scholarly journals I Can Stand Learning: A Controlled Pilot Intervention Study on the Effects of Increased Standing Time on Cognitive Function in Primary School Children

2018 ◽  
Vol 15 (2) ◽  
pp. 356 ◽  
Author(s):  
Katharina Wick ◽  
Oliver Faude ◽  
Susanne Manes ◽  
Lukas Zahner ◽  
Lars Donath
Keyword(s):  
Cognitive Function ◽  
Primary School ◽  
School Children ◽  
Intervention Study ◽  
Primary School Children ◽  
Standing Time ◽  
Pilot Intervention

scholarly journals Dietary micronutrients are associated with higher cognitive function gains among primary school children in rural Kenya

2008 ◽  
Vol 101 (09) ◽  
pp. 1378 ◽  
Author(s):  
Constance A. Gewa ◽  
Robert E. Weiss ◽  
Nimrod O. Bwibo ◽  
Shannon Whaley ◽  
Marian Sigman ◽  
...  
Keyword(s):  
Cognitive Function ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Rural Kenya

scholarly journals Use of mobile and cordless phones and change in cognitive function: a prospective cohort analysis of Australian primary school children

2017 ◽  
Vol 16 (1) ◽  
Author(s):  
Chhavi Raj Bhatt ◽  
Geza Benke ◽  
Catherine L. Smith ◽  
Mary Redmayne ◽  
Christina Dimitriadis ◽  
...  
Keyword(s):  
Cognitive Function ◽  
Primary School ◽  
School Children ◽  
Prospective Cohort ◽  
Cohort Analysis ◽  
Primary School Children

P01-347-Cognitive function in children. gander specific difference in general public primary school children in pakistan

2011 ◽  
Vol 26 (S2) ◽  
pp. 349-349
Author(s):  
A. Shaheen ◽  
S. Ullah
Keyword(s):  
Cognitive Function ◽  
Primary School ◽  
School Children ◽  
Statistical Significance ◽  
Primary Objective ◽  
Mathematical Ability ◽  
Primary School Children ◽  
Female Age ◽  
Child Cognition ◽  
Linguistic Skills

ObjectiveThe primary objective of this study was to assess the gander specific cognitive function of primary school children in Pakistan.DesignProspective observational study conducted in 4 schools in a small district of Pakistan.MethodTwo hundred children (90 male,110 female), age 7–12 years class 3, 4 and 5 were assessed using McCarthy scale of child cognition. Verbal and linguistic skills, mathematical skills, reasoning in conversation, memory (word, number, picture, past) and Gross fine movements were assessed.ResultsVerbal and linguistic skills: Better skills demonstrated in girls mean score 3.99 SD(0.84), 95% CI (3.81,4.17) when compared to boys mean score 3.81 SD(0.91),95% CI (3.64,3.98).Comparison of two groups did not reach to the statistical significance T = 2.05, P = 0.15.Mathematical abilityGirls mean score 2.66 SD (0.52), 95% CI (2.55,2.77) whereas boys mean score 2.40 SD (0.69),95% CI (2.27,2.53).It was statistically significant T = 8.3,P = 0.004. Reasoning in conversation: Better reasoning among girls demonstrated with mean score 3.90 SD (2.17), 95% CI (3.44,4.36) whereas boys scored 3.47 SD(1.89), 95% CI(3.11,3.83).It was not statistically significant T = 2.19,P = 0.14.MemoryGirls mean score 3.52 SD(0.60),95% CI (3.40,3.65) whereas boys scoring 3.22 SD (0.87) 95% CI(3.05,3.38).It was statistically significant with T = 7.8,P = 0.006.Gross movementsGirls scored 4.29SD(0.75),95% CI (4.13,4.45) whereas boys scoring 4.08 SD(0.91), 95% CI (3.91,4.25).Though better gross movements demonstrated by girls they did not reach to statistical significance T = 2.98,P = 0.08.ConclusionGirls demonstrate better cognitive function in general and there mathematical ability and memory in particle are better than there age and background matched male classmates.

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