scholarly journals Cognitive functioning of educationaly deprived pre-school children

Psihologija ◽  
2006 ◽  
Vol 39 (2) ◽  
pp. 183-206 ◽  
Author(s):  
Miklos Biro ◽  
Zdenka Novovic ◽  
Snezana Tovilovic
Keyword(s):  
Cognitive Functioning ◽  
School Children ◽  
Motor Coordination ◽  
First Grade ◽  
Educational Background ◽  
Linguistic Competence ◽  
Control Group ◽  
Visual Motor ◽  
The Difference ◽  
Competence Test

The research has included 96 Roma elementary-school pupils from the first grade, 7 years and 6 months old on average, and 78 pre-school children, (6 years and 1 month old on average), out of which number there were 37 Roma pupils and 41 non-Roma pupils. The cognitive functioning has been tested with a battery consisted of 5 tests, which was based on the (adapted) Wechsler?s scales and the linguistic competence test. The results have shown a significant lagging of Roma children behind the control group and test norms. The Analyses of Covariance have pointed to a significant influence of the father?s educational background on the test score, but the difference between groups remained notable even when that variable was kept under control. However, the Item Analyses revealed a number of items that turned out to be evidently "unfair" toward Roma children, and their elimination contributed to the annulling of differences among groups in the Analyses of Covariance for a particular number of tests. The data has been interpreted by the authors as a proof of necessity and possibility to adapt tests for the needs of testing the educationally neglected children. The fact that the greatest differences have been noticed in the tests saturated with the factors of visual-motor coordination and memory has been justified by the authors with the Roma children?s lack of experience of manipulation with toys and possible attention deficit as a consequence of absence of stimulative environment.

THE GROWTH OF IQ AMONG ESTONIAN SCHOOLCHILDREN FROM AGES 7 TO 19

2004 ◽  
Vol 36 (6) ◽  
pp. 735-740 ◽  
Author(s):  
HELLE PULLMANN ◽  
JÜRI ALLIK ◽  
RICHARD LYNN
Keyword(s):  
Secondary School ◽  
School Children ◽  
Growth Pattern ◽  
Representative Sample ◽  
Sampling Error ◽  
First Grade ◽  
Maturation Process ◽  
Different Populations ◽  
The Mean ◽  
The Difference

The Standard Progressive Matrices test was standardized in Estonia on a representative sample of 4874 schoolchildren aged from 7 to 19 years. When the IQ of Estonian children was expressed in relation to British and Icelandic norms, both demonstrated a similar sigmoid relationship. The youngest Estonian group scored higher than the British and Icelandic norms: after first grade, the score fell below 100 and remained lower until age 12, and after that age it increased above the mean level of these two comparison countries. The difference between the junior school children and the secondary school children may be due to schooling, sampling error or different trajectories of intellectual maturation in different populations. Systematic differences in the growth pattern suggest that the development of intellectual capacities proceeds at different rates and the maturation process can take longer in some populations than in others.

scholarly journals Analyzing the Embedded Learning-Based Movement Education Program’s Effects on Preschool Children’s Visual-Motor Coordination and Self-Regulation

2019 ◽  
Vol 8 (5) ◽  
pp. 193
Author(s):  
Fatma Ozkur ◽  
Gokhan Duman
Keyword(s):  
Preschool Children ◽  
Social Relations ◽  
Education Program ◽  
Motor Coordination ◽  
Self Regulation ◽  
Preschool Education ◽  
Control Group ◽  
Movement Education ◽  
Visual Motor Coordination ◽  
Visual Motor

Preschool children’s visual-motor coordination skills are very valuable for their academic and social learnings. Using these skills, children have a broad movement repertoire, display better academic skills, participate in classroom activities and social relations, and develop self-regulation. Self-regulation is required for children to set their goals, purposeful planning, monitoring, and adapting. Children are natural players and they enjoy to move and play. Early childhood programs should consider supporting the visual-motor coordination in joint play situations to enhance children’s behaviors. This study used movement activities designed with embedded learning instruction to create cooperative play and increased group interactions among children. The purpose of this research was to analyze the embedded learning-based movement education program’s effects on preschool children’s visual-motor coordination and self-regulation development. For this purpose, an experimental research design with pretest-posttest, control group constructed. Control group children followed their traditional (MoNE, 2013) preschool education program while the experiment group pursued embedded learning-based movement education. Results indicated that both groups of children had significantly better (p.≤.0.05) visual-motor coordination and self-regulation skills. The difference was greater in experience group of children and the correlation was stronger between visual-motor coordination and self-regulation. It has been found that embedded learning-based movement education program positively affected preschool children’s visual-motor coordination and self-regulation.

The J-K Screening Readiness Test as a Measure of First Grade Learning Difficulties: A Cross-Validation Study

1976 ◽  
Vol 42 (3) ◽  
pp. 803-809
Author(s):  
Frank C. Seitz ◽  
M. Paul Willis ◽  
Rosalie C. Johnson
Keyword(s):  
Motor Coordination ◽  
Rating Scale ◽  
First Graders ◽  
Learning Difficulties ◽  
Spatial Relations ◽  
First Grade ◽  
Auditory Comprehension ◽  
Color Recognition ◽  
Five Factors ◽  
Visual Motor

The Johnson-Kenney (J-K) Screening Readiness Test was cross-validated on a sample of 52 beginning first grade students. The 10 J-K subtests accounted for 31% of the variance in teachers' year-end ratings of these students on the Myklebust Pupil Rating Scale. Alternatively, five composite J-K factor predictors, based on factor score coefficients from the data of the original sample, accounted for 63% of the variance in this present study's teacher ratings, with all five factors (Spatial Relations, Counting/Auditory Comprehension, Visual-Motor Coordination, Perceiving Relationships, and Color Recognition) contributing significantly to the prediction. This factor analysis also provided evidence for the validity of a multidimensional construct, “first grade readiness.” The present instrument might be improved quantitatively by eliminating some subtests and increasing the number of items in the remaining subtests. However, caution should be exercised in eliminating valuable qualitative behavioral data contained in the quantitatively less predictive subtests. The J-K test does appear to be of practical value in forecasting certain learning difficulties in first graders.

Motor coordination and reactivity influenced by mental training in alpine skiing

2016 ◽  
Author(s):  
Grosu Vlad Teodor ◽  
Grosu Vlad Teodor ◽  
Moraru Cristina Elena ◽  
Monea Dan
Keyword(s):  
Mental Imagery ◽  
Motor Coordination ◽  
Control Group ◽  
Alpine Skiing ◽  
Mental Training ◽  
Manual Response ◽  
Sports Clubs ◽  
School Sports ◽  
The Difference ◽  
Experimental Group

The samples of subjects tested are aged 12±5 and 19±1. Athletes are components of alpine ski groups within School sports clubs. The experimental group comprises athletes from Gheorgheni, Baia-Sprie, and FEFS and the control group consists of athletes from Topliţa, Sibiu, Predeal, Sinaia. Through this study, we analyzed the influence of mental training on the increase in focused attention and manual response in skiers. It is known that motor coordination and reactivity are very important in alpine skiing, (Chiș & Havatzelet, 2008). If the two components are not developed until they are fully mastered, it is impossible to achieve great results in alpine skiing. We recorded and tested the coordination between segments and the hand coordination within this study. In the experimental group, mental training techniques were applied, but not in the control group. The difference between the results is due to our intervention consisting in applying mental imagery in the most important technical elements within alpine skiing, (Akyürek, Schubö & Hommel, 2013).Keywords: coordination, skiing, mental imagery, manual response.

scholarly journals Cerebrovascular disease in childhood: neuropsychological investigation of 14 cases

2007 ◽  
Vol 65 (1) ◽  
pp. 41-47 ◽  
Author(s):  
Inês Elcione Guimarães ◽  
Sylvia Maria Ciasca ◽  
M. Valeriana L. Moura-Ribeiro
Keyword(s):  
Motor Skills ◽  
Spatial Organization ◽  
Motor Coordination ◽  
Past History ◽  
Control Group ◽  
History Of ◽  
Human Figure ◽  
Neuropsychological Investigation ◽  
Visual Motor ◽  
Figure Drawing

There are few studies about the development of a child after a cerebrovascular accident (CVA), and they usually describe problems such as diminishing in intellectual capacities, difficulties in linguistic and visual-motor skills, as well as in spatial organization and integration. In this study, there were 28 children participating, being 14 placed in the experimental group (EG) after clinical diagnosis and ischemic CVA imaging, and other 14 children without past history of CVA, who formed the control group (CG). The neuropsychological research protocol included an intelligence test, a visual-motor coordination test, human figure drawing, a cortical functions battery and the medical records of the children from the EG. The analysis of the results of this study revealed that the best performances after the CVA are related to the shortest time of functional recovery; CG presented better performances than EG in all the instruments used, in cognitive, perceptual and motor skills. It has been noticed that CVA may lead to intellectual reduction in case of a recurrence of the vascular insult.

Effect of External Standards on Children's Evaluations of Their Reproduction of Visual Forms

1978 ◽  
Vol 46 (3_suppl) ◽  
pp. 1253-1254
Author(s):  
Victor G. Cicirelli
Keyword(s):  
School Children ◽  
Nursery School ◽  
Second Grade ◽  
Control Group ◽  
Socioeconomic Differences ◽  
Treatment Groups ◽  
Perceptual Judgments ◽  
Visual Motor ◽  
High Standards ◽  
Geometric Designs

96 second grade children and 144 4-yr.-old nursery school children were asked to copy geometric designs. One group was given high standards for evaluating their work, one group was given low standards, and a control group was given no external standards. Differences between treatment groups were significant ( p = .01); there were no sex or socioeconomic differences. Children in the low standards group rated their drawings higher, and children in the high standards group rated their drawings lower, than children in the control group. Results suggest perceptual judgments might be used to shape visual-motor reproduction, rather than vice versa.

scholarly journals Temporal-spatial orientation in first-grade pupils from elementary school participating in Physical Education classes using Edubal educational balls

2015 ◽  
Vol 7 (2) ◽  
pp. 33-43
Author(s):  
SARA WAWRZYNIAK ◽  
ANDRZEJ ROKITA ◽  
DAMIAN PAWLIK
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Spatial Orientation ◽  
First Grade ◽  
Control Group ◽  
School Year ◽  
Research Material ◽  
The Difference ◽  
And Control ◽  
Experimental Group

Background: The aim of the study was to determine the level and changes in the level of temporal-spatial orientation in first-grade pupils from elementary schools who participated in Physical Education classes integrated with subject-related contents that used Edubal educational balls. Material/Methods: Research material comprised first-grade pupils from two classes in an elementary school in Wroclaw, Poland. The study was carried out during the second term of the 2013/2014 school year. Fifty-four pupils (26 girls and 18 boys) were diagnosed in total. The study employed the method of a pedagogical experiment that used the parallel groups technique (experimental class and control class). Results: In the first examination, pupils from the control group obtained better results compared to pupils from the experimental group (p=0.04). In the second examination, pupils from the experimental class obtained better results compared to those from the control group. However, the difference between the results obtained in both groups was not statistically significant (p = 0.87). Conclusions: The results obtained in the study lead to a conclusion that it is justified to carry out further studies in order to evaluate the level and possible changes in temporal-spatial orientation in first-grade pupils from elementary school who participate in Physical Education classes that use Edubal educational balls and to search for the relationships between the pupils’ temporal-spatial orientation and school performance.

scholarly journals Bimanual skills and symmetry of upper limb movement in a group of drummers

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Joanna Golec ◽  
Mateusz Sędzielewski ◽  
Elżbieta Szczygieł ◽  
Monika Przybytek
Keyword(s):  
Standardized Tests ◽  
Motor Coordination ◽  
Daily Activities ◽  
Test Results ◽  
Visual Motor Coordination ◽  
Skill Test ◽  
Significant Difference ◽  
Hand Eye Coordination ◽  
Visual Motor ◽  
The Difference

Introduction: Hand-eye coordination is essential to carry out daily activities or take part in sports. Developing strong visual-motor coordination is especially important for athletes or musicians who rely on it for their careers. Goal: This study aimed to evaluate visual-motor coordination in drummers’ upper limbs. Materials and methods: The study group consisted of 60 men, aged 20 to 30 years (average 24.62 ±2.48). The respondents were divided into two groups, group P consisted of 30 experienced drummers and group N of 30 non-drummers. Standardized tests were employed: Relative Hand Skill test (RHS test) and a plate tapping test. Results: The RHS test conducted on an original sample demonstrated no significant difference between the P and N group for the dominant limb (p=0.7272) or the non-dominant limb (p=0.3274). A significant difference was observed between the P and N group in the plate tapping test. The difference in the plate tapping test results between the dominant and non-dominant hands was significantly smaller in the P group than in the N group (p< 0.0001).

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