scholarly journals Electrophysiological Examination of Feedback-Based Learning in 8–11-Year-Old Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Yael Arbel ◽  
Annie B. Fox
Keyword(s):  
Learning Task ◽  
School Age Children ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Feedback Processing ◽  
Learning Retention ◽  
Electrophysiological Examination ◽  
Declarative Learning ◽  
The Relationship

The study aimed at evaluating the extent to which the feedback related negativity (FRN), an ERP component associated with feedback processing, is related to learning in school-age children. Eighty typically developing children between the ages of 8 and 11 years completed a declarative learning task while their EEG was recorded. The study evaluated the predictive value of the FRN on learning retention as measured by accuracy on a follow-up test a day after the session. The FRN elicited by positive feedback was found to be predictive of learning retention in children. The relationship between the FRN and learning was moderated by age. The P3a was also found to be associated with learning, such that larger P3a to negative feedback was associated with better learning retention in children.

scholarly journals The Relationship Between Executive Functions and Language Abilities in Children: A Latent Variables Approach

2017 ◽  
Vol 60 (4) ◽  
pp. 912-923 ◽  
Author(s):  
Margarita Kaushanskaya ◽  
Ji Sook Park ◽  
Ishanti Gangopadhyay ◽  
Meghan M. Davidson ◽  
Susan Ellis Weismer
Keyword(s):  
Latent Variables ◽  
Receptive Language ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Language Performance ◽  
Typically Developing Children ◽  
Language Abilities ◽  
Language Measures ◽  
The Relationship

Purpose We aimed to outline the latent variables approach for measuring nonverbal executive function (EF) skills in school-age children, and to examine the relationship between nonverbal EF skills and language performance in this age group. Method Seventy-one typically developing children, ages 8 through 11, participated in the study. Three EF components, inhibition, updating, and task-shifting, were each indexed using 2 nonverbal tasks. A latent variables approach was used to extract latent scores that represented each EF construct. Children were also administered common standardized language measures. Multiple regression analyses were conducted to examine the relationship between EF and language skills. Results Nonverbal updating was associated with the Receptive Language Index on the Clinical Evaluation of Language Fundamentals–Fourth Edition (CELF-4). When composites denoting lexical–semantic and syntactic abilities were derived, nonverbal inhibition (but not shifting or updating) was found to predict children's syntactic abilities. These relationships held when the effects of age, IQ, and socioeconomic status were controlled. Conclusions The study makes a methodological contribution by explicating a method by which researchers can use the latent variables approach when measuring EF performance in school-age children. The study makes a theoretical and a clinical contribution by suggesting that language performance may be related to domain-general EFs.

The First Unprovoked Seizure in Typically Developing Children: A Real-Life Setting in Southern Brazil

2020 ◽  
pp. 155005942096539
Author(s):  
Mayara de Rezende Machado ◽  
Isac Bruck ◽  
Luciano de Paola ◽  
Mônica Nunes Lima Cat ◽  
Sérgio Antonio Antoniuk ◽  
...  
Keyword(s):  
Risk Factor ◽  
Recurrence Rate ◽  
Real Life ◽  
Typically Developing ◽  
Southern Brazil ◽  
Seizure Recurrence ◽  
Typically Developing Children ◽  
Unprovoked Seizure ◽  
Real Life Setting

Aim To describe the first unprovoked seizure in typically developing children, its clinical characteristics, recurrence rate, and possible risk factors in a real-life setting in Southern Brazil. Method In this retrospective cohort study, medical records of typically developing children aged 28 days to 14 years who had a first unprovoked seizure in a single tertiary care center were reviewed, in a 10-year period (2006-2016). Results Seventy-four children were included, 41 males and 33 females. The most frequent age group of the first seizure was 5 to 10 years and seizure main type was focal (50%). Most seizures occurred while children were awake (70%). All patients underwent an electroencephalogram (EEG), which was normal in 44.6%. Neuroimaging was performed in 81%, in 2 cases the etiology was considered structural, the remaining was classified as unknown. Median follow-up period was 32.5 months. Seizure recurrence rate was 56.7% and age younger than 5 years was a possible risk factor. Interpretation In the subpopulation of Brazilian typically developing children with a first unprovoked epileptic seizure there is a high recurrence rate. An abnormal EEG was a common finding, although it was not associated with a higher risk of seizure recurrence. A possible risk factor was age younger than 5 years, which may suggest a more rigorous follow-up of these patients.

From action to language through gesture

Gesture ◽  
2005 ◽  
Vol 5 (1-2) ◽  
pp. 155-177 ◽  
Author(s):  
Olga Capirci ◽  
Annarita Contaldo ◽  
Maria Cristina Caselli ◽  
Virginia Volterra
Keyword(s):  
Language Development ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Main Hypothesis ◽  
Data Analyses ◽  
Spontaneous Interaction ◽  
Changes Over Time ◽  
The Relationship ◽  
Over Time ◽  
First Words

The present study reports empirical longitudinal data on the early stages of language development. The main hypothesis is that the output systems of speech and gesture may draw on underlying brain mechanisms common to both language and motor functions. We analyze the spontaneous interaction with their parents of three typically-developing children (2 M, 1 F) videotaped monthly at home between 10 and 23 months of age. Data analyses focused on the production of actions, representational and deictic gestures and words, and gesture-word combinations. Results indicate that there is a continuity between the production of the first action schemes, the first gestures and the first words produced by children. The relationship between gestures and words changes over time. The onset of two-word speech was preceded by the emergence of gesture-word combinations. The results are discussed in order to integrate and support the evolutionary and neurophysiological views of language origins and development.

scholarly journals Distributional learning aids linguistic category formation in school-age children

2017 ◽  
Vol 45 (3) ◽  
pp. 717-735 ◽  
Author(s):  
Jessica HALL ◽  
Amanda OWEN VAN HORNE ◽  
Thomas FARMER
Keyword(s):  
First Language ◽  
School Age Children ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Learning Aids ◽  
Distributional Properties ◽  
Grammatical Categories ◽  
Distributional Information ◽  
Distributional Learning ◽  
Category Formation

AbstractThe goal of this study was to determine if typically developing children could form grammatical categories from distributional information alone. Twenty-seven children aged six to nine listened to an artificial grammar which contained strategic gaps in its distribution. At test, we compared how children rated novel sentences that fit the grammar to sentences that were ungrammatical. Sentences could be distinguished only through the formation of categories of words with shared distributional properties. Children's ratings revealed that they could discriminate grammatical and ungrammatical sentences. These data lend support to the hypothesis that distributional learning is a potential mechanism for learning grammatical categories in a first language.

Gender Differences in the Relationship Between Changes in ADHD Symptoms, Executive Functions, and Self- and Parent-Report Depression Symptoms in Boys and Girls With ADHD: A 2-Year Follow-Up Study

2016 ◽  
Vol 22 (5) ◽  
pp. 446-459 ◽  
Author(s):  
Merete Øie ◽  
Kjell Tore Hovik ◽  
Per Normann Andersen ◽  
Nikolai Olavi Czajkowski ◽  
Erik Winther Skogli
Keyword(s):  
Executive Functions ◽  
Parent Report ◽  
Depression Symptoms ◽  
Typically Developing ◽  
Adhd Symptoms ◽  
Follow Up Study ◽  
Symptom Profiles ◽  
Girls With Adhd ◽  
The Relationship

Objective: This study was conducted to investigate the association between changes in ADHD symptoms, executive functions (EFs), and depression symptoms in girls and boys with ADHD over a 2-year period. Method: Thirty-six girls and 39 boys with ADHD, 18 typically developing (TD) girls and 29 TD boys (ages 9-16) were included. Assessments of EFs, ADHD symptoms, and self- and parent-report of depression symptoms were carried out. Results: For girls, a reduction of inattention symptoms was associated with a decline in parent-rated depression symptoms. A reduction in hyperactivity/impulsivity was associated with a reduction in self-rated depression symptoms in boys, and an increase in girls. A reduction in inattention symptoms was associated with a modest increase in self-rated depression symptoms in both boys and girls. Conclusion: Gathering information from both the parents and the child with ADHD is important in determining how gender may be influencing symptom profiles.

scholarly journals Relation between exposure to different multimedia programs and presentation of attention deficit hyperactivity disorder

2022 ◽  
Vol 38 (1) ◽  
Author(s):  
Afaf Hamdy Khalil ◽  
Ahmed Mohamed Zayed ◽  
Ayman Amer ◽  
Hemmat Baz
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Arabic Language ◽  
Control Group ◽  
Study Group ◽  
Typically Developing ◽  
University Hospitals ◽  
Typically Developing Children ◽  
Hyperactivity Disorder ◽  
The Relationship

Abstract Background The current study aimed at constructing an Arabic-language questionnaire to investigate the association of the severity of ADHD with children’s degree of exposure to multimedia per day and the age of starting the engagement, and the effect of different multimedia programs on the attention, language, and socio-behavioral aspects in children presented with attention deficit hyperactivity disorder (ADHD). The present study was conducted on 69 children who attended the Phoniatric Unit at Mansoura University Hospitals and were divided into 2 groups: 30 normal typically developing children as a control group and 39 children with ADHD as the study group. The study group was subdivided into 3 subgroups according to ADHD severity; each subgroup consisted of 13 children. Results The time at which the child started to be exposed to multimedia showed no significant differences among ADHD subgroups as all of the cases started before the age of 2 years. Kids with mild ADHD had a significant increase in watching children’s programs, cartoons, rhymes, and commercials than the other two higher grades (moderate and severe) of ADHD. Conclusion The constructed Arabic questionnaire proved to be reliable and a valid tool that examined the relationship between multimedia usage and ADHD.

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