Regression to the mean in latent change score models: an example involving breastfeeding and intelligence

Latent change score models are often used to study change over time in observational data. However, latent change score models may be susceptible to regression to the mean. In the present study, we investigate regression to the mean in the case of breastfeeding and intelligence of children. Earlier observational studies have identified a positive association between breastfeeding and child intelligence, even when adjusting for maternal intelligence. Here, we used latent change score modeling to analyze intergenerational change in intelligence, both from mothers to children and backward from children to mothers, in the 1979 National Longitudinal Survey of Youth (NLSY79) dataset (N = 6283). When analyzing change from mothers to children, breastfeeding was found to have a positive association with intergenerational change in intelligence, whereas when analyzing backward change from children to mothers, a negative association was found. These discrepant findings highlight a hidden flexibility in the analytical space and call into question the reliability of earlier studies of breastfeeding and intelligence using observational data.

An exploratory study of predictors of vocabulary knowledge of Vietnames preschool-age children in a city

This study explores the effects of child-external and child-internal factors on vocabulary skills of Vietnamese pre-schoolers. Thirty-nine Vietnamese children (54-77 months) were tested on vocabulary and cognition skills. Their parents completed a questionnaire on background information. Correlation and regression analyses were performed to explore the contribution of multiple factors to the variability in vocabulary skills. Results showed that the effects of multiple factors varied across modality and domain. Productive vocabulary was individually sensitive to more factors than receptive vocabulary; and phonologically-based vocabulary was more sensitive than semantically-based vocabulary. The strongest predictor of receptive vocabulary, productive vocabulary, semantically-based vocabulary and phonologically-based vocabulary was child intelligence, child pre-schooling length, household income and child age, respectively. The findings seem to support the multidimensional views of language with evidence that different domains or modalities of vocabulary skills respond to the effects of multiple factors differently; and components of verbal ability should be examined separately.

Development of Islamic Values-Based Early Childhood Education Learning Approach in the Industrial Revolution Era 4.0

This paper will focus on how to organize early childhood moral education in the 4.0 industrial revolution era based on the thoughts of Islamic leaders. This research uses a philosophical approach with hermeneutic methods and literature study techniques. PAUD educators in the era of the industrial revolution 4.0 are creative and innovative teachers in creating and presenting knowledge and information about various things through stories, films, online games, and others but are always theocentric, prioritizing the development of conscience (qalb) in addition to developing various potentials. child intelligence.

The Importance Of Applying “Multi-Intelligence Theory” To The Educational Process

The importance of assessment in the educational process and international assessment systems were discussed. There is also information on the dependence of a child's educational opportunities on genetic factors and upbringing. In this regard, it is recommended to use Gardner's "theory of multiplicity of intelligence" to make the most of the child's potential. The article presents a map of the “multi-intelligence theory” of intellect and comments on the relationship of types of intellect to the cerebral hemispheres. A "Child Intelligence Diagram" is also recommended for practice.

Caregiver perceptions of child development in rural Madagascar: a cross-sectional study

Background Human capital (the knowledge, skills, and health that accumulate over life) can be optimized by investments in early childhood to promote cognitive and language development. Parents and caregivers play a crucial role in the promotion and support of cognitive development in their children. Thus, understanding caregiver perceptions of a child’s capabilities and attributes, including intelligence, may enhance investments early in life. To explore this question, we asked caregivers to rank their child’s intelligence in comparison with other children in the community, and compared this ranking with children’s scores on an assessment of developmental abilities across multiple domains. Methods Our study examined cross-sectional data of 3361 children aged 16–42 months in rural Madagascar. Child intelligence, as perceived by their caregiver, was captured using a ladder ranking scale based on the MacArthur Scale for Subjective Social Status. Children’s developmental abilities were assessed using scores from the Ages and Stages Questionnaire: Inventory (ASQ-I), which measures cognitive, language, and socio-emotional development. Ranked percentiles of the ASQ-I were generated within communities and across the whole sample. We created categories of under-estimation, matched, and over-estimation by taking the differences in rankings between caregiver-perceived child intelligence and ASQ-I. Child nutritional status, caregiver belief of their influence on child intelligence, and sociodemographic factors were examined as potential correlates of discordance between the measures using multinomial logistic regressions. Results We found caregiver perceptions of intelligence in Madagascar did not align consistently with the ASQ-I, with approximately 8% of caregivers under-estimating and almost 50% over-estimating their children’s developmental abilities. Child nutritional status, caregiver belief of their influence on child intelligence, caregiver education, and wealth were associated with under- or over-estimation of children’s developmental abilities. Conclusions Our findings suggest parents may not always have an accurate perception of their child’s intelligence or abilities compared with other children. The results are consistent with the limited literature on parental perceptions of child nutrition, which documents a discordance between caregiver perceptions and objective measures. Further research is needed to understand the common cues caregivers that use to identify child development milestones and how these may differ from researcher-observed measures in low-income settings. Trial registration Current Controlled Trials ISRCTN14393738. Registered June 23, 2015.

SISTEM PAKAR PENGENALAN BAKAT DAN MINAT ANAK DENGAN METODE FORWARD CHAINING

Every human being has an interest, and a different talent. Interest is a strong impetus for a person to do something he wants. Talent itself is an existing ability or innate or the ability that can be trained to master the things that interest. The potential of the child should be stimulated in advance so that it can be seen as a skill, knowledge and skillfulness that becomes the provision of his life. One way to recognize the child's talents and interests requires a test to understand the temperament and personality of the child, to understand multiple intelligences and to recognize the direction of the child's interest. The test is applied to an expert system using the Forward Chaining method to help determine the type of intelligence in the child. Each type of child intelligence has several potential talents and special interests of the child. The expert system is implemented in a Visual Basic 6.0 programming language. The results of this study in obtaining an alternative decision to recognize the type of intelligence of children who show potential talents and interests of children. So that talent can be further developed. Keywords: Talent and Interests, Forward Chaining, Expert System