scholarly journals Can Suboptimal Visual Environments Negatively Affect Children’s Cognitive Development?

Challenges ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 28
Author(s):  
Alexandros A. Lavdas ◽  
Nikos A. Salingaros
Keyword(s):  
Cognitive Development ◽  
Brain Development ◽  
Visual Stimulation ◽  
Contributing Factors ◽  
Architectural Style ◽  
Environmental Stimulation ◽  
Environmental Deprivation

There are indications that children born during the period of COVID-19 lockdown have cognitive development issues, without having been affected by the virus. We discuss here the idea that environmental deprivation—and, especially, the lack of appropriate visual stimulation—might be one source of these defects. This thought is in line with previous findings in children brought up in orphanages with poor environmental stimulation, hypothesizing that the minimalist architectural style prevailing for the last several decades is among the potential contributing factors. The process of eliminating organized complexity characteristic of organic forms may prove to be detrimental for humanity’s future, providing suboptimal environmental stimulation and opportunities for interaction during the critical stages of brain development.

Right-Left Discrimination in Younger and Older Children Measured with Two Tests Containing Stimuli on Different Abstraction Levels

2002 ◽  
Vol 94 (3) ◽  
pp. 707-719 ◽  
Author(s):  
Sonja H. Ofte ◽  
Kenneth Hugdahl
Keyword(s):  
Cognitive Development ◽  
Brain Development ◽  
Hemispheric Lateralization ◽  
The Other ◽  
Older Children ◽  
Front View ◽  
Line Drawings ◽  
Abstraction Levels

Two paper-and-pen tests, consisting of line drawings of human figures, viewed from the back, the front, or randomly alternating between back and front drawings, were used to study right-left discrimination in younger and older children. One test, called the Abstract test, had just a circle to indicate heads of the figures. The other test, called the Concrete test, showed facial characteristics and hair in the head circle. The sample consisted of 280 younger and older children, ages 7–8 and 12–13 years, respectively. The main findings were that participants who responded to the Concrete test solved more items correctly compared to those using the old figures in the Abstract test. The error scores did not differ between the tests. The older children solved more items correctly than the younger children. The older children also showed a significant decrease in correct scores on the subtest with the alternating views subtest compared with the other subtests. Their error scores did not differ across the subtests. The younger children solved a similar number of correct items on all subtests; however, they made significantly more errors on the subtest using the front view than on the other two subtests. The results are discussed in relation to theories of hemispheric lateralization, brain development, and cognitive development.

scholarly journals Buku Saku Pencegahan Stunting sebagai Alternatif Media dalam Meningkatkan Pengetahuan Ibu

2021 ◽  
Vol 5 (2) ◽  
pp. 300-304
Author(s):  
Indah Purnama Sari ◽  
Inoy Trisnaini ◽  
Yustini Ardillah ◽  
Sulistiawati Sulistiawati
Keyword(s):  
Cognitive Development ◽  
Human Resources ◽  
Brain Development ◽  
Growth Disorders ◽  
Test Results ◽  
Nutritional Knowledge ◽  
Knowledge Test ◽  
Long Period ◽  
Post Test

Stunting is a chronic malnutrition problem that is caused by the lack of consumption of nutritious food in a long period of time, resulting in growth disorders in children, namely the length of the child is lower or shorter than the standard of age. Stunting on childrens has an impact on brain development disruption by delaying children's motor and cognitive development thereby reducing the quality of Indonesian human resources. The purpose of this activity was to increase the mother's nutritional knowledge in Seberang Ulu I District, Palembang through the provision and explanation of stunting pocket handbooks. The implementation of this activity was through home visits to every household that has a under two years. Knowledge test results showed a significant increase from pre-test and post-test means.  This activites showed that the pocket handbook was effective in increasing mother's nutritional knowledge (p<0,05).

scholarly journals Non-linear effects of socioeconomic status on brain development: associations between parental occupation, cortical thickness and language skills in childhood and adolescence

2019 ◽  
Author(s):  
Budhachandra Khundrakpam ◽  
Suparna Choudhury ◽  
Uku Vainik ◽  
Noor Al-Sharif ◽  
Neha Bhutani ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Development ◽  
Brain Development ◽  
Cortical Thickness ◽  
Early Adolescence ◽  
Life Outcomes ◽  
Parental Occupation ◽  
The Impact ◽  
The Brain

AbstractStudies have pointed to the role of the brain in mediating the effects of the social environment of the developing child on life outcomes. Since brain development involves nonlinear trajectories, these effects of the child’s social context will likely have age-related differential associations with the brain. However, there is still a dearth of integrative research investigating the interplay between neurodevelopmental trajectories, social milieu and life outcomes. We set out to fill this gap, focusing specifically on the role of socioeconomic status, SES (indexed by parental occupation) on brain and cognitive development by analyzing MRI scans from 757 typically-developing subjects (age = 3-21 years). We observed nonlinear interaction of age and SES on cortical thickness, specifically a significant positive association between SES and thickness around 9-13 years at several cortical regions. Using a moderated mediation model, we observed that cortical thickness mediated the link between SES and language abilities, and this mediation was moderated by ‘age’ in a quadratic pattern, indicating a pronounced SES-effect during early adolescence. Our results, drawn from cross-sectional data, provide a basis for further longitudinal studies to test whether early adolescence may be a sensitive time window for the impact of SES on brain and cognitive development.

scholarly journals Contributo da formação musical no desempenho académico e cognitivo de crianças e adolescentes

2020 ◽  
Vol 33 (2) ◽  
pp. 116-135
Author(s):  
Susana Azevedo ◽  
Joana Rato ◽  
Alexandre Castro Caldas
Keyword(s):  
Academic Achievement ◽  
Cognitive Development ◽  
Brain Development ◽  
Musical Training ◽  
Academic Development ◽  
Behavioral Sciences ◽  
Academic Search

Esta revisão sistemática teve como objetivo analisar a literatura recente acerca da influência que o estudo da música pode exercer no desempenho académico em geral e na matemática; nas funções cognitivas; e na plasticidade cerebral. A revisão inclui estudos publicados entre 2007 e 2017, nas bases de dados PubMed e Complementary Index, Academic Search Complete, Education Source, Psychology and Behavioral Sciences Collection e Science Direct, utilizando o descritor musical training, combinado com descritores ligados ao desempenho académico em geral e na matemática, academic achievement, mathematics e academic development, e desenvolvimento cognitivo, brain development e cognitive development. Os estudos foram selecionados de acordo com os seguintes critérios: estudos (i) publicados em jornais científicos revistos por pares, (ii) com crianças e adolescentes até aos 18 anos; (iii) que incluíram o treino musical nas suas componentes teórica e/ou instrumental. A relação entre a formação musical e o desempenho académico em geral e a matemática mostrou-se inconsistente, não existindo consenso na literatura acerca dos benefícios da primeira sobre a segunda. Foram encontrados benefícios cognitivos e evidências para a plasticidade cerebral estrutural, induzida pelo treino musical na primeira infância, tendo em consideração as diferenças encontradas no volume de massa cinzenta.

Adolescent Brain Cognitive Development (ABCD) study Linked External Data (LED): Protocol and Practices for Geocoding and Assignment of Environment Data

2021 ◽  
Author(s):  
Chun C. Fan ◽  
Andrew Marshall ◽  
Harry Smolker ◽  
Marybel Gonzalez ◽  
Susan Tapert ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Brain Development ◽  
State Level ◽  
Social Contexts ◽  
Study Data ◽  
External Data ◽  
Environmental Measures ◽  
Health Organization ◽  
Long Term Impact

Our brain is constantly shaped by our immediate environments, and while some effects are transient, some have long-term consequences. Therefore, it is critical to identify which environmental risks, either socially or exogenously, have evident and long-term impact on brain development. However, exhaustively measuring all possible risk factors during in-person sessions is impractical and infeasible. To expand the inclusion of environmental measures with low participant burden, the Adolescent Brain Cognitive Development (ABCD) Study® incorporates the use of geospatial location data to capture a range of individual, neighborhood, and state level data to further understand the environmental and social contexts in which today’s youth are growing up. We review the major considerations and types of geocoded information incorporated by the Linked External Data Environmental workgroup to expand on environmental and social constructs in the existing and future ABCD Study data releases. Understanding the environmental context of each youth furthers the consortium’s mission to understand factors that may influence individual differences in brain development, providing the opportunity to inform public policy and health organization guidelines for child and adolescent health.

scholarly journals Racism-Related Diminished Returns of Socioeconomic Status on Adolescent Brain and Cognitive Development

2021 ◽  
Vol 6 (4) ◽  
pp. p1
Author(s):  
Shanika Boyce ◽  
Mona Darvishi ◽  
Roghayeh Marandi ◽  
Roxana Rahmanian ◽  
Sumreen Akhtar ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Development ◽  
Health Behaviors ◽  
Brain Development ◽  
Social Stratification ◽  
Brain Structures ◽  
Well Being ◽  
Children And Youth ◽  
Low Ses ◽  
Structural Racism

Socioeconomic status (SES) influences health, behaviors, and well-being. Emerging information suggests that SES effects on health may be in part be due to SES effects on brain development. We have conducted a mini review of U.S.-based studies examining SES effects on brain development to synthesize the existing knowledge on what brain structures and functions show large and consistent SES influences. We have reviewed SES effects on performance in various cognitive functions such as learning, memory, and language. Additionally, we have reviewed the emerging literature from the Adolescent Brain Cognitive Development (ABCD) study on the effects of social marginalization in reducing the effects of SES on children and youth brain development. These diminished returns of SES in minoritized youth are not due to genetics; rather, we argue that they stem from systemic and structural racism, social stratification, and marginalization that generate inequalities across the SES spectrum. As a result of these diminished returns, inequalities expand from low-SES to mid- and high SES sections of US society.

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