Cognitive Abilities and Executive functioning of Primary School Children: A Comparative analysis

2020 ◽  
Vol 14 (7) ◽  
Keyword(s):  
Comparative Analysis ◽  
Executive Functioning ◽  
Primary School ◽  
School Children ◽  
Cognitive Abilities ◽  
Primary School Children

scholarly journals The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating

2020 ◽  
Vol 8 (2) ◽  
pp. 26
Author(s):  
Marije Stolte ◽  
Trinidad García ◽  
Johannes E. H. Van Luit ◽  
Bob Oranje ◽  
Evelyn H. Kroesbergen
Keyword(s):  
Executive Functions ◽  
Primary School ◽  
School Children ◽  
Cognitive Abilities ◽  
Mathematical Creativity ◽  
Mathematical Ability ◽  
Primary School Children ◽  
Starting Model ◽  
General Creativity

The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8–13). Two models were compared: the starting model tested whether executive functions (shifting, updating, and inhibition), domain-general creativity, and mathematical ability directly predicted mathematical creativity. The second model, which fitted the data best, included the additional assumption that updating influences mathematical creativity indirectly through mathematical ability and domain-general creativity. Updating was positively related to mathematical creativity. Additionally, updating was positively related to mathematical ability and domain-general creativity. Inhibition, shifting, domain-general creativity and mathematical ability did not have a significant contribution to either model but did positively correlate with mathematical creativity. This study reports the first empirical evidence that updating is a predictor of mathematical creativity in primary school children and demonstrates that creativity is a higher order cognitive process, activating a variety of cognitive abilities.

scholarly journals Comparative Analysis of the Characteristics of the Social Situation of Development Primary School Children Studying in Inclusive Classes

2020 ◽  
Vol 12 (3) ◽  
pp. 31-44
Author(s):  
T.A. Judina
Keyword(s):  
Comparative Analysis ◽  
Primary School ◽  
Social Status ◽  
Inclusive Education ◽  
School Children ◽  
Children With Disabilities ◽  
Social Situation ◽  
Primary School Children ◽  
Color Test ◽  
The Social

The article discusses the results of an empirical study focused on the comparative analysis of the characteristics of the social situation of development in normatively developing primary school children and children with disabilities studying in inclusive education. The study sample consisted of 14 primary school teachers and 328 students from two educational complexes in Moscow at the age from 7 to 11 years, including 18 children with a disability status , confirmed by the PMPK. The following methods were used: sociometry, the “Color Test of Relationship”, criterion-oriented observation in the classroom, interviews with teachers, analysis of individual cases. Research data indicates that the social status of children with disabilities is on average lower than the social status of their normatively developing classmates. In addition, children with disabilities have a low level of self-esteem more often than their peers without disabilities. It was shown that primary school children more often demonstrate positive emotional attitude than positive social attitude, i.e. choosing as partners for joint activities, towards their classmates with disabilities.

scholarly journals Comparative analysis of urinary schistosomiasis among primary school children and rural farmers in Obollo–Eke, Enugu State, Nigeria: Implications for control

2012 ◽  
Vol 5 (10) ◽  
pp. 796-802 ◽  
Author(s):  
Celestine Chidi Ogbonna ◽  
Geme Urge Dori ◽  
Emeka Innocent Nweze ◽  
Gilbert Muoneke ◽  
Innocent Ejike Nwankwo ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Urinary Schistosomiasis ◽  
Rural Farmers ◽  
Enugu State

scholarly journals Early Life Cognitive Abilities and Body Weight: Cross-Sectional Study of the Association of Inhibitory Control, Cognitive Flexibility, and Sustained Attention with BMI Percentiles in Primary School Children

2015 ◽  
Vol 2015 ◽  
pp. 1-10 ◽  
Author(s):  
Tamara Wirt ◽  
Anja Schreiber ◽  
Dorothea Kesztyüs ◽  
Jürgen M. Steinacker
Keyword(s):  
Body Weight ◽  
Primary School ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
School Children ◽  
Sustained Attention ◽  
Cognitive Abilities ◽  
Family Characteristics ◽  
Primary School Children ◽  
Cross Sectional

The objective of this study was to investigate the association of different cognitive abilities with children’s body weight adjusted for further weight influencing sociodemographic, family, and lifestyle factors. Cross-sectional data of 498 primary school children (7.0 ± 0.6 years; 49.8% boys) participating in a health promotion programme in southwest Germany were used. Children performed a computer-based test battery (KiTAP) including an inhibitory control task (Go-Nogo paradigm), a cognitive flexibility task, and a sustained attention task. Height and weight were measured in a standardized manner and converted to BMI percentiles based on national standards. Sociodemographic features (migration background and parental education), family characteristics (parental body weight), and children’s lifestyle (TV consumption, physical activity, consumption of sugar-sweetened beverages and breakfast habits) were assessed via parental questionnaire. A hierarchical regression analysis revealed inhibitory control and cognitive flexibility to be significant cognitive predictors for children’s body weight. There was no association concerning sustained attention. The findings suggest that especially cognitive abilities known as executive functions (inhibitory control and cognitive flexibility) are associated with children’s body weight. Future longitudinal and intervention studies are necessary to investigate the directionality of the association and the potential of integrating cognitive training in obesity prevention strategies. This trial is registered with ClinicalTrials.govDRKS00000494.

scholarly journals Cognitive Abilities of Pre- and Primary School Children with Spina Bifida in Uganda

2016 ◽  
Vol 5 (3) ◽  
pp. 249 ◽  
Author(s):  
Femke Bannink ◽  
Johnny R. J. Fontaine ◽  
Richard Idro ◽  
Geert Van Hove
Keyword(s):  
Spina Bifida ◽  
Primary School ◽  
Cognitive Functioning ◽  
School Children ◽  
Parental Support ◽  
Cognitive Abilities ◽  
Household Income ◽  
Cognitive Outcomes ◽  
Primary School Children ◽  
Motor Functioning

This study investigates cognitive abilities of pre/primary school children without and with spina bifida in Uganda. Qualitative semi structured interviews and quantitative functioning scales measurements were combined and conducted with 133 parents, 133 children with spina bifida, and 35 siblings.  ANCOVA was used to test for differences in cognitive scores between children and siblings. Logistic regression analyses were used to study predictive demographic, impairment specific, and environmental factors of cognitive functioning. Children with spina bifida in Uganda had lower cognitive outcomes compared to their siblings. Cognitive outcomes were predicted by age, household income, motor functioning, and schooling. Better motor functioning was predicted by age, the presence of hydrocephalus, and parental support. Continence management was predicted by parental support and household income. Schooling was predicted by age, household income, and motor functioning. Limited access to neurosurgery and rehabilitative care, and schooling had a negative effect on cognitive functioning. Children of parents who have support had better motor functioning, and continence management. A holistic approach for children with spina bifida and their families, including community based rehabilitation; ensuring social support and livelihoods for parents; and access to health and education services can contribute to better cognitive outcomes.

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