Filoso a Entre el Parvulario y la Primaria (De 5 a 7 años)

1998 ◽  
pp. 7-11
Author(s):  
Irene de Puig ◽  
Angélica Sátiro
Keyword(s):  
Cognitive Skills ◽  
Research Translation ◽  
Philosophy For Children ◽  
Classroom Experience ◽  
Intellectual Skills ◽  
Age Range

Philosophy and Narrative’ is a program designed for five to seven-year-old children. It is intended to exercise basic intellectual skills in a dialogic way, as does the ‘Philosophy for Children’ curriculum. Using The Jolly Postman, a stimulating tale by the English authors A. and J. Ahlberg, as a basis, de Puig has prepared a manual entitled Cuentos para pensar (Tales for Thinking) which comprises a series of resources ordered and adapted to the text and the needs of the curriculum for this age range. This sequentially ordered manual includes a number of popular tales as well as exercises and activities that engage various cognitive skills such as reasoning, research, translation and conceptualization. So far, our classroom experience with these materials has been highly satisfactory. Teachers and children enjoy working with them, creating many activities and engaging in new experiences.

scholarly journals reflexiones filosóficas entre madres adolescentes víctimas de maltrato infantil

2019 ◽  
Vol 15 ◽  
pp. 1-25
Author(s):  
Sonia Rosario Barraza flores ◽  
Homero López moreno
Keyword(s):  
Young People ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Life Experiences ◽  
Philosophy For Children ◽  
Family Development ◽  
Cognitive Changes ◽  
Academic Fields ◽  
Matthew Lipman ◽  
Unexpected Findings

This research was carried out in a classroom of the center of comprehensive family development (desarrollo integral de la familia, DIF) in the municipality of Durango, Mexico. The center trains young people in making crafts. From these young people, 13 teenage mothers ages 15-23, all victims of abuse as children, were selected. With this group, we implemented the philosophical-pedagogical proposal called "Philosophy for children and teenagers," first developed by the American philosopher Matthew Lipman. The main goal was to form a "community of inquiry," where through philosophical dialogue the participants developed cognitive skills, allowing them to share, in an ethical and moral dialogue, their life experiences within a democratic setting. The results were demonstrated through the disclosures made by the participants during the philosophical dialogues, We also recorded the cognitive abilities detected over 20 sessions. We contrast the results with the theories to demonstrate the participants’ cognitive changes. We also observed unexpected findings in other academic fields that facilitate ethical and moral thinking.

scholarly journals A Neuropsychological Approach of Developmental Dyscalculia and a Screening Test Via a Web Application

2017 ◽  
Vol 7 (4) ◽  
pp. 51 ◽  
Author(s):  
Nikolaos Christos Zygouris ◽  
Filippos Vlachos ◽  
Antonios N. Dadaliaris ◽  
Panagiotis Oikonomou ◽  
Georgios I Stamoulis ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Statistical Analysis ◽  
Cognitive Skills ◽  
Web Application ◽  
Comparison Group ◽  
Research Protocol ◽  
Female Age ◽  
Developmental Dyscalculia ◽  
Mathematical Abilities ◽  
Age Range

Traditional definitions of Developmental Dyscalculia state that a child must substantially underachieve on mathematical abilities tests relative to the level expected given age, education and intelligence. However, cognitive developmental neuropsychological studies nowadays suggest that not only core numerical but also cognitive skills of children with developmental dyscalculia present deficits. The main aim of the research protocol was to construct a battery of six tests that can be delivered by computer in order to screen children’s arithmetic and cognitive skills. The hypothesis of the study was that children that are already diagnosed by paper and pencil tests as dyscalculic will present lower scores and larger time latencies not only in arithmetical but also in executive function tasks. A total of 134 right handed children (74 male and 60 female, age range 8 – 12 years) participated in this study. The students with disorders in mathematics (N= 67, 37 male and 30 female age range 8 – 12 years M= 10.15 SD=1.10) had a statement of dyscalculia after assessment at a Centre of Diagnosis, Assessment and Support, as it is required by Greek Law. A comparison group without any learning disabilities was individually matched with the dyscalculic group according to age, sex and grade (N=67, 37 male and 30 female, age range 8 – 12 years old, M=10.24 SD=1.12). Statistical analysis revealed that children with dyscalculia had statistically significant lower mean scores of correct answers and larger time latencies in all tasks compared to their average peers that participated in the comparison group.`

scholarly journals No Evidence of Causal Effects of Blood Pressure on Cognition in the Population at Large

2016 ◽  
Vol 19 (1) ◽  
pp. 17-26
Author(s):  
Suzanne C. Swagerman ◽  
Elsje van Bergen ◽  
Kees-Jan Kan ◽  
Marinka M. G. Koenis ◽  
Hilleke E. Hulshoff Pol ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Cognitive Functioning ◽  
Cognitive Skills ◽  
Causal Model ◽  
Large Body ◽  
Emotion Identification ◽  
Linear Effects ◽  
Causal Nature ◽  
Quadratic Effects ◽  
Age Range

The large body of literature on the association between blood pressure (BP) and cognitive functioning has yielded mixed results, possibly due to the presence of non-linear effects across age, or because BP affects specific brain areas differently, impacting more on some cognitive skills than on others. If a robust association was detected among BP and specific cognitive tasks, the causal nature of reported associations between BP and cognition could be investigated in twin data, which allow a test of alternative explanations, including genetic pleiotropy. The present study first examines the association between BP and cognition in a sample of 1,140 participants with an age range between 10 and 86 years. Linear and quadratic effects of systolic BP (SBP) and diastolic BP (DBP) on cognitive functioning were examined for 17 tests across five functions. Associations were corrected for effects of sex and linear and quadratic effects of age. Second, to test a causal model, data from 123 monozygotic (MZ) twin pairs were analyzed to test whether cognitive functioning of the twins with the higher BP was different from that of the co-twins with lower BP. Associations between BP and cognitive functioning were absent for the majority of the cognitive tests, with the exception of a lower speed of emotion identification and verbal reasoning in subjects with high diastolic BP. In the MZ twin pair analyses, no effects of BP on cognition were found. We conclude that in the population at large, BP level is not associated with cognitive functioning in a clinically meaningful way.

scholarly journals Stability of Measure In High Intellectual Ability: Preliminary Results

2018 ◽  
Vol 34 (3) ◽  
pp. 510-518 ◽  
Author(s):  
Sylvia Sastre-Riba ◽  
Eduardo Fonseca-Pedrero ◽  
Antoni Castelló-Tarrida
Keyword(s):  
Test Scores ◽  
Creative Thinking ◽  
Intellectual Ability ◽  
False Negatives ◽  
Enrichment Program ◽  
Intellectual Skills ◽  
The Stability ◽  
The One ◽  
Age Range ◽  
Deviation Criterion

Despite there having been improvements in efficiency and ease on test scoring for individuals with high intellectual ability, the stability of these scores is not assured. The main objective of our research is a preliminary detection of variations in test scores from a group of children that were identified as having HIA. This was done by means of a single-time assessment of children currently following an enrichment program. A total of n=26 students participated (19 male and 7 female) in the study. The age range was between 12 and 17 years, being the average age 13.89 years (SD = 1.09 years). Differential Aptitude Test (DAT-5) and Torrance Test of Creative Thinking (TTCT) were used to assess the logical-deductive intellectual skills and creative thinking. The results show that test scores may change in a considerable amount in many supposedly HIA individuals. More than 30% of the variance cannot be attributed to common components in the two measurements points. The scores in creativity were the most fluctuating, something that could be expected of these scales having the lowest reliability indexes. Only eight participants remain steady, according to the one standard deviation criterion, and it is quite notorious that two participants show a decrease in three subscales out of five. On the other hand, two other participants have shown an increase in one subscale as well as a decrease in another. In order to foster HIA individuals and their wellbeing, it is essential to be careful with mistaken diagnoses (false-negatives and false-positives), given the fact that they will lead to developmental consequences.

scholarly journals Peran Keluarga Terhadap Perilaku Mahasiswa yang Mengkonsumsi Minuman Beralkohol di Kabupaten Jember

2020 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Nina Ainur Rahma ◽  
Husni Abdul Gani ◽  
Mury Ririyanti
Keyword(s):  
Social Learning ◽  
Cognitive Skills ◽  
Descriptive Study ◽  
Alcoholic Beverages ◽  
The Family ◽  
Alcoholic Drinks ◽  
Age Range ◽  
Depth Interviews

Adolescents in the age range of 17-21 years are generally students, who are expected to have good cognitive skills and be able to solve problems effectively. Teenagers who are unable to solve problems sometimes do something that is harmful to themselves such as consuming alcoholic beverages. The role of the family such as parenting and family conditions is one of the causes of adolescents consuming alcoholic beverages. This study aims to determine the role of families in the behavior of students who consume alcoholic beverages in Jember Regency. The theory used by researchers is Social Learning from Bandura. This research is a descriptive study with a qualitative approach. Determination of research informants using snowball techniques. Data collection uses in-depth interviews, documentation and passive participatory observation. Based on the results of the study it was found that the all-free parenting style, lack of trust given by parents to involve children in making decisions and ineffective time spent by parents for families so that children behave deviant.  Keywords: Family, teenagers, alcoholic drinks, social learning

Computer Programming and Logical Reasoning: Unintended Cognitive Effects

1989 ◽  
Vol 18 (2) ◽  
pp. 123-141 ◽  
Author(s):  
Robert H. Seidman
Keyword(s):  
Programming Languages ◽  
Cognitive Skills ◽  
Conceptual Analysis ◽  
Computer Programming ◽  
Research Direction ◽  
Environmental Aspects ◽  
Negative Effects ◽  
Programming Instruction ◽  
Intellectual Skills ◽  
New Research

Recent research results having to do with explicit instruction in computer programming and cognitive skills indicate an increased emphasis upon the structure of the learning environment surrounding programming languages. A new research direction concerned with transfer effects due to environmental aspects of programming instruction is emerging. A conceptual analysis of the syntax and semantics of the IF-THEN [ELSE] conditional command is presented which suggests that mastering a procedural language itself (independent of environment) might have unintended, indirect, and potentially negative effects upon fundamental intellectual skills. Research is reported which suggests that there are unintended side-effects upon childrens' conditional reasoning ability due to learning a procedural computer programming language.

scholarly journals 283 Does a Pen and Paper Assessment of Executive Skills Correlate with Functional Decline Identified Through Specialised Occupational Therapy Assessment?

2019 ◽  
Vol 48 (Supplement_3) ◽  
pp. iii17-iii65
Author(s):  
Fiona Tobin ◽  
Caitriona McGuinn ◽  
Corinne Pearson ◽  
Joshi Dooky ◽  
Cathy McHale ◽  
...  
Keyword(s):  
Cognitive Skills ◽  
Independent Living ◽  
Functional Decline ◽  
Support Service ◽  
Process Skills ◽  
Observational Assessment ◽  
Cognitive Assessments ◽  
Therapy Assessment ◽  
Executive Skills ◽  
Age Range

Abstract Background Executive skills refer to a set of cognitive skills that allow individuals to engage in goal directed behavior. They encompass planning, initiation, inhibition, monitoring and flexibility in approach to tasks, and are necessary for functional competence. Executive skills are vulnerable to disruption with damage to the brain, as occurs with dementia. Methods Participants were recruited from a tertiary memory assessment and support Service. The Assessment of Motor & Process Skills (AMPS), a standardised observational assessment of occupational performance (1Fischer, 2003) was administered by trained Occupational Therapists. In addition, the EXIT-25, a pen & paper based assessment of executive skills (2Royall et al, 1992) was administered. Process scores from the AMPS, and overall score from the EXIT 25 were utilised for correlation analysis. Results 22 participants, 12 male and 10 females, age range 60-91 (mean 75.5 years), was analysed using Spearman’s Rho correlation (-.2). Results did not identify a strong correlation Conclusion Dementia is commonly regarded as a disorder of memory. However, diagnosis is dependent on functional decline related to cognitive decline. The AMPS provides a formal assessment of functional skills, in terms of motor & process skills with cut off scores regarding safe independent living. The results of this study indicate that the AMPS is not associated with executive scores on formal cognitive assessments, highlighting the value of an extensive multi-component MDT approach (also incorporating history taking, imaging, bio marker testing etc.) in assessing and diagnosing a dementia.

Irony Comprehension in Children With Cochlear Implants: The Role of Language Competence, Theory of Mind, and Prosody Recognition

2021 ◽  
pp. 1-18
Author(s):  
Francesca Panzeri ◽  
Sara Cavicchiolo ◽  
Beatrice Giustolisi ◽  
Federica Di Berardino ◽  
Paola Francesca Ajmone ◽  
...  
Keyword(s):  
Theory Of Mind ◽  
Cochlear Implants ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Chronological Age ◽  
Language Competence ◽  
Advanced Theory Of Mind ◽  
Italian Children ◽  
Age Range

Purpose Aims of this research were (a) to investigate higher order linguistic and cognitive skills of Italian children with cochlear implants (CIs); (b) to correlate them with the comprehension of irony, which has never been systematically studied in this population; and (c) to identify the factors that facilitate the development of this competence. Method We tested 28 Italian children with CI (mean chronological age = 101 [ SD = 25.60] months, age range: 60–144 months), and two control groups of normal-hearing (NH) peers matched for chronological age and for hearing age, on a series of tests assessing their cognitive abilities (nonverbal intelligence and theory of mind), linguistic skills (morphosyntax and prosody recognition), and irony comprehension. Results Despite having grammatical abilities in line with the group of NH children matched for hearing age, children with CI lag behind both groups of NH peers on the recognition of emotions through prosody and on the comprehension of ironic stories, even if these two abilities were not related. Conclusions This is the first study that targeted irony comprehension in children with CI, and we found that this competence, which is crucial for maintaining good social relationships with peers, is impaired in this population. In line with other studies, we found a correlation between this ability and advanced theory of mind skills, but at the same time, a deeper investigation is needed, to account for the high variability of performance in children with CI.

scholarly journals A New Assessment for Activities of Daily Living in Spanish Schoolchildren: A Preliminary Study of its Psychometric Properties

2020 ◽  
Vol 17 (8) ◽  
pp. 2673 ◽  
Author(s):  
Sabina Barrios-Fernández ◽  
Margarita Gozalo ◽  
Andrés García-Gómez ◽  
Dulce Romero-Ayuso ◽  
Miguel Ángel Hernández-Mocholí
Keyword(s):  
Activities Of Daily Living ◽  
Cognitive Skills ◽  
Daily Living ◽  
Self Regulation ◽  
Personal Hygiene ◽  
Reliable Instrument ◽  
General Functioning ◽  
Preliminary Study ◽  
Oral Sensitivity ◽  
Age Range

Background: Activities of daily living (ADL), which are divided into basic (BADL) and instrumental (IADL), allows us to survive and to live in the society. Cognitive skills are a key aspect in BADL outcomes. After reviewing existing BADL tools for Spanish schoolchildren, issues such as not covering the full age range or not having a BADL-centred vision were found. We aim to develop a new tool for BADL assessment in Spanish schoolchildren. Methods: The new tool was administered to 375 participants (47.2% boys and 52.8% girls) from 6 to 12 years of age. Analyses were carried out to find out the structure (semiconfirmatory factor analysis) and internal consistency (ordinal alpha) of BADL. Results: Four scales formed the instrument (Eating, Personal Hygiene, Getting Dressed, and General Functioning) with an interpretable solution of 12 factors (Manual Dexterity, Proprioception, Oral Sensitivity, Good Manners, Hygiene and Grooming, Toileting Needs Communication, Bladder and Bowel Control, Showering, Independent Dressing Tasks, Full Dressing, Executive Functions, and Self-Regulation) with 84 items + 6 qualitative items for girls. The reliability values obtained were acceptable (.70–.88). Conclusions: The tool seems to be a practical and reliable instrument to assess BADL and cognitive skills during BADL in Spanish schoolchildren.

Open-Area Education: An Advantage or Disadvantage for Beginners?

1974 ◽  
Vol 39 (1) ◽  
pp. 407-416 ◽  
Author(s):  
Anne E. Bell ◽  
Fred Switzer ◽  
Myrna A. Zipursky
Keyword(s):  
Statistical Analysis ◽  
Cognitive Skills ◽  
School Entry ◽  
First Year ◽  
Sufficient Condition ◽  
Traditional Classrooms ◽  
Open Area ◽  
Traditional Group ◽  
Intellectual Skills ◽  
Traditional Class

112 beginners in traditional classrooms and 57 in an open-area school within the same middle-class area were apparently well matched in perceptual, motor and cognitive skills at school entry. Statistical analysis of first-year achievement showed that while no significant differences in number concept were observed, the traditional group were more highly proficient readers ( p < .001) than the children in open-area class who showed a failure rate double that of their traditional peers. Reasonable proficiency in perceptual, motor and intellectual skills was a necessary but not sufficient condition for success in reading in the open-area class. The egocentric, behaviorally immature child had a better chance of success in the traditional class. Furthermore, there was no indication that any advantage accrues even to the well-integrated child in the open-area system in his beginning year.

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