scholarly journals The Developmental Changes in Cube Copying Abilities of Japanese Children with Typical Development

2020 ◽  
Vol 4 (2) ◽  
pp. p20
Author(s):  
Takashi Gotoh ◽  
Noriko Haruhara ◽  
Rina Ishii ◽  
Asako Mogami ◽  
Ayumi Matsunaga
Keyword(s):  
Necker Cube ◽  
Developmental Changes ◽  
Typical Development ◽  
Age Group ◽  
Japanese Children ◽  
Copying Task

Purpose: The purpose of this study was to analyze the developmental changes in Necker cube copying and isometric perspective cube copying abilities of Japanese children of typical development.Methods and Results: [Study-1] A total of 40 individuals aged 5-18 years participated in Study-1. The Necker cube copying task was administered, and scores were assigned based on the method developed by Yorimitsu et al. (2013). The results showed that the scores increased significantly for children in the 8-9 years age group (p < 0.01).[Study-2] A total of 32 individuals aged 6-10 years participated in Study-2. The isometric perspective cube copying task was administered, and scores were assigned based on the method developed by Otomo (2009). The results showed that the scores increased significantly for children in the 7-8 years age group (p < 0.05).Conclusions: Japanese children of typical development were able to perform the Necker cube copying task from approximately nine years of age. The same participants were able to perform the isometric perspective cube copying task from approximately eight years of age.

Developmental Study of Causal Attributions and Judgments of Achievement by Japanese Children

1988 ◽  
Vol 62 (2) ◽  
pp. 507-517 ◽  
Author(s):  
Hirotsugu Yamauchi
Keyword(s):  
Causal Attributions ◽  
Developmental Changes ◽  
Developmental Study ◽  
Japanese Children ◽  
Evaluative Feedback

This article has two purposes, developmental changes of causal schemata are examined and developmental shifts in judgments of achievement are tested. The developmental changes of causal schemata are measured by two methods. (1) Extent of an effect is inferred from the facilitative causes and (2) the degrees of a facilitative cause are inferred from an effect and another facilitative cause. Developmental shifts of causal schemata ate noted among children in Grades 2, 4, and 6. Judgments of achievement are measured by asking subjects to provide “evaluative feedback” to an hypothetical school pupil's grade. The judgments of achievement are affected by the perceived expenditure of effort, independent of performance on the examination.

scholarly journals Motor Imagery of Typical and High-Functioning Autism Spectrum Disorder Children: Developmental Changes

2020 ◽  
Author(s):  
Saeid Ahar ◽  
Farhad Ghadiri ◽  
Abbas Bahram ◽  
Mehran Karimi
Keyword(s):  
Autism Spectrum Disorder ◽  
Reaction Time ◽  
Motor Imagery ◽  
High Functioning Autism ◽  
Statistical Tests ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developmental Changes ◽  
Typical Development ◽  
High Functioning

Introduction: There are significant interactions between motor and cognitive development through life span. Investigation of cognitive processes and behavioral infrastructure is very valuable, so the present study aimed to determine the developmental changes of motor imagery in typical and high functioning autism spectrum disorder children aged 8 to 12 years. Methods: The present study was a semi- quasi one that done in a cross - sectional design. 40 children aged 8 to 10 and 40 children aged 10 to 12 years (in each age group 20 autism spectrum disorder (ASD) and 20 typical development (TD)), who matched in terms of age and IQ, were selected purposefully and accessibly selected and participated in the research voluntarily. To investigate the motor imagery, the hand rotation paradigm was used in the form of 3-D software. After calculating the reaction time and the number of errors related to the medial and lateral stimuli, repeated measures ANOVA used to analyze the reaction time data and the Mann Whitney U test used to analyze the error numbers data. All statistical tests were performed using SPSS software version 21. Results: The findings showed that the typical development (TD) group decreased its reaction time (P=0.001) and number of errors (P=0.001) by age increasing, which was not seen in the autism spectrum disorder (ASD) group. Conclusion: It seems that the cognitive and important processes involved in learning and controlling motor skills will not improve by age and will require specialized interventions and coherent programs for this purpose.

scholarly journals Questioning the Efficacy of Reading Storybooks to Very Young Japanese EFL Learners: A Vocabulary Study

2021 ◽  
Vol 45 (5) ◽  
pp. 3-10
Author(s):  
Luke Winn
Keyword(s):  
Word Learning ◽  
Vocabulary Test ◽  
Age Group ◽  
Japanese Children ◽  
Treatment Target ◽  
Efl Learners ◽  
Reading Condition ◽  
Single Reading ◽  
Quasi Experimental ◽  
L1 And L2

This study is concerned with vocabulary acquisition from reading ‘authentic’ English storybooks to very young Japanese children in an immersion EFL setting. 26 children took part in a quasi-experimental study which examined two reading techniques. A multiple readings condition offered three verbatim readings of three different storybooks (nine readings in total), whereas the second condition added brief L2 explanations of target words within a single reading of each book (three readings in total). Prior vocabulary in L2 (English) was also measured to evaluate its effect on word learning. A post-treatment target word vocabulary test was conducted to assess for acquisition. The results of the study show that neither reading condition resulted in significant effects with regard to word learning. The effect of prior vocabulary (both L1 and L2), however, was significant, and implications for educators working with children in this age group are discussed. 本研究は、イマージョン型のEFL環境における、「本物の」英語の童話を使った読み聞かせによる日本人児童の語彙習得に関するものである。26人の児童が実験に参加し、2つの異なるリーディング手法について調査した。一つのグループには、３つの異なる童話を３回ずつ逐語的に繰り返し読み聞かせ（合計９回）、もう一つのグループには、各童話の対象となる単語の簡潔な説明をL2 （英語）で行った上で一回ずつ読み聞かせた（合計３回）。さらに、L2（英語）の事前語彙知識を測定し、単語学習効果を検証した。どれくらい習得したか評価するために対象となる単語の事後テストを行った。本研究の結果は、どちらのリーディング手法も単語学習には有意な効果をもたらさなかったことを示している。しかしながら、事前語彙知識（L1とL2の両方）の

scholarly journals Movement patterns during the process of standing up in children with spastic diplegia

2015 ◽  
Vol 21 (3) ◽  
pp. 230-236
Author(s):  
Elisabete Martins ◽  
Jorge Fernandes ◽  
Ana Cruz-Ferreira
Keyword(s):  
Supine Position ◽  
Motor Task ◽  
Movement Patterns ◽  
Lower Limbs ◽  
Spastic Diplegia ◽  
Typical Development ◽  
Age Group ◽  
Upper Limbs ◽  
Axial Region ◽  
Standing Up

AbstractThe analysis of the movement patterns of children with spastic diplegia (SD) during the process of standing up can contribute to a better understanding of postural control. The purpose of this study was to describe the movement patterns during this task in children with SD and typical development and to analyze the differences according to their age group. Participated 40 children (38-154 months), 20 children with SD and 20 children with typical development. The participants were instructed to lie down in a supine position and quickly stand up (10 trials). Motor task sessions were videotaped and subsequently analyzed. Children with SD had more asymmetrical and less efficient movement patterns in the Upper Limbs (UL), Axial Region (AR) and Lower Limbs (LL). The oldest group of children with SD did not have more mature and efficient movement patterns, and the oldest children with typical development have more mature and efficient movement patterns in the UL and AR.

scholarly journals The Effects of Font Type on Reading Accuracy and Fluency in Japanese Children with Developmental Dyslexia

2019 ◽  
Vol 3 (3) ◽  
pp. p221
Author(s):  
Takashi Gotoh ◽  
Akira Uno ◽  
Naoki Tani ◽  
Toshiaki Uchiyama ◽  
Toshimasa Yamanaka
Keyword(s):  
Developmental Dyslexia ◽  
Reading Performance ◽  
The Other ◽  
Typical Development ◽  
Japanese Children ◽  
Reading Accuracy ◽  
Other Hand ◽  
Duration Time ◽  
Significant Difference ◽  
Font Type

We administered rapid reading tasks in Japanese children (32 with typical development and 24 with developmental dyslexia), and investigated the effects of two different font types: Rounded-Gothic and Mincho style font. In the experiment, we used four kinds of stimuli: two scripts (paragraphs and random kana character non-words) in two font types (Rounded-Gothic and Mincho style font). In this experiment, the duration time, the number of errors and the number of self-corrections were measured during reading. Participants were asked which font type was easier to read. There was no significant difference in the duration time, the number of errors and the number of self-corrections between two types of fonts among the 56 participants. On the other hand, regarding subjective readability, the developmental dyslexia group reported that the Rounded-Gothic font was easier to read. There was a difference between objective and subjective readability. In this study, there was no difference in reading performance of Rounded-Gothic and Mincho style fonts in Japanese children with developmental dyslexia.

scholarly journals Maze computer performance in Down syndrome

2016 ◽  
Vol 26 (2) ◽  
pp. 205 ◽  
Author(s):  
Weliton Folli Possebom ◽  
Thais Massetti ◽  
Talita Dias da Silva ◽  
Silvia Regina Pinheiro Malheiros ◽  
Lilian Del Ciello de Menezes ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Repeated Measures ◽  
Movement Time ◽  
Acquisition Phase ◽  
Typical Development ◽  
Age Group ◽  
Improved Performance ◽  
Group 2 ◽  
And Performance ◽  
And Gender

Introduction: These changes are the main causes of defi cits in perceptual-motor skills responsible for motor skill acquisition and performance of functional activities. AIMS: The current study aimed at verifying the quantitative performance of people with DS in undertaking a computer task to compare the performances of typical development (TD). Method: 60 subjects participated in the study, 30 with Down’s syndrome and 30 with typical development, matched by sex. Individuals were aged from 10–36. The groups were divided into three subgroups by age: Group 1 (G1) 10–18; Group 2 (G2) 18–25; Group 3 (G3) 25–36. They performed a computer maze task. During the acquisition phase all groups attempted the maze 30 times, and then after 5 minutes they performed 5 repetitions of Maze 1 for the retention phase. Finally, for the transfer phase, they performed fi ve repetitions in Maze 2. The dependent variables were submitted to a group, age group, gender and block ANOVA with repeated measures on the last factor. Results: In acquisition phase there was a significant decrease in movement time (MT) between the fi rst and last acquisition block, but only for the DS-group. In retention, there was a significant effect of Group, and an interaction between Block and Group, indicating that MTs increased from retention to transfer, but only for the DS-group. Conclusion: It was found that participants with DS improved performance during acquisition and retention, but they had diffi culty in performing the transfer of the computational task for a similar situation. The age and gender were not signifi cant in any of the stages of the study.

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