scholarly journals Peer Acceptance and Cognitive Development

1999 ◽  
Vol 84 (2) ◽  
pp. 611-616 ◽  
Author(s):  
F. F. Sisto ◽  
S. Urquijo ◽  
M. T. C. C. Souza
Keyword(s):  
Cognitive Development ◽  
Low Socioeconomic Status ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Peer Group ◽  
Peer Acceptance ◽  
Low Socioeconomic ◽  
Socially Isolated ◽  
Mental Imaging ◽  
Group Acceptance

To verify whether development of cognitive skills and peer acceptance are necessarily linked, 212 students of low socioeconomic status in the first, second, and third grades of a public school in Brazil were studied. A sociometric evaluation of peer group acceptance in play and study situations was conducted. The cognitive tasks were the mental imaging and conservation of mass and length (operative casks) as well as location of dice and equidistancing arrangements (creation of possibilities tasks). Analysis showed the children identified as desirable study companions had highly developed general cognitive abilities, and those chosen as desirable for both study and play not only had highly developed general cognitive abilities but also highly developed operativeness. Children who were socially isolated, however, had even higher mean cognitive assessment score in relation to both creation of possibilities and general cognitive development than did those with ratings of negative or positive salience.

scholarly journals The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective

2019 ◽  
Author(s):  
Peng Peng ◽  
Rogier Kievit
Keyword(s):  
Academic Achievement ◽  
Cognitive Development ◽  
Low Socioeconomic Status ◽  
Indirect Effects ◽  
Cognitive Abilities ◽  
Transactional Model ◽  
Low Socioeconomic ◽  
Positive Effects ◽  
Academic Instruction ◽  
Bidirectional Relations

The development of academic achievement and cognitive abilities is critical for child development. In this article, we review evidence from recent research on the bidirectional relations between academic achievement and cognitive abilities. Our findings suggest that (a) reading/mathematics and working memory/reasoning/executive function predict each other in development; (b) direct academic instruction exerts positive effects on reasoning development; and (c) such cognitive-academic bidirectional relations seem weaker among children with disadvantages (e.g., with special needs or low socioeconomic status). Together, these findings are in line with the theory of mutualism and the transactional model. They suggest that sustained and high-quality schooling/education directly fosters children’s academic and cognitive development, and may have indirect effects on academic and cognitive development by triggering cognitive-academic bidirectionality.

Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery to Identify the Gifted/Talented: An Investigation of Demographic Effects and Norming Plans

2018 ◽  
Vol 62 (2) ◽  
pp. 193-209 ◽  
Author(s):  
Carol A. Carman ◽  
Christine A. P. Walther ◽  
Robert A. Bartsch
Keyword(s):  
Low Socioeconomic Status ◽  
Cognitive Abilities ◽  
English Language ◽  
Demographic Variables ◽  
Language Learner ◽  
School Level ◽  
Gifted Identification ◽  
Low Socioeconomic ◽  
Demographic Groups ◽  
Cognitive Abilities Test

The nonverbal battery of the Cognitive Abilities Test (CogAT) is one of the two most common nonverbal measures used in gifted identification, yet the relationships between demographic variables and CogAT7 performance has not yet been fully examined. Additionally, the effect of using the CogAT7 nonverbal battery on the identification of diverse demographic groups based on various norming, cutoff, and modifier plans has only just begun to be explored. In this study, we analyzed the CogAT7 nonverbal battery scores of kindergartners from a very large urban school district with a high minority, low socioeconomic status, and high English language learner population to determine the relationships between demographic variables and CogAT performance. The results suggest relationships between CogAT scores and multiple demographic variables, similar to other nonverbal instruments. We also examined the effects of various norming practices, including school-level and group-specific norming, on identification using the CogAT7 nonverbal battery.

Properties of adult and adolescent mothers' speech, children's verbal performance and cognitive development in different socioeconomic groups: a longitudinal study

2002 ◽  
Vol 22 (2) ◽  
pp. 173-196 ◽  
Author(s):  
Véronique Lacroix ◽  
Andrée Pomerleau ◽  
Gérard Malcuit
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Development ◽  
Adolescent Mothers ◽  
Low Socioeconomic Status ◽  
Free Play ◽  
Low Socioeconomic ◽  
Socioeconomic Groups ◽  
Form And Function ◽  
Middle Socioeconomic Status ◽  
And Function

The research analysed longitudinally the properties of maternal utterances and their relation with child's language and cognitive development. The sample consisted of 125 mother-child dyads divided in three groups: 32 adolescent mothers, 54 adult mothers of low socioeconomic status (LSES), and 39 adult mothers of middle socioeconomic status (MSES). The form and function of each mother's utterances to her child at 18, 30 and 36 months of age were evaluated during a free-play session in the laboratory. Results showed differences between the three groups in the properties of maternal utterances. Adolescent and adult LSES mothers used more utterances that controlled or directed what the child was doing, and fewer utterances that informed or questioned the child. During their second and third year of life, children from the MSES group obtained higher scores than children of adolescent and adult LSES mothers on measures of language and cognitive development. Multiple regression analysis revealed that the forms and functions of maternal utterances were important predictors of child development. Most importantly, the forms and functions of maternal utterances from 18 to 36 months explained 45% of the variance in the children's score on the Stanford-Binet.

Contradictory explanatory models of doctors and ischemic heart patients with low health literacy

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Rasmussen ◽  
C Overgaard
Keyword(s):  
Health Literacy ◽  
Low Socioeconomic Status ◽  
Cognitive Abilities ◽  
Explanatory Models ◽  
Ischemic Heart ◽  
Low Socioeconomic ◽  
Heart Patients ◽  
Socially Disadvantaged ◽  
Low Health Literacy ◽  
The Social

Abstract Background Health literacy has been used to explain the social inequalities in ischemic heart disease that exists globally. However, most conceptualizations of health literacy employ an isolated focus on the patient's cognitive abilities without considering the social context. By using the cultural health capital framework, this paper aims at exploring how differences in social dispositions influence the interaction between doctors and ischemic heart patients with low health literacy and low socioeconomic status. Methods The paper is based on 30 qualitative interviews with Danish ischemic heart patients with low health literacy and low socioeconomic status and supplementary, contextual observations. The data collection was nationwide and carried out between October 2018 and August 2019. Results The findings showed that the patients and the doctors derived from different social spheres, which meant that they had developed dissimilar habitus and therefore used different explanatory models to understand and articulate the patient's problem. The doctors were primarily oriented towards the biomedical understanding of the malfunctioning of the body and therefore less aware of the patients' psychosocial illness experience. For the patients, these contradictions resulted in feelings of not being acknowledged, lack of trust in the healthcare system and disruption of treatment. Conclusions The findings suggest that to understand barriers for treatment of socially disadvantaged ischemic heart patients it is not only relevant to look at the patient's individual cognitive abilities but also to explore class-based contradictions in explanatory models between the patients and doctors. Key messages Health literacy should be understood as something embedded in the interplay between social structures and interpersonal dynamics. Contradictions in explanatory models may help explain barriers for treatment of socially disadvantaged ischemic heart patients.

scholarly journals Contextual factors in substance use: A study of suburban and inner-city adolescents

1999 ◽  
Vol 11 (4) ◽  
pp. 845-867 ◽  
Author(s):  
SUNIYA S. LUTHAR ◽  
KAREN D'AVANZO
Keyword(s):  
Substance Use ◽  
High School Students ◽  
Inner City ◽  
Low Socioeconomic Status ◽  
Externalizing Problems ◽  
Peer Acceptance ◽  
Classroom Behaviors ◽  
School Students ◽  
Low Socioeconomic ◽  
Internalizing And Externalizing

Objectives in this research were to examine contextual differences in correlates of substance use among high school students. The focus was on two broad categories of adjustment indices: personal psychopathology (internalizing and externalizing problems) and behaviors reflecting social competence (academic achievement, teacher-rated classroom behaviors, and peer acceptance or rejection). Associations between drug use and each of these constructs were examined in two sociodemographically disparate groups: teens from affluent, suburban families (n = 264), and low socioeconomic status adolescents from inner-city settings (n= 224). Results indicated that suburban youth reported significantly higher levels of substance use than inner-city youth. In addition, their substance use was more strongly linked with subjectively perceived maladjustment indices. Comparable negative associations involving grades and teacher-rated behaviors were found in both groups, and among suburban males only, substance use showed robust positive associations with acceptance by peers. Results are discussed in terms of developmental perspectives on adolescent deviance, contextual socializing forces, and implications for preventive interventions and treatment.

Syntax in Children's Written Composition, Socioeconomic Status, and Cognitive Development

1976 ◽  
Vol 20 (2) ◽  
pp. 202-222 ◽  
Author(s):  
Lee Owens
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Development ◽  
Low Socioeconomic Status ◽  
Socioeconomic Background ◽  
Written Composition ◽  
Low Socioeconomic ◽  
Short Test ◽  
Marked Deficit ◽  
Written Compositions ◽  
Home Background

This paper reports an investigation into aspects of syntax in the written compositions of school children. A total of 240 pupils was assigned to cells of equal numbers in a three-way analysis of variance design utilizing grade (4), sex (2), and socioeconomic status (2), with I.Q. as a covariate. Each pupil wrote three compositions, answered a questionnaire about home background, and completed a short Test of Cognitive Development. Contrary to hypotheses, pupils from low socioeconomic status homes showed no marked deficit on variables of complexity, length, and variety in written syntax when compared with pupils from high socioeconomic status homes. Further, stage of cognitive development, operationalized as concrete or formal thinking, did not interact with socioeconomic background in affecting maturity of written syntax. Implications for Bernstein's theories of language codes are discussed.

scholarly journals How Living in Vulnerable Conditions Undermines Cognitive Development: Evidence from the Pediatric Population of Guatemala

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 90
Author(s):  
Joaquín A. Ibáñez-Alfonso ◽  
Rosalba Company-Córdoba ◽  
Claudia García de la Cadena ◽  
Antonio Sianes ◽  
Ian Craig Simpson
Keyword(s):  
Cognitive Development ◽  
Low Socioeconomic Status ◽  
Pediatric Population ◽  
Well Being ◽  
Educational Interventions ◽  
Vulnerable Group ◽  
Vulnerable Children ◽  
High Exposure ◽  
Low Socioeconomic ◽  
Children And Adolescent

Low-socioeconomic backgrounds represent a risk factor for children’s cognitive development and well-being. Evidence from many studies highlights that cognitive processes may be adversely affected by vulnerable contexts. The aim of this study was to determine if living in vulnerable conditions affects childhood cognitive development. To achieve this, we assessed the performance of a sample of 347 Guatemalan children and adolescents aged from 6 to 17 years (M = 10.8, SD = 3) in a series of 10 neuropsychological tasks recently standardized for the pediatric population of this country. Two-fifths of the sample (41.5%) could be considered to have vulnerable backgrounds, coming from families with low-socioeconomic status or having had a high exposure to violence. As expected, results showed lower scores in language and attention for the vulnerable group. However, contrary to expectations, consistent systematic differences were not found in the executive function tasks. Vulnerable children obtained lower scores in cognitive flexibility compared to the non-vulnerable group, but higher scores in inhibition and problem-solving tasks. These results suggest the importance of developing pediatric standards of cognitive performance that take environmental vulnerable conditions into consideration. These findings, one of the first obtained in the Guatemalan population, also provide relevant information for specific educational interventions and public health policies which will enhance vulnerable children and adolescent cognitive development.

scholarly journals Bilinguality and Socioeconomic Status (SES): Approaching Non-Singular Factor to a Child’s Cognitive Development

2013 ◽  
Vol 7 (2) ◽  
pp. 97
Author(s):  
Risa Rumentha Simanjuntak
Keyword(s):  
Complex System ◽  
Socioeconomic Status ◽  
Cognitive Development ◽  
Low Socioeconomic Status ◽  
Bilingual Child ◽  
Low Socioeconomic ◽  
Library Research

Article attempted to argue that bilingualism have positive contributions toward a child’s cognitive development. By applying library research the discussion is focused on the contribution bilingualism had in mitigating socioeconomic detrimental effects on a child’s learning. Article started with discussing aspects of cognition, especially those shown through speech productions, of a bilingual child, then moving forward to discuss previous findings and arguments from the research pertaining to the issue of low socioeconomic status (henceforth SES) and cognition. Finally, the discussion concluded that bilingualism should be discussed as a complex system of learning and not as separate strands of a child’s learning.

scholarly journals The development of early social cognitive skills in neurogenetic syndromes associated with autism: Cornelia de Lange, fragile X and Rubinstein–Taybi syndromes

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Katherine Ellis ◽  
Jo Moss ◽  
Chrysi Stefanidou ◽  
Chris Oliver ◽  
Ian Apperly
Keyword(s):  
Cognitive Development ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Fragile X ◽  
Underlying Mechanism ◽  
Similar Degree ◽  
Social Cognitive Development ◽  
Cognitive Delay ◽  
Cornelia De Lange

Abstract Background Cornelia de Lange (CdLS), Fragile X (FXS) and Rubinstein–Taybi syndromes (RTS) evidence unique profiles of autistic characteristics. To delineate these profiles further, the development of early social cognitive abilities in children with CdLS, FXS and RTS was compared to that observed in typically developing (TD) and autistic (AUT) children. Methods Children with CdLS (N = 22), FXS (N = 19) and RTS (N = 18), completed the Early Social Cognition Scale (ESCogS). Extant data from AUT (N = 19) and TD (N = 86) children were used for comparison. Results Similar to AUT children, children with CdLS, FXS and RTS showed an overall delay in passing ESCogS tasks. Children with CdLS showed a similar degree of delay to AUT children and greater delay than children with FXS and RTS. The CdLS, FXS and RTS groups did not pass tasks in the same sequence observed in TD and AUT children. Children with CdLS (p = 0.04), FXS (p = 0.02) and RTS (p = 0.04) performed better on tasks requiring understanding simple intentions in others significantly more than tasks requiring joint attention skills. Conclusions An underlying mechanism other than general cognitive delay may be disrupting early social cognitive development in children with CdLS, FXS and RTS. Factors that may disrupt early social cognitive development within these syndromes are discussed.

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