Tapping versus Saying: Effects of Age, Recoding, and Visual Search on Phonological Span

2021 ◽  
pp. 073428292110091
Author(s):  
Eva Oesterlen ◽  
Katja Seitz-Stein
Keyword(s):  
Visual Search ◽  
Secondary School ◽  
Primary School ◽  
Cognitive Processes ◽  
School Children ◽  
Primary School Children ◽  
Verbal Recall ◽  
Age Dependent ◽  
Underlying Mechanisms

In contrast to traditional word spans with verbal recall, recently developed automated tasks employ a visuospatial response format (RF). This RF involves additional cognitive processes such as recoding and visual search, which develop across childhood. The aim of the present study was to extend previous findings on age-dependent RF effects, examining the role of recoding and visual search as underlying mechanisms. Groups of primary school children, secondary school children, and adults performed analogous word spans with visuospatial and verbal RF. Additionally, two tasks assessing recoding and visual search skills were conducted. Results show that primary school children performed poorer under visuospatial than verbal RF, whereas secondary school children and adults showed no performance differences. The analyses further suggest that search skills contribute to age-differential RF effects. Recoding seems less decisive, but its role could not be conclusively clarified. Developmental mechanisms and the necessity to disentangle the role of recoding from search are discussed.

scholarly journals Chronic bullying victimization across school transitions: The role of genetic and environmental influences

2013 ◽  
Vol 25 (2) ◽  
pp. 333-346 ◽  
Author(s):  
Lucy Bowes ◽  
Barbara Maughan ◽  
Harriet Ball ◽  
Sania Shakoor ◽  
Isabelle Ouellet-Morin ◽  
...  
Keyword(s):  
Secondary School ◽  
Primary School ◽  
School Children ◽  
Mental Health Problems ◽  
Longitudinal Design ◽  
Primary School Children ◽  
Bullying Victimization ◽  
Family Risk Factors ◽  
Increased Risk

AbstractWe investigated the antecedents and consequences of chronic victimization by bullies across a school transition using a genetically sensitive longitudinal design. Data were from the Environmental Risk Longitudinal Twin Study (E-Risk), an epidemiological cohort of 2,232 children. We used mothers' and children's reports of bullying victimization during primary school and early secondary school. Children who experienced frequent victimization at both time points were classed as “chronic victims” and were found to have an increased risk for mental health problems and academic difficulties compared to children who were bullied only in primary school, children bullied for the first time in secondary school, and never-bullied children. Biometric analyses revealed that stability in victimization over this period was influenced primarily by genetic and shared environmental factors. Regression analyses showed that children's early characteristics such as preexistent adjustment difficulties and IQ predicted chronic versus transitory victimization. Family risk factors for chronic victimization included socioeconomic disadvantage, low maternal warmth, and maltreatment. Our results suggest that bullying intervention programs should consider the role of the victims' behaviors and family background in increasing vulnerability to chronic victimization. Our study highlights the importance of widening antibullying interventions to include families to reduce the likelihood of children entering a pathway toward chronic victimization.

scholarly journals Primary school children often underestimate their nasal obstruction

2016 ◽  
Vol 54 (2) ◽  
pp. 164-169
Author(s):  
Francesca Occasi ◽  
Marzia Duse ◽  
Tommaso Vittori ◽  
Anna Rugiano ◽  
Giancarlo Tancredi ◽  
...  
Keyword(s):  
Allergic Rhinitis ◽  
Secondary School ◽  
Primary School ◽  
Nasal Obstruction ◽  
School Children ◽  
Primary School Children ◽  
Nasal Resistance ◽  
Nasal Patency ◽  
School Aged Children ◽  
Subjective Sensation

Background: No consensus has ever been reached about the correlation between nasal resistance and the subjective sensation of nasal patency. The aim of the present study was to better de ne whether primary school and secondary school aged children correctly estimate their nasal obstruction. Materials and methods: Two hundred eighty four children (168 males and 116 female) aged between 6 and 14 years (9.5+2.9 years) affected by Pediatric Allergic Rhinitis underwent Rhinomanometry and they were considered as correctly estimating their nasal obstruction when the grade of nasal patency corresponded to the severity of the NOSE score, overestimating when the grade of nasal patency was <1 when compared to the severity of the score, underestimating when the grade of nasal patency was >1 when compared to the severity of the score. Results: Correlation between NOSE score and nasal patency was statistically significant (r -0.74; p<0.001). Children between 6 and 9 years of age underestimate (43.7%) and children >12 overestimate (34.7%) their symptoms more frequently than children among other age ranges (p<0.001). Conclusion: Although NOSE score approximately allow to quantify nasal obstruction, in children, especially between 6 and 9 years of age, an objective measurement of nasal patency should be performed to better define the therapeutic approach.

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.

Phonological span in children and adults: Does response format matter?

2019 ◽  
Vol 43 (5) ◽  
pp. 393-402 ◽  
Author(s):  
Eva Oesterlen ◽  
Katja Seitz-Stein
Keyword(s):  
Visual Search ◽  
Digit Span ◽  
Fourth Graders ◽  
Age Groups ◽  
Verbal Response ◽  
Response Format ◽  
Verbal Recall ◽  
Age Dependent ◽  
Span Tasks ◽  
Underlying Mechanisms

In contrast to classical phonological span tasks, which require verbal recall, those used in self-reliant, group-administrable working memory measurement contain a visuospatial response format. As a consequence, these tasks involve recoding, executive, and visual search requirements in addition to encoding and storage processes. To examine age-dependent effects of these special requirements, tablet-based word and digit span tasks with a visuospatial response format were compared to corresponding tasks with a verbal response format in first and second graders, third and fourth graders, and adults ( N = 105). Whereas children’s performance was impaired by the visuospatial response format, adults’ performance was not. Whether the arrangement of stimuli in the visuospatial response format—either variable or fixed—has differential effects on performance in children and adults ( N = 434) was examined in a second experiment. No substantial differences between variable and fixed response format were found in any of the age groups. Possible underlying mechanisms for age-dependent effects of response format and the role of executive functions and visual search in automatized phonological span tasks are discussed.

scholarly journals Touch and look: The role of visual‐haptic cues for categorical learning in primary school children

2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Hannah Broadbent ◽  
Tamsin Osborne ◽  
Natasha Kirkham ◽  
Denis Mareschal
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Haptic Cues ◽  
Categorical Learning

scholarly journals Role of Preschool and Primary School Children in Epidemics of Influenza A in a Local Community in Japan during Two Consecutive Seasons with A(H3N2) as a Predominant Subtype

PLoS ONE ◽  
2015 ◽  
Vol 10 (5) ◽  
pp. e0125642 ◽  
Author(s):  
Satoshi Mimura ◽  
Taro Kamigaki ◽  
Yoshihiro Takahashi ◽  
Takamichi Umenai ◽  
Mataka Kudou ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Influenza A ◽  
Local Community ◽  
Primary School Children ◽  
Predominant Subtype

scholarly journals Development model of communicative ULA in primary school children with learning difficulties

2021 ◽  
Vol 273 ◽  
pp. 12094
Author(s):  
Marina Skuratovskaya ◽  
Elena Romanova
Keyword(s):  
Primary School ◽  
Cognitive Processes ◽  
School Children ◽  
Learning Difficulties ◽  
Psychological Development ◽  
Development Model ◽  
Primary School Children ◽  
Psychological Skills ◽  
Primary School Students ◽  
School Students

The article presents the model of the formation of communicative (universal learning actions) ULA, which includes the principles and stages of remedial and pedagogical activities of speech and socio-psychological development. Each stage is supposed to work on communicative ULA development in primary school students with learning difficulties. There are three main directions of the communicative ULA development: the development of cognitive processes, the development of speech skills, and the development of socio-psychological skills. This article also presents the content of remedial and pedagogical work, including various types of activities in the curricular and extracurricular types of organizing educational activities.

scholarly journals The Role of Persian Reading Text Books of the First to the Third Primary School in Presenting Religious Doctrines in Iran

2016 ◽  
Author(s):  
Maryam Jalali
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Elementary Grades ◽  
Religious Literature ◽  
The Third ◽  
The World ◽  
Reading Text ◽  
Transmission Of Values

Transmission of values and religious concepts to children is one of the most important issues in the third millennium and it has drawn varied and different views among experts and scholars in the world. Research specialized in religious literature for children and adolescents create new capacities in the presentation of religious concepts to the group. Plans have been considered to transfer values and religious concepts in the curricula of primary school children in the group in Iran. It is one of the topics that the authors note to the introduction of the minutiae of religion in the first three elementary grades. In this study, the collection and analysis methods providing content related to the minutiae of religion in reading books the first till third sections of the years 2013-2015. In addition, the plan includes aspects of other branches of religion in these books on information collected from text books that collected and classified. The result is that "definitely good and forbidding the evil" and "prayer" have the highest frequency of applications in the selected books. Further branches made of branches of religion in these books, represents the values of religious, moral and social as well.

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