scholarly journals Manual Dexterity is not Related to Media Viewing but is Related to Perceptual Bias in School-Age Children

2020 ◽  
Vol 10 (2) ◽  
pp. 100
Author(s):  
Satoshi Nobusako ◽  
Taeko Tsujimoto ◽  
Ayami Sakai ◽  
Takashi Shuto ◽  
Emi Furukawa ◽  
...  
Keyword(s):  
Temporal Order Judgment ◽  
Judgment Task ◽  
Manual Dexterity ◽  
Perceptual Bias ◽  
School Age Children ◽  
Viewing Time ◽  
School Aged Children ◽  
Positive Effects ◽  
Media Preference ◽  
Visual Bias

Although the media can have both negative and positive effects on children’s cognitive and motor functions, its influence on their perceptual bias and manual dexterity is unclear. Thus, we investigated the association between media viewing time, media preference level, perceptual bias, and manual dexterity in 100 school-aged children. Questionnaires completed by children and their parents were used to ascertain media viewing time and preference levels. Perceptual bias and manual dexterity were measured using the visual-tactile temporal order judgment task and Movement Assessment Battery for Children—2nd edition, respectively. There were significant positive correlations between age and media viewing time and between media viewing time and media preference level. There was also a significant negative correlation between visual bias and manual dexterity. Hierarchical multiple regression analysis revealed that increasing visual bias was a significant predictor of decreasing manual dexterity. Further, children with low manual dexterity showed significant visual bias compared to those with high manual dexterity, when matched for age and gender. The present results demonstrated that, in school-aged children, although viewing media was not associated with perceptual bias and manual dexterity, there was a significant association between perceptual bias and manual dexterity.

Influence of Expected Reward on Temporal Order Judgment

2020 ◽  
Vol 32 (4) ◽  
pp. 674-690 ◽  
Author(s):  
Mohsen Rakhshan ◽  
Vivian Lee ◽  
Emily Chu ◽  
Lauren Harris ◽  
Lillian Laiks ◽  
...  
Keyword(s):  
Decision Making ◽  
Sensory Processing ◽  
Temporal Order Judgment ◽  
Target Selection ◽  
Judgment Task ◽  
Neural Mechanisms ◽  
Perceptual Bias ◽  
Perceptual Decision Making ◽  
Decision Making Processes ◽  
Reward Effects

Perceptual decision-making has been shown to be influenced by reward expected from alternative options or actions, but the underlying neural mechanisms are currently unknown. More specifically, it is debated whether reward effects are mediated through changes in sensory processing, later stages of decision-making, or both. To address this question, we conducted two experiments in which human participants made saccades to what they perceived to be either the first or second of two visually identical but asynchronously presented targets while we manipulated expected reward from correct and incorrect responses on each trial. By comparing reward-induced bias in target selection (i.e., reward bias) during the two experiments, we determined whether reward caused changes in sensory or decision-making processes. We found similar reward biases in the two experiments indicating that reward information mainly influenced later stages of decision-making. Moreover, the observed reward biases were independent of the individual's sensitivity to sensory signals. This suggests that reward effects were determined heuristically via modulation of decision-making processes instead of sensory processing. To further explain our findings and uncover plausible neural mechanisms, we simulated our experiments with a cortical network model and tested alternative mechanisms for how reward could exert its influence. We found that our experimental observations are more compatible with reward-dependent input to the output layer of the decision circuit. Together, our results suggest that, during a temporal judgment task, reward exerts its influence via changing later stages of decision-making (i.e., response bias) rather than early sensory processing (i.e., perceptual bias).

Language-Based Difficulties in School-Age Children with Reading Disabilities

2019 ◽  
Author(s):  
Kaitlyn Price ◽  
Karen Wigg ◽  
Virginia Misener ◽  
Antoine Clarke ◽  
Natalie Yeung ◽  
...  
Keyword(s):  
Reading Disabilities ◽  
Word Reading ◽  
Speech Sound ◽  
Reading Difficulties ◽  
Receptive Language ◽  
School Age Children ◽  
Speech And Language ◽  
School Aged Children ◽  
Increased Risk ◽  
Language Difficulties

Background: Reading disabilities (RD) are the most common learning disabilities, affecting 3-7% of school-aged children in North America. RD is associated with increased risk for comorbid language-based disorders including early language delay (ELD), speech sound disorders, and language impairments. Despite decades of research on the relationship between RD and these disorders, questions remain as to the strength of their associations. This study is the first of this size to assess all four disorders in a sample of children with RD. Method: We examined the association these disorders in a large, well-characterized family-based sample, recruited for reading difficulties in school-aged children. Parents of 492 families (674 children) completed a questionnaire that queried ELD, and current speech and language difficulties in their children. Children were also directly assessed for multiple quantitative measures of language and reading. Children were divided into three groups: Reading Disabled (RD), Intermediate Readers (IR), and Typical Readers (TR). Results: We found that the parents of the RD and IR groups reported significantly more ELD and current speech and expressive/receptive language difficulties in their children, compared with the TR group. When examined further, we found ELD was associated with poorer performance on word reading and decoding tasks, as well as with speech and language difficulties. Conclusion: The results demonstrate multiple significant associations between reading difficulties, ELD, speech and language, especially in children with severe RD. The results add to research supporting comorbidity between these disorders and will help inform teachers and psychologists when assessing and treating children’s language-based disabilities.

scholarly journals Broad scope of attention results in better temporal resolution: Evidence from a temporal order judgment study

2021 ◽  
Author(s):  
Ramya Mudumba ◽  
Narayanan Srinivasan
Keyword(s):  
Temporal Order ◽  
Temporal Order Judgment ◽  
Temporal Frequency ◽  
Judgment Task ◽  
Spatiotemporal Resolution ◽  
Trade Off ◽  
Spatiotemporal Processing ◽  
Broad Scope ◽  
Trade Offs ◽  
Hierarchical Stimuli

The nature of spatiotemporal interactions in visual perception due to modulations of attention is still not well understood. Transient shifts of attention have been shown to induce a trade-off in spatiotemporal acuities at the cued location. Attention also can be varied in terms of scope and the evidence for the effects of scope on the spatiotemporal resolution for coupling or trade-offs have been equivocal. We predicted that scaling or changing the scope of attention would rather result in a spatiotemporal trade-off based on the complementary spatial and temporal frequency properties of the magnocellular and parvocellular channels. We manipulated the scope of attention by asking participants to perform a global or local target detection task with hierarchical stimuli. In addition, participants performed a temporal order judgment task with two discs presented alongside the hierarchical stimuli. We found higher temporal sensitivity with broad scope of attention or global processing compared to narrow scope of attention or local processing. The results provide evidence for a spatiotemporal processing trade-off when attention is scaled spatially. This result throws doubt on a general coupling or resource metaphor explanation irrespective of the spatial or temporal nature of the tasks. The results indicate the further need for carefully investigating the spatial and temporal properties of attention and its effect on spatiotemporal processing at different scales.

scholarly journals Kelekatan Antara Ibu dan Anak Usia Sekolah (Studi pada Ibu Sebagai Orang Tua Siswa Kelas 1 SDN Hanjuang Samijaya)

2017 ◽  
Vol 6 (1) ◽  
pp. 55-62
Author(s):  
Meilanny Budiarti Santoso ◽  
Megawati B
Keyword(s):  
Social Relations ◽  
Role Models ◽  
School Age Children ◽  
School Age ◽  
Teaching Process ◽  
School Aged Children ◽  
Explorative Study ◽  
Mother And Child ◽  
And Function ◽  
Role And Function

Mother possesses a central role in the process of educating children. Mother spends more time with children at home than in the school. Thus, the attachment between the child and the mother becomes a benchmark as having required the ability to perform interaction within constructed social relations of school-aged children. This study was conducted using an explorative study that focused on the ‘eyecatching’ of information and issues that obtained in the process of this study. Interview, observation and documentation techniques are applied. The results show that the attachment between mother and child is built on the basis of the various skills that must be owned by school-aged children. This also means the role and function of the mother in educating school-aged children, expecially teaching process, that is caring, willingness to share, respect, politeness and responsibility. Providing good role models is the best way to instill values   in children, thus becoming the foundation for good attachment building between mother and child. Keywords: attachment, mother, children, school-age children.

Abstract WP225: What Do Kids Know? An Assessment of Stroke Awareness in School-aged Children

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Mouhammed R Kabbani ◽  
Angela L Smith ◽  
Andrew J Borgert ◽  
Luis D Ramirez ◽  
Andrea J Schossow
Keyword(s):  
High School ◽  
High School Students ◽  
School Districts ◽  
Warning Signs ◽  
School Level ◽  
Medical Emergency ◽  
School Age Children ◽  
School Aged Children ◽  
The Impact ◽  
Stroke Knowledge

Introduction: Half of grade school-age children in the U.S. receive after school care from their grandparents or another adult family member. Yet, few studies have investigated if educating youth about stroke is an effective vehicle for spreading stroke knowledge to their families and the impact on onset-to-door time. Objective: To assess the level of knowledge about stroke warning signs and behavioral actions in school-aged children. Methods: Surveys differentiated to each school level- elementary (K-5), middle (6-8) and high school (9-12) - were administered to students in 3 community school districts. 6-8 and 9-12 grade students completed the surveys via an online tool, while K-5 students were guided through a picture-based survey. Topics included identifying the signs and symptoms of a stroke, risk factors for stroke and what action to take if the student thought someone was having a stroke. Results: Among 3 participating school districts, 3,425 elementary, 1,239 middle school and 1,594 high school students were surveyed. Less than half (43.7%) of K-5 students recognized 3 main signs of stroke (face, arm and speech). Stroke knowledge level is low among all students in elementary, middle and high school (Figure 1). Previous education was reported in 22% of K-5, 53% in 6-8 and 15% in 9-12 students. Those noting previous stroke education had increased knowledge at all 3 levels (p<0.001, p=0.002 and p<0.001). Total previous education occurring in school was reported at 11%. Conclusions: Children know how to respond to a medical emergency, yet their knowledge about the signs of a stroke is low. Educating youth increases their awareness regardless of age, making the student population a prime target for educational efforts. We plan to partner with school districts to develop curriculum appropriate for the elementary, middle and high school as the next step to increasing awareness about stroke.

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