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 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.

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.

Children's Creative Thinking and Color Discrimination

1993 ◽  
Vol 76 (2) ◽  
pp. 595-598 ◽  
Author(s):  
Bruce A. Cameron ◽  
Donna M. Brown ◽  
David K. Carson ◽  
Sonya S. Meyer ◽  
Marx T. Bittner
Keyword(s):  
Creative Thinking ◽  
Divergent Thinking ◽  
Color Discrimination ◽  
Older Children ◽  
Better Than

60 children in Grades 3 through 6 from two schools were administered the Farnsworth Munsell 100-Hue Test and teachers provided a measure of different aspects of each child's creative thinking on the Williams Scale of Children's Divergent Thinking. Fluency and imagination scores were positively associated with color discrimination. While other dimensions of creative thinking did not correlate with color discrimination, some correlations suggested thematic connections between color discrimination and other manifestations of creative thinking as evaluated by teachers. Color discrimination was also positively associated with age, as older children differentiated between small differences in colors better than younger children. As intelligence or other variables may be relevant, further study is needed.

Parental influences on Chinese literacy development: A comparison of preschoolers in Beijing, Hong Kong, and Singapore

2000 ◽  
Vol 24 (1) ◽  
pp. 82-90 ◽  
Author(s):  
Hui Li ◽  
Nirmala Rao
Keyword(s):  
Hong Kong ◽  
Language Learning ◽  
Literacy Education ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Older Children ◽  
Literacy Environment ◽  
Literacy Teaching ◽  
Character Identification ◽  
Better Than

Parents of 480 Chinese preschoolers in Beijing, Hong Kong, and Singapore reported on their involvement in literacy teaching, the home literacy environment, and their beliefs about language learning. The preschoolers, ranging in age from 2 to 6 years, completed the Preschool and Primary Chinese Literacy Scale (PPCLS), in individual sessions. Results indicated significant age and societal differences on the total PPCLS score and also on the following subscales: Character Identification, Visual and Auditory Discrimination, and Word Recognition. In all three societies, older children outperformed younger children on these subscales. Preschoolers from Hong Kong and Singapore did significantly better than those from Beijing. Despite sociocultural variations (e.g., status of the Chinese language, government directives regarding the age at which to start literacy teaching, documented goals of the preschool curriculum), which contributed to societal differences, home literacy education significantly contributed to the prediction of Chinese literacy attainment in Beijing, Hong Kong, and Singapore.

Culturally Sensitive Normative Data for the Color Trails Test in the Indian Population

2019 ◽  
Vol 34 (6) ◽  
pp. 856-856
Author(s):  
K Indorewalla ◽  
M Lanca ◽  
J Osher ◽  
R Kartik ◽  
N Vaidya ◽  
...  
Keyword(s):  
Educational Attainment ◽  
Normative Data ◽  
Indian Population ◽  
Community Dwelling ◽  
Culturally Appropriate ◽  
Trail Making ◽  
Neurocognitive Measures ◽  
Healthy Community ◽  
Completion Times ◽  
Better Than

Abstract Objective The Color Trails Test (CTT) is a neuropsychological measure tapping into frontal and executive functioning, while at the same time minimizing the cultural and language barriers inherent in similar neurocognitive measures such as the Trail Making Test (TMT). This study generates culturally-appropriate normative data for the CTT in an adult Indian population. Method Six-hundred and sixty-nine cognitively healthy, community dwelling Indian individuals between ages 18 and 69 participated in the study. Eligible participants were stratified on the basis of age, gender, and educational attainment. Participant performance on the CTT and TMT were correlated to establish concurrent validity. Results Significant correlations were found between TMT-part A and CTT-part 1 (r = .61) and between TMT-part B and CTT-part 2 (r = .66). In addition to generating culturally-appropriate normative data, the current study found that age and educational attainment significantly impacted participant performance on CTT-Part 1 [F(4, 649) = 4.395, p = .002], whereas gender, along with age, and educational attainment significantly impacted performance on CTT-Part 2 [F(4,649) = 2.446, p = .045]. In general, younger participants with more educational attainment performed better on both parts of the CTT. Interestingly, older female participants with lower educational attainment performed better than their younger counterparts on CTT-Part 2, whereas no such findings were noted for male participants. Conclusions Age, gender, and educational attainment are important factors to consider when interpreting CTT completion times in the Indian population. Normative data generated from this study has important clinical implications and contributes to the growing body of culturally-appropriate normative data available for the Indian population.

Assessing Hedonic Bias in Emotional Scene Memory

2017 ◽  
Vol 225 (3) ◽  
pp. 223-231 ◽  
Author(s):  
Margaret M. Bradley ◽  
Marie Karlsson ◽  
Peter J. Lang
Keyword(s):  
Free Recall ◽  
Normative Data ◽  
Negativity Bias ◽  
Memory Biases ◽  
Unit Of Analysis ◽  
Positivity Bias ◽  
Clinical Investigations ◽  
Different Types ◽  
Emotional Events ◽  
Better Than

Abstract. Across studies, memory for emotional events has shown a positivity bias, a negativity bias, and/or an arousal bias, and different types of memory biases have been reported in patients diagnosed with anxiety and mood disorders. Here, we investigated hedonic bias in memory for emotionally evocative scenes in a large sample (n = 625) of healthy young adults, in order to provide normative data on effects of pleasure, arousal, and content on immediate free recall that could facilitate future clinical investigations. Participants first viewed and rated a set of 60 pictures, followed by an unexpected memory test. Across participants, memory data was obtained for 360 different pictures, which served as the unit of analysis. There was neither a systematic positivity nor negativity bias in free recall of emotionally arousing scenes. Rather, memory was enhanced for scenes rated as highly arousing, whether pleasant or unpleasant, with those depicting romantic/sexual love and death/violence remembered equally well, and significantly better than other hedonic contents. Gender differences were not strong. Taken together, these data provide a basic science foundation for assessing hedonic bias in clinical populations.

Acquisition of doubly articulated stops among Ga-speaking children

2021 ◽  
Vol 42 (1) ◽  
pp. 101-146
Author(s):  
Felix Kpogo ◽  
Virginia C. Mueller Gathercole ◽  
Jonathan Nsiah Tetteh
Keyword(s):  
Picture Naming ◽  
Speech Sound ◽  
Age Groups ◽  
Naming Task ◽  
Older Children ◽  
Specific Factors ◽  
Better Than

Abstract This study investigates the acquisition of labio-velar stops by Ga-speaking children in Ghana. Such stops were elicited in initial, intervocalic, and pre-lateral positions through a picture naming task. Sixty Ga-dominant and Ga-English children at 5-, 61/2-, and 8-years of age were tested. All age groups showed some difficulty with the doubly articulated stops, but this was relative to voicing, phonological environment, age, and input. Performance on the voiceless labio-velar stop was better than on the voiced labio-velar stop, and better in intervocalic position than in word-initial and pre-lateral positions. Older children performed better than younger children and Ga-dominant children better than Ga-English children. Performance was better when children did not receive a prompt than when they did. Analysis of modifications reveals frequent processes of simplification to labial singleton stops, some voicing changes, and the occurrence of processes of vowel insertion between the stops and /l/. These findings are discussed in terms of universals of speech sound acquisition, the role of input, and the influence of language-specific factors on children’s performance.

Friendships and Social Interactions of School-Aged Children With Migraine

Cephalalgia ◽  
2008 ◽  
Vol 28 (7) ◽  
pp. 734-743 ◽  
Author(s):  
K Vannatta ◽  
EA Getzoff ◽  
DK Gilman ◽  
RB Noll ◽  
CA Gerhardt ◽  
...  
Keyword(s):  
Social Functioning ◽  
Older Children ◽  
School Students ◽  
School Aged Children ◽  
School Based ◽  
Behavioural Difficulties ◽  
The Social ◽  
The Impact ◽  
Better Than

We set out to evaluate the friendships and social behaviour of school-aged children with migraine. Concern exists regarding the impact of paediatric migraine on daily activities and quality of life. We hypothesized that children with migraine would have fewer friends and be identified as more socially sensitive and isolated than comparison peers. Sixty-nine children with migraine participated in a school-based study of social functioning. A comparison sample without migraine included classmates matched for gender, race and age. Children with migraine had fewer friends at school; however, this effect was limited to those in elementary school. Behavioural difficulties were not found. Middle-school students with migraine were identified by peers as displaying higher levels of leadership and popularity than comparison peers. Concern may be warranted about the social functioning of pre-adolescent children with migraine; however, older children with migraine may function as well as or better than their peers.

Sex Differences in Verbal and Spatial Ability Reconsidered in Relation to Body Size Lung Volume, and Sex Hormones

2003 ◽  
Vol 96 (3_suppl) ◽  
pp. 1347-1360 ◽  
Author(s):  
Üner Tan ◽  
Mukadder Okuyan ◽  
Tugba Albayrak ◽  
Ahmet Akgun
Keyword(s):  
Sex Differences ◽  
Body Size ◽  
Mental Rotation ◽  
Sex Difference ◽  
Sex Hormones ◽  
Lung Volume ◽  
Verbal Ability ◽  
Mental Rotation Task ◽  
Intelligence Test ◽  
Better Than

Sex differences in verbal and nonverbal abilities were reconsidered in relation to bodily measures and sex hormones in Turkish university students. Perceptual-verbal ability was evaluated using As Test. To assess the nonverbal abilities, the mental rotation test and Cattell's Culture Fair Intelligence Test were used. As expected, the 53 women performed better than men on the As Test; 79 men had a higher mean than the 53 women on the mental rotation task; there was no sex difference on Cattell's IQ Test. Cattell IQs correlated only with tidal volume of lungs. Scores on the As Test did not show significant correlations with body size and lung capacities. Mental rotation was significantly correlated with height, weight, and lung volume. With covariates of height, weight, and vital capacity, sex differences in mental rotation completely disappeared, but the difference on the As Test increased while Cattell IQ remained sex-neutral. With testosterone as covariate, the sex difference on the As test increased but on the mental rotation task disappeared; Cattell IQ was sex-neutral. With covariates of estradiol and progesterone, sex differences on the As test disappeared; mental rotation scores and Cattell IQ were not influenced. Under a combined covariation of height, weight, and testosterone, sex differences in mental rotation reversed, women scoring better than men; after adding estradiol or progesterone instead of testosterone to this model, sex differences on mental rotation completely disappeared, but verbal ability and Cattell IQ were not changed. These results suggest that Cattell's Culture Fair Intelligence Test is unique in resistance to sex differences; perceptual-verbal ability was the most sex-specific mental trait but with dependence on estradiol; mental rotation, on the contrary, was least sex-specific, depending on body size, lung volume, sex hormones, and their combined actions, which explains women's better performance.

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