metadisciplinarity: Plans, Realities and Risks of Innovation

2017 ◽  
Vol 5 (6) ◽  
pp. 25-33
Author(s):  
И. Синельников ◽  
I. Sinel'nikov
Keyword(s):  
Communication Skills ◽  
Cognitive Skills ◽  
Self Regulation ◽  
School Education ◽  
Point Of View ◽  
Educational Standards ◽  
Actual Problem ◽  
Russian School

The article is devoted to the actual problem of updating of Russian school education — the issue of the formation of universal cognitive skills, communication skills and self-regulation. The process of introducing innovation is analyzed from the point of view of the current world trends in the development of education, from the perspective of the evolution of the approaches presented in the Russian school educational standards of 2004 and 2009-2012, in the context of emerging problems and potential threats — risks.

scholarly journals Cognitive capacities for cooking in chimpanzees

2015 ◽  
Vol 282 (1809) ◽  
pp. 20150229 ◽  
Author(s):  
Felix Warneken ◽  
Alexandra G. Rosati
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Causal Reasoning ◽  
Self Control ◽  
Last Common Ancestor ◽  
Cognitive Capacities ◽  
Causal Understanding ◽  
Anticipatory Planning ◽  
Raw Foods ◽  
Important Shift

The transition to a cooked diet represents an important shift in human ecology and evolution. Cooking requires a set of sophisticated cognitive abilities, including causal reasoning, self-control and anticipatory planning. Do humans uniquely possess the cognitive capacities needed to cook food? We address whether one of humans' closest relatives, chimpanzees ( Pan troglodytes ), possess the domain-general cognitive skills needed to cook. Across nine studies, we show that chimpanzees: (i) prefer cooked foods; (ii) comprehend the transformation of raw food that occurs when cooking, and generalize this causal understanding to new contexts; (iii) will pay temporal costs to acquire cooked foods; (iv) are willing to actively give up possession of raw foods in order to transform them; and (v) can transport raw food as well as save their raw food in anticipation of future opportunities to cook. Together, our results indicate that several of the fundamental psychological abilities necessary to engage in cooking may have been shared with the last common ancestor of apes and humans, predating the control of fire.

Modeling Causal Relationships Among Giftedness Structure Variables

2021 ◽  
Vol 11 (21) ◽  
pp. 89-122
Author(s):  
Mahmoud Fathey Okasha ◽  
Amany Farahat Abdalmageed
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Creative Thinking ◽  
Cognitive Theory ◽  
Structural Model ◽  
High Impact ◽  
Female Students ◽  
Causal Relationships ◽  
Metacognitive Skills ◽  
Secondary Grades

The present research aimed at identifying the interrelationships between cognitive, meta-cognitive, and extra-cognitive abilities, and exploring the paths of causal relationships between the constituent variables of the model, as well as verifying the suitability of the structural model with its various components in the interpretation of giftedness. The research sample consisted of (130) male and female students in secondary grades one and two in Technology and Sciences School for gifted in Cairo (STEM Egypt), (32) female students, and (98) male students. The sample's aged between (15-17) years with an average of 15.87 years and a standard deviation of 1.13 degree. The instruments of the study were applied on them after checking their psychometric properties. These tools were: Raven's Progressive Matrices test (Abu Hatab, 1977), and Torrance creative thinking test (photo B) (Sulaiman & Abu Hatab, 1976), as well as a computerized battery that includes a computerized task specific metacognitive skills test, and a computerized Extra-cognitive abilities scale. The research concluded that there is a high impact of meta-cognitive abilities on cognitive abilities, except achievement, and high impact of extra-cognitive abilities on meta-cognitive skills. The results also showed the relevance of the proposed model with its variables in the interpretation of giftedness structure. Keywords: giftedness structure model, developmental cognitive theory of giftedness, meta cognitive abilities, extra-cognitive abilities.

scholarly journals A Household Study of Self-Regulation in Children

2012 ◽  
Vol 71 (4) ◽  
pp. 215-226 ◽  
Author(s):  
Reinhard Drobetz ◽  
Andreas Maercker ◽  
C. Katharina Spiess ◽  
Gert G. Wagner ◽  
Simon Forstmeier
Keyword(s):  
Personality Traits ◽  
Parenting Styles ◽  
Cognitive Abilities ◽  
Self Regulation ◽  
Maternal Sensitivity ◽  
Delay Of Gratification ◽  
Self Control ◽  
Behavioral Measures ◽  
Children And Parents ◽  
Intergenerational Links

Delay of gratification (DoG) and delay discounting (DD) are behavioral measures of self-regulation and impulsivity. Whereas DoG refers to the postponement of gratification, DD involves the devaluation of a reward over time. Previous studies have demonstrated associations between paternal self-control, paternal personality traits, parenting styles, maternal intelligence, and children’s self-regulation. The present study explored intergenerational links between mothers’ and child’s self-regulation and maternal antecedents of children’s DoG. We analyzed 267 mother-child dyads in the German Socio-Economic Panel (SOEP) Children’s Study. Measures included an experiment using gummy bears as rewards to assess DoG in children and monetary choice procedures to assess DD in mothers. Additionally, cognitive abilities and personality traits of mothers and children were assessed. The main result was that the children’s age and breastfeeding were significant predictors of DoG in children, even when we controlled for other influences such as maternal cognitive abilities and personality traits. We explain the result in the context of previous findings concerning attachment security, bonding, maternal sensitivity, children’s self-regulation of energy intake, neuroscientific evidence, and breastfeeding. Further studies should use equivalent measures of DoG in children and parents to further explore this link between breastfeeding and DoG in a genetically sensitive design.

scholarly journals STEAM education- metacognition – Specific Learning Disabilities

2021 ◽  
Vol 14 (10) ◽  
Author(s):  
Niki Lytra ◽  
Athanasios Drigas
Keyword(s):  
Learning Disabilities ◽  
Cognitive Skills ◽  
Self Regulation ◽  
Cognitive Disorders ◽  
Specific Learning Disabilities ◽  
Self Awareness ◽  
Metacognitive Skills ◽  
Self Monitoring ◽  
And Mathematics ◽  
Specific Learning

Students with Specific Learning Disabilities, tend to have low academic performance because of the cognitive disorders and deficits of their working memory, as well as executing fuctions like these of processing - organizing and recalling information. Development of the Metacognitive skills, like those that presented by Drigas & Mitsea (2020), as 8 pillars of Metacognition, such as self-Awareness, self-Monitoring and Self-Regulation, helping these students recognize their weaknesses and introduce strategies and tactics will assist them to compensate their cognitive deficits, by becoming more flexible and adapt to any changes coming up, better. STEAM (Science, Technology, Engineering, Art, and Mathematics) education involves students in the education process, via a multifaceted and multi-sensory approach of to develop Meta-cognitive Skills, control the way they learn while building up the necessary knowledge, in order to secure equal academic and career opportunities. As a result, their independence and self-esteem being boosted preparing them to come up against 21st century challenges.

scholarly journals Metacognition, Mindfulness and Robots for Autism Inclusion

2020 ◽  
Vol 8 (2) ◽  
pp. 4
Author(s):  
Eleni Mitsea ◽  
Niki Lytra ◽  
Antigoni Akrivopoulou ◽  
Athanasios Drigas
Keyword(s):  
Environmental Changes ◽  
Neurodevelopmental Disorder ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Metacognitive Skills ◽  
Autistic Children ◽  
Memory Mechanism ◽  
Self Evaluation ◽  
The Impact

<p class="0abstract">Autism is a neurodevelopmental disorder with multi factorial causes, characterized by major cognitive deficits in communication, socialization and emotion recognition and management. Children with autism face a memory mechanism malfunction, difficulty in the control processes (i.e attentional regulation and / or organizing their knowledge in order to make the appropriate decisions solving problems), making it difficult for them, adapt to various environmental changes. Many researchers have shown the effectiveness of robots in developing metacognitive skills to autistic children, as well as in improving social skills, emotion awareness and communication. This article highlights the detailed research took place between 2010 - present, while examining the impact of robots on autistic children through their interaction, use of art, programming, cooperative games and mindfulness training. The outcome of this review emphasizes to the ability of children, to manage and develop mechanisms such as self-control, self-reflection, visualization, focus attention, self-evaluation, self-regulation among others, necessary for their self-awareness. These results to helping children develop the higher mental abilities needed, so that decision-making and problem-solving achieved in their daily life.  </p>

scholarly journals Self-Management Skills and Student Achievement – A Pilot Study

2021 ◽  
Author(s):  
Maria Magdalena Stan
Keyword(s):  
Student Achievement ◽  
Academic Success ◽  
Cognitive Abilities ◽  
Self Regulation ◽  
Self Control ◽  
Self Management ◽  
Management Skills ◽  
Wide Range ◽  
Will Power ◽  
Emotional Strength

The adaptation pressure of youths to a labor market with a low predictability degree determines the necessity of developing certain competences which can be easily transferrable and which can ensure the personal and professional success. We have considered non cognitive abilities (attitudes, emotions, behaviours) which proved to be significant predictors of success and mental health (Heckman, 2008) and which contribute significantly to a rise in emotional strength and to a wide range of adaptative strategies imposed by contemporary society (Opre et al., 2018). The speciality literature confirms the importance of non-cognitive abilities in the students’ / pupils’ academic success (Heckman et al., 2006; Heckman, 2008; Deming, 2015; Balica et al., 2016). The predictability degree of diverse non cognitive abilities over academic success is different as most studies do not supply relevant data about abilities such as self-efficacy, growth mindset or social awareness (Claro & Loeb, 2019), while abilities like self-management defined as the ability to regulate one’s emotions, thoughts, and behaviors in different situations (Duckworth & Carlson, 2013) represents a good predictor of academic achievement (Blair & Raver, 2015; Riggs et al., 2016). We consider self-management as being that umbrella construct which refers to abilities such as self-control, self-regulation, self-discipline, will power and self-power (Duckworth & Kern, 2011). Under the circumstances in which students with major risk abandonment participate in specific activities to develop personal, socio-emotional and learning management abilities, our study proposes to examine the variation of self-management abilities of students who participated in these activities and of students who did not participate in the activities and who are not prone to risk abandonment. Also, we wish to investigate if there is a relation between students’ self-management abilities and student achievement.

scholarly journals Preventive Program of Psychological and Pedagogical Support of Students at the Stage of Preparation for the Final Certification “STOP-Stress”

2020 ◽  
Vol 17 (4) ◽  
pp. 25-30
Author(s):  
Ju. V. Varlakova
Keyword(s):  
Graduate Students ◽  
Cognitive Processes ◽  
Mental Stress ◽  
Educational Institution ◽  
Self Regulation ◽  
Self Control ◽  
Stressful Situation ◽  
Preventive Program ◽  
Cognitive Component ◽  
Final Exams

The preventive program of psychological and pedagogical support of students at the stage of preparation for the final certification “STOP-stress” helps to create a positive emotional background, the development of positive thinking and stress resistance, which increases the chances of graduating school students to successfully pass the final certification in the form of the Main State Exam / Unified State Exam and further professional self-realization students. The program presents a model of psychological and pedagogical support of students aged 14 to 17 years at the stage of graduation from secondary (9th grades) and senior (11th grades) schools. The program of training sessions “STOP-stress” was developed with the aim of solving a problematic situation that arises among graduate students during the period of self-preparation for the final exams. This situation is associated with an annual increase in the level of anxiety and emotional and mental stress in the process of intense mental stress (personality component), low ability for self-organization and mobilization of cognitive processes in a stressful situation (cognitive component), lack of skills in constructive re-sponse to stress and with a low level of self-control their emotions and regulation of their state as a whole (procedural component). This, in the end, affects the general psychological readiness to pass the final certification. The developed program for the prevention of exam stress according to the principle of operation of the “STOP tool” contributes to an increase in the level of mobilization and the development of psychological stability of graduate students. The program includes a set of exercises and problem situations aimed at: developing psychologically stable qualities and constructive behavior models, generally contributing to a decrease in the level of anxiety (personal component), as well as increasing the skills of self-control and self-regulation (procedural component) and the ability to self-organize and activation of cognitive processes (cognitive component). The developed program can be useful to a number of different specialists: educational psychologists, social educa-tors, methodologists working in the field of education at the stage of teaching children in a general educational institution during their preparation for passing the final exams in the form of the Main State Exam / Unified State Exam.

Evaluation of the effects of the preventive program Saluda according to the age of the participants / Evaluación de los efectos del programa preventivo Saluda según la edad de los participantes

2009 ◽  
Vol 9 (1) ◽  
Author(s):  
Juan Ramón Pereira ◽  
José M. García-Fernández
Keyword(s):  
At Risk ◽  
Alcohol Abuse ◽  
Young Women ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Risk Group ◽  
Preventive Program ◽  
Future Studies ◽  
The One ◽  
The Relationship

El objetivo de la presente investigación fue conocer los efectos del programa preventivo Saluda en dos rangos de edad: adolescencia temprana y adolescencia media. Para ello se utilizó una muestra de 543 estudiantes de educación secundaria con edades comprendidas entre los 11 y los 16 años. Se llevó a cabo un análisis intergrupal mediante una prueba ANOVA de un factor con prueba de Schefée y tamaños del efecto para las comparaciones significativas. Los resultados obtenidos confirman que el programa se muestra eficaz para ambos rangos de edad, aunque se identifican efectos específicos. La magnitud del cambio es mayor en el rango de edad de 11 a 13 años en cuanto a la norma percibida, frecuencia e intención de consumo, mientras que el efecto del programa en la variable percepción de riesgo es similar en los dos rangos de edad. Abstract Empirical evidence has shown that alcohol abuse may negatively affect to certain cognitive functions. The aim of this paper was to analyze the relationship between alcohol consumption and certain cognitive abilities (memory, perception and reasoning) in university students. Two questionnaires were used to assess the young women addictive profile and to assess several the subjects' performance on tasks involving cognitive skills. A total of 100 women between 18 and 25 years, divided into two groups following the WHO criteria was involved in the study: consumers at risk (n = 31) and low-risk users (n = 69). In terms of results, on the one hand, the consumers at risk group showed a more severe pattern of consumption in terms of substance, frequency of consumption and rates of fulfill criteria for abuse. Furthermore, in terms of cognitive abilities significant differences between groups in abstract reasoning and perception were found. The results show trends of how alcohol abuse might affect cognitive functioning in young women. Future studies could deepen the deficit and bring light into the improvement of preventive and therapeutic techniques in this field.

Parasympathetic Concomitants of Habitual, Spontaneous, and Instructed Emotional Suppression

2017 ◽  
Vol 31 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Asmir Gračanin ◽  
Igor Kardum ◽  
Jasna Hudek-Knežević
Keyword(s):  
Negative Emotion ◽  
Self Regulation ◽  
Experimental Manipulation ◽  
Task Demands ◽  
Self Control ◽  
Integration Model ◽  
Sinus Arrhythmia ◽  
Emotional Suppression ◽  
Emotion Experience ◽  
Similar Relation

Abstract. The neurovisceral integration model proposes that different forms of self-regulation, including the emotional suppression, are characterized by the activation of neural network whose workings are also reflected in respiratory sinus arrhythmia (RSA). However, most of the previous studies failed to observe theoretically expected increases in RSA during emotional suppression. Even when such effects were observed, it was not clear whether they resulted from specific task demands, a decrease in muscle activity, or they were the consequence of more specific self-control processes. We investigated the relation between habitual or trait-like suppression, spontaneous, and instructed suppression with changes in RSA during negative emotion experience. A modest positive correlation between spontaneous situational and habitual suppression was observed across two experimental tasks. Furthermore, the results showed greater RSA increase among participants who experienced higher negative affect (NA) increase and reported higher spontaneous suppression than among those with higher NA increase and lower spontaneous suppression. Importantly, this effect was independent from the habitual suppression and observable facial expressions. The results of the additional task based on experimental manipulation, rather than spontaneous use of situational suppression, indicated a similar relation between suppression and RSA. Our results consistently demonstrate that emotional suppression, especially its self-regulation component, is followed by the increase in parasympathetic activity.

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