scholarly journals TRANSFER EFFECT OF N-BACK TRAINING: MATHEMATICAL IMPLICATIONS IN SCHOOL-AGE CHILDREN

2021 ◽  
Author(s):  
Selma Boz ◽  
Keyword(s):  
Individual Differences ◽  
Design Method ◽  
Detailed Comparison ◽  
School Age Children ◽  
School Age ◽  
Transfer Effects ◽  
Mathematics Proficiency ◽  
Far Transfer ◽  
Wide Range ◽  
General Aspects

Working memory (WM) is the system which is used for short-term storage and where information about cognitive tasks is manipulated. One of the most important characteristics of WM is its limited capacity, which restricts cognitive performance. Despite of this limit in WM capacity, the efficiency of WM can be improved with WM training and this training effect can be transferred to performance on complex tasks, such as mathematical operations. Such training tasks are complex and necessarily include core processes and these measures, therefore, contribute to difficulty to design tasks and interpret the outcomes for specific changes gained from the training. For example, n-back tasks which are used in a wide range of research are based on core training. Since core trainings address the executive functions of WM and enhance the domain-general aspects, increasing performance on domain-general factors may promote both near and far transfer effects of training. In the current study, WM training will be constructed on the basis of the interference framework that characterizes individual differences in WM performance. The aim of this study is to explore individual differences in training and the way transfer effects occur, evaluating gains from Mathematics proficiency. An adaptive version of n-back tasks will be implemented for the proposed study, within WM load and interference lures. The study will be carried out with 40 school-age children between the ages of 9 and 12, and Solomon four group design method will be used to group them. d’ (D-Prime) theory will be conducted in order to obtain detailed comparison between groups as well as interpretation of individual differences in processing of information.

scholarly journals Practitioner Reading Survey

2021 ◽  
Author(s):  
Noor Z. Al Dahaan ◽  
Laura Mesite ◽  
Melissa J. Feller ◽  
Joanna Christodoulou
Keyword(s):  
Struggling Readers ◽  
Reading Disabilities ◽  
Educational Experiences ◽  
School Age Children ◽  
Clinical Settings ◽  
School Age ◽  
Diagnostic Labels ◽  
Practitioner Training ◽  
Wide Range ◽  
Current Practices

Accurate and timely identification of reading disabilities (RDs) is essential for providing appropriate and effective remediation for struggling readers. However, practices for identifying RDs lack sufficient documentation within and across educational and clinical settings. The wide range of possible practices intended to identify struggling readers can render the field vulnerable to inconsistencies in how the needs of struggling readers are recognized and supported. To better understand the range of current practices used to identify RDs in school-age children, we created and disseminated a survey nationally, and analyzed data from 965 practitioners. The findings indicate lengthy timelines to identify RDs; substantial variability in the composition of assessment teams, identification criteria, and diagnostic labels; and notable opportunities for enhancing practitioner training experiences. This study aims to promote cross-contextual dialogue about the identification of RDs and their implications for students’ educational experiences.

scholarly journals OPTIMALISASI PERKEMBANGAN SOSIAL PADA ANAK USIA PRA-SEKOLAH DENGAN TERAPI BERMAIN ASSOSIATIVE PLAY MENGGUNAKAN BOLA DI TK AISYIYAH PRAJURIT KULON MOJOKERTO

2015 ◽  
Vol 1 (2) ◽  
pp. 26
Author(s):  
Ima Rahmawati
Keyword(s):  
Social Behavior ◽  
Social Development ◽  
Play Therapy ◽  
Sampling Technique ◽  
School Age Children ◽  
School Age ◽  
Purposive Sampling ◽  
The Social ◽  
Wide Range ◽  
Post Test

ABSTRAKBermain pada anak akan mengembangkan berbagai kemampuan dan anak akan belajar untuk beradaptasi dengan lingkungan, sehingga anak akan cepat mengatasi masalah yang timbul. Perilaku sosial merupakan salah satu indikator untuk menilai bagaimana pertumbuhan optimal anak. Tujuan penelitian ini untuk mengetahui pengaruh terapi bermain Assosiative Play menggunakan bola terhadap perkembangan sosial anak usia pra-sekolah di TK Aisyiyah Prajurit Kulon Kota Mojokerto. Penelitian ini menggunakan pendekatan analitik korelasi dengan desain pre-experimental one group pre-post test. Sampel penelitian ini sebanyak 26 murid, menggunakan teknik purposive sampling. Variabel independen dalam penelitian ini adalah terapi bermain asosiative play menggunakan bola dan variabel dependen dalam penelitian ini adalah perkembangan perilaku social anak. Data dikumpulkan dengan lembar observasi perilaku sosial anak pra-sekolah. Hasil penelitian secara statistik terbukti ada pengaruh terapi bermain Assosiate Play menggunakan bola terhadap perkembangan sosial pada anak usia pra-sekolah (p=0.001). Salah satu manfaat bermain terapi adalah mengembangkan perilaku sosial anak karena anak akan belajar berinteraksi, dan menyesuaikan diri dengan lingkungan. Diharapkan lembaga pendidikan khusus TK Aisyiyah dapat menerapkan bermain terapi terutama Assosiative Play untuk perkembangan social anak usia pra-sekolah.Kata kunci: Assosiative play, terapi bermain, perilaku sosial, anak usia pra-sekolahABSTRACTPlaying at the child will develop a wide range of capabilities and the child would learn to adapt with the environment. Social behavior is one indicator to assess how far optimal growth in children. The purpose of this study was to determine the effect of Assosiate using ball play therapy in social development in pre-school age children in Aisyiyah kindergarten of Prajurit Kulon Mojokerto. This study uses an analytical approach correlation with pre-experimental design of one group pre-post test. Samples of this study were 26 students, using purposive sampling technique. The independent variable in this study was the asosiative using ball play therapy and the dependent variable in this research was the development of the social behavior of children. Data were  collected with social behavior observation sheet. The results proved statistically there was an effect of  Assosiative using ball play therapy in social development in pre-school age children in Aisyiyah kindergarten of Prajurit Kulon Mojokerto (p=0.01). One of the benefits of play therapy is to develop the social behavior of the child because the child will learn to interact and adapt to the environment. Education institutions especially for in Aisyiyah kindergarten can apply Assosiative play therapy for social development of pre-school age children.Keywords: Assosiative play, play therapy, social behavior, pre-school age child DOWNLOAD FULL TEXT PDF >>

Language Performance in Low-Achieving Elementary School Students

1992 ◽  
Vol 23 (2) ◽  
pp. 169-175 ◽  
Author(s):  
Susan S. Hill ◽  
William O. Haynes
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Age Children ◽  
School Age ◽  
Language Performance ◽  
School Students ◽  
Elementary School Age ◽  
Normally Achieving ◽  
Wide Range ◽  
Language Measures

The purpose of the present study was to compare normally achieving and low-achieving (LA) elementary school-age children on a wide range of linguistic tasks. Over half of the LA group earned scores on the language measures that were low enough to suggest consideration for evaluation and/or treatment. Implications for referral and treatment of the LA population are discussed.

Cognitive Outcomes in School-Age Children Born Prematurely

2003 ◽  
Vol 22 (3) ◽  
pp. 27-38 ◽  
Author(s):  
Deborah Winders Davis
Keyword(s):  
Individual Differences ◽  
Developmental Outcomes ◽  
Cognitive Outcomes ◽  
School Age Children ◽  
Future Research ◽  
International Studies ◽  
School Age ◽  
Children At Risk ◽  
Attention Regulation

The purpose of this article is to discuss findings in the literature regarding long-term developmental outcomes of infants born prematurely, to examine potential causes of individual differences in these outcomes, and to explore directions for future research. An extensive table summarizes recent (1996–2002) international studies of developmental outcomes among children of school age and older who were born with low birth weight, especially as the studies relate to cognitive development and academic performance. The discussion then examines how characteristics of the child and the environment may interact to produce individual differences in outcomes. Processes of attention regulation within the context of the psychosocial environment are examined as an important possible direction for future research. When designing and implementing interventions aimed at improving outcomes in this and other groups of children at risk for delays and deficits, it is important to consider how various factors affect development.

Children and Adolescents

2016 ◽  
pp. 276-289
Author(s):  
Diana Joyce-Beaulieu ◽  
Carmelo M. Callueng
Keyword(s):  
Children And Adolescents ◽  
Demographic Variables ◽  
School Age Children ◽  
School Age ◽  
Rater Bias ◽  
Developmental Factors ◽  
Wide Range ◽  
Rapid Changes ◽  
Work Samples ◽  
Achievement Assessment

Best practices and research in the testing and assessment of children and adolescents present a number of challenges and require consideration of a wide range of developmental factors. Neonatal and preschool assessments typically are conducted for medical and cognitive rehabilitative considerations addressing physical, sensory, communication, and brain function, which often require a cross-disciplinary approach between medical and psychological professions. Special considerations for these measures include limited predictive validity given the rapid changes in development, testing formats for preschool children, and score stability. Assessments for school-age children include norm-referenced measures of achievement, intelligence, temperament, personality, and psychopathology. Limitations for some of these measures include the representation of appropriate demographic variables in the norm samples, score stability, and potentials for rater bias. Auxiliary achievement assessment methods also may include curriculum-based measures and work samples. This chapter reviews each of these categories of assessments in light of implications for children and adolescents.

Inhibitory Processes Training for School-age Children: Transfer Effects

2019 ◽  
Vol 44 (7) ◽  
pp. 513-542 ◽  
Author(s):  
Yesica Aydmune ◽  
Isabel Introzzi ◽  
Sebastián Lipina
Keyword(s):  
School Age Children ◽  
School Age ◽  
Transfer Effects ◽  
Inhibitory Processes

School Canteens in Selected Areas in Indonesia: A Situation Analysis

2021 ◽  
Vol 42 (2) ◽  
pp. 225-246
Author(s):  
Asrinisa Rachmadewi ◽  
Damayanti Soekarjo ◽  
Masumi Maehara ◽  
Basyrah Alwi ◽  
Erna Mulati ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Narrative Analysis ◽  
Service Providers ◽  
Food Preferences ◽  
School Age Children ◽  
School Age ◽  
Healthy Foods ◽  
School Canteen ◽  
Wide Range ◽  
Vegetables And Fruits

Background: The school canteen has a massive impact on the dietary intake and nutritional status of school-age children and adolescents. This study aimed at assessing the current situation of school canteens in selected areas in Indonesia and relevant knowledge, attitudes, and behaviors of school-going children and adolescents. Methods: A qualitative study was implemented in a purposive sample of 18 schools in Klaten and West Lombok districts with 2 comparison schools in Jakarta and Klaten. Focus group discussions and in-depth interviews were conducted with a wide range of stakeholders to collect information on nutrition knowledge, food preferences, related policies and governance, and opinions toward school canteens. Data were analyzed using thematic synthesis and narrative analysis. Results: Specific government guidelines on healthy foods and beverages to be sold in canteens are not yet in place. Many canteens had inadequate infrastructure and were managed informally, with limited rules, monitoring, and supervision. Although healthy options including vegetables and fruits were available in most canteens, unhealthy foods and beverages were abundant and cheap. Lack of awareness of the importance of nutrition of school-age children and adolescents was pervasive among all stakeholders. Personal preference and availability were main drivers of the students’ food choices. Conclusions: Concerted multisectoral and multistakeholders’ efforts are warranted to improve the quality of school canteens in Indonesia by developing a comprehensive relevant guideline, improving the capacity of related stakeholders and service providers, enhancing the implementation and monitoring, and generating demand for healthy canteens.

Some Contemporary Approaches in Treating Fluency Disorders in Preschool, School-Age, and Adolescent Children

1995 ◽  
Vol 26 (2) ◽  
pp. 115-116 ◽  
Author(s):  
Susan Meyers Fosnot
Keyword(s):  
Intervention Strategies ◽  
School Age Children ◽  
School Age ◽  
Fluency Disorders ◽  
The Past ◽  
Wide Range ◽  
Assessment And Treatment

This clinical forum focuses on the treatment of preschool and school-age children who stutter. It was developed to provide school clinicians with an up-to-date summary of current intervention strategies and procedures. The articles were written by established scholars in the field who have specialized experience and have presented their therapy ideas nationally and internationally within the past 5 years. These contributors have published a number of articles, books, and programs on the assessment and treatment of fluency disorders spanning a wide range of ages from preschool to the adolescent school-age years.

scholarly journals Vocal emotion recognition in school-age children: normative data for the EmoHI test

2019 ◽  
Author(s):  
Leanne Nagels ◽  
Etienne Gaudrain ◽  
Debi Vickers ◽  
Marta Matos Lopes ◽  
Petra Hendriks ◽  
...  
Keyword(s):  
Emotion Recognition ◽  
Normative Data ◽  
School Age Children ◽  
School Age ◽  
Impaired Hearing ◽  
Slow Development ◽  
Age Related ◽  
Wide Range ◽  
Vocal Emotion Recognition ◽  
Vocal Emotion

Traditionally, emotion recognition research has primarily used pictures and videos while audio test materials have received less attention and are not always readily available. Particularly for testing vocal emotion recognition in hearing-impaired listeners, the audio quality of assessment materials may becrucial. Here, we present a vocal emotion recognition test with non-language specific pseudospeech productions of multiple speakers expressing three core emotions (happy, angry, and sad): the EmoHI test. Recorded with high sound quality, the test is suitable to use with populations of children and adults with normal or impaired hearing, and across different languages. In the present study, we obtained normative data for vocal emotion recognition development in normal-hearing school-age (4-12 years) children using the EmoHI test. In addition, we tested Dutch and English children to investigate cross-language effects. Our results show that children’s emotion recognition accuracy scores improved significantly with age from the youngest group tested on (mean accuracy 4-6 years: 48.9%), but children’s performance did not reach adult-like values (mean accuracy adults: 94.1%) even for the oldest age group tested (mean accuracy 10-12 years: 81.1%). Furthermore, the effect of age on children’s development did not differ across languages. The strong but slow development in children’s ability to recognize vocal emotions emphasizes the role of auditory experience in forming robust representations of vocal emotions. The wide range of age-related performances that are captured and the lack of significant differences across the tested languages affirm the usability and versatility of the EmoHI test.

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