THE EFFECTS OF AGE AND GENDER ON FINGER TAPPING SPEED IN PRESCHOOL CHILDREN

2017 ◽  
Vol 15 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Haris Memisevic ◽  
Indira Mahmutovic ◽  
Arnela Pasalic ◽  
Inga Ibralic Biscevic
Keyword(s):  
Motor Control ◽  
Preschool Children ◽  
Linear Trend ◽  
Neuropsychological Test ◽  
Finger Tapping ◽  
Motor Deficits ◽  
Older Children ◽  
Age And Gender ◽  
Finger Tapping Test ◽  
And Gender

Background: The assessment of children’s motor control is very important in detecting potential motor deficits. The Finger Tapping Test (FTT) is a widely used test in various clinical and non-clinical populations. FTT is a neuropsychological test designed to measure motor control. Age and gender are significant pre - dictors of finger tapping speed in school-aged children. The goal of the present study was to determine the effects of age and gender on finger tapping speed in preschool children. Material/Methods: The sample for this study included 111 preschool children, aged 3 to 6 years (mean age- 4.6; SD- 0.9), of both genders (59 boys, 52 girls). As a measure of finger tapping speed we used the Finger Tapping Test from the Psychology Experi -ment Building Language (PEBL). Results: The results of this study found a significant effect of age on finger tapping speed. Contrary to the existing studies, there was no gender effect on the tapping speed in preschoolers. A one way analysis of variance showed that older children performed significantly better than younger children Conclusions:There is a linear trend of improved performance on FTT with an increasing age. The child’s gender was not a significant predictor of FTT for preschool children. Motor control and speed can be improved through exercise.

scholarly journals Computerized Finger Tapping Task in Adult Unipolar Depressed Patients and Healthy Subjects: Influence of Age, Gender, Education, and Hand Dominance

2016 ◽  
Vol 8 (4) ◽  
pp. 1 ◽  
Author(s):  
Marco Moniz ◽  
Saul Neves De Jesus ◽  
Andreia Pacheco ◽  
Eduardo Gonçalves ◽  
João Viseu
Keyword(s):  
Psychomotor Retardation ◽  
Finger Tapping ◽  
Hand Dominance ◽  
Healthy Controls ◽  
Age And Gender ◽  
Depressed Patients ◽  
Gender Education ◽  
Finger Tapping Test ◽  
And Gender ◽  
Adequate Reliability

<p>Introduction: Current diagnostic criteria for depression include psychomotor retardation, being the Finger Tapping Test (FTT) as one of the most utilized instruments to assess fine psychomotor performance.</p><p>Method: This study aimed to compare the performance of a sample of 51 unipolar depressed patients (30 women and 21 men, with a mean age of 45.12 years old [<em>SD</em> = 14.09]) with 51 healthy controls (29 women and 22 men, with a mean age of 44.49 years old [<em>SD</em> = 15.59]) in a computerized version of the Finger Tapping Test (FTT) from the Psychology Experiment Building Language (PEBL). Another objective was to test this version’s validity in comparison to other FTTs.</p><p>Results: We found significant differences between depressed patients and healthy controls. Significant effects of age and gender were found.</p>Conclusion: Results allowed us to identify differences in performance between the two groups, therefore this version of the FTT revealed adequate reliability values, one instrument accessible to all clinicians.

scholarly journals You Pretend, I Laugh: Associations Between Dyadic Pretend Play and Children's Display of Positive Emotions

2021 ◽  
Vol 12 ◽  
Author(s):  
Zhen Rao ◽  
Jenny L. Gibson
Keyword(s):  
Gender Differences ◽  
Middle Childhood ◽  
Positive Emotions ◽  
Pretend Play ◽  
Social Contexts ◽  
Older Children ◽  
Age And Gender ◽  
Social And Emotional ◽  
Age And Gender Differences ◽  
And Gender

Background: Understanding how pretend play is related to positive emotions is important for supporting children's development and promoting their wellbeing. However, previous studies have mainly examined this association at individual levels and overlooked the potential links at interpersonal levels. This is an important knowledge gap because pretend play is commonly performed in social contexts. The current study investigates how peer pretend play is associated with children's display of positive emotions at both individual and dyadic levels.Methods: One hundred and eight Chinese children (Mage = 8.95 years, SD = 0.99, 51.9% girls) were observed playing in peer dyads with toys. An interaction of 10 min was coded for each child's pretend play behavior, social and emotional pretend play themes, and display of positive emotions. Multilevel modeling was used to examine age and gender differences in peer pretend play. Actor–Partner Interdependence Models (APIM) were estimated to test the hypothesized associations between dyadic pretend play and children' display of positive emotions.Results: Compared to children whose playmates engaged in less pretend play, children whose playmates engaged in more pretend play were more likely to display positive emotions (p = 0.021). Additionally, children's display of positive emotions was predicted by both their own (p = 0.027) and their playmate's (p = 0.01) pretend play with emotional themes. Compared to younger children, older children were less likely to engage in pretend play (p = 0.002), but more likely to engage in pretend play with social themes (p = 0.03) when the total frequency of pretend play was controlled for. Boys were 4.9 times and 2.16 times as likely as girls to create aggressive pretend themes (p &lt; 0.001) and non-aggressive negative pretend themes (p = 0.007), respectively. No significant gender differences were found in positive pretend themes.Conclusions: Pretending with peers may increase not only children's own, but also their play partner's display of positive emotions. Pretend play may not simply decline in middle childhood as previously assumed.

Age and gender effect on emotional intelligence and emotion regulation

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
G.K. Datkhabayeva ◽  
Keyword(s):  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Self Regulation ◽  
Age Groups ◽  
Gender Effect ◽  
Older Children ◽  
Age And Gender ◽  
And Gender ◽  
Age Range ◽  
Larger Sample

Emotional intelligence considered as the ability to recognize, understand, and regulate emotions. Emotional intelligence is one of the important modulators of social relationships. The aim of the work is to study age and gender effect on emotional intelligence and emotional self-regulation in three age children groups (between 11-15, 16-18, 19-20 ages old). Emotional intelligence was measured by using adapted versions of the questionnaires "Emotional Intelligence" and "Emotion Regulation". Forty-nine volunteers participated in the current study. Preliminary results revealed the tendency to increase the parameters of emotional intelligence scales with age and prevalence in reappraisal regulation strategy over the suppression in older children. The prevalence in reappraisal strategy which is more favorable and effective strategy of self-regulation showed higher score in girls’ group in comparison to boys’ group. Larger sample of children in the age range from 6 to 20 years is expected to show more significant changes between age groups.

An investigation of age and gender differences in children’s preferences underlying choice

2019 ◽  
Vol 20 (1) ◽  
pp. 14-28 ◽  
Author(s):  
Marie A. Yeh ◽  
Robert D. Jewell ◽  
Cesar Zamudio
Keyword(s):  
Gender Differences ◽  
Conjoint Analysis ◽  
Preference Structure ◽  
Older Children ◽  
Age And Gender ◽  
Content Type ◽  
Age And Gender Differences ◽  
Different Ages ◽  
And Gender ◽  
Choice Tasks

PurposeThis study aims to investigate age and gender differences in young consumers’ attribute preferences that underlie their choice decisions. This research proposes and finds that attribute preferences are moderated by age but not gender. Understanding how children at different ages evaluate a product’s attributes is essential to new children’s product development.Design/methodology/approachHierarchical Bayesian choice-based conjoint analysis was used to assess attribute importance via a series of choice tasks among children and adults. Adults completed the study by survey, whereas children were interviewed and led through the choice tasks.FindingsThis research finds that the preference structure for a product’s attributes differs systematically based on the age of children. Younger children chose based on perceptually salient attributes of a product, whereas older children chose based on cognitively salient attributes. When children’s attribute preferences are compared to adults, older children value attributes more similarly to adults than younger children. While gender differences were proposed and found, further analysis indicated that these differences were driven by adults in the sample and that no gender differences existed in the children’s age categories.Originality/valueThis study is the first to study children’s preference structure in complex choices with different ages preferring different attributes. By using conjoint analysis, this research is able to understand children’s underlying decision process, as utility scores are obtained providing a level of precision for understanding the underlying process of children’s choices that other studies have not used.

Children’s perceptions of the effectiveness of strategies for regulating anger and sadness

2014 ◽  
Vol 38 (2) ◽  
pp. 174-181 ◽  
Author(s):  
Sara F. Waters ◽  
Ross A. Thompson
Keyword(s):  
Gender Differences ◽  
Emotion Regulation ◽  
Older Children ◽  
Emotion Regulation Strategies ◽  
Age And Gender ◽  
Alternative Strategies ◽  
Early Evidence ◽  
Regulatory Strategies ◽  
Regulation Strategies ◽  
And Gender

Children may be capable of understanding the value of emotion regulation strategies before they can enlist these strategies in emotion-evoking situations. This study was designed to extend understanding of children’s judgment of the efficacy of alternative emotion regulation strategies. Children aged six and nine ( N = 97) were presented with illustrated storyboards of anger- and sadness-evoking situations and rated the effectiveness of eight emotion regulation strategies. Children endorsed some strategies on an emotion-specific basis: they rated problem-solving as more effective for anger, and seeking adult support and venting emotion as more effective for sadness. Younger children rated cognitively sophisticated emotion regulatory strategies comparably to older children, but they endorsed relatively ineffective strategies as more effective. Early evidence of gender differences was also apparent as girls reported emotion-focused strategies as more effective than boys did. These findings contribute to understanding children’s nuanced estimates of the value of alternative strategies of emotion regulation based on emotion context, age, and gender.

scholarly journals THE MANIFESTATION OF PROSOCIAL AND AGGRESSIVE BEHAVIOR OF PRESCHOOL CHILDREN DEPENDING ON SEX AND AGE

2016 ◽  
Vol 6 (2) ◽  
pp. 36-45
Author(s):  
Aid Bulić ◽  
◽  
Gabriel Pinkas ◽  
Keyword(s):  
Preschool Children ◽  
Prosocial Behavior ◽  
Aggressive Behavior ◽  
School Children ◽  
Age Groups ◽  
Public Institution ◽  
Age And Gender ◽  
The Public ◽  
Significant Difference ◽  
And Gender

In this paper we present the results of research on a sample of 101 children. All children attending kindergarten "Sunčica" that exists within the Public Institution for pre-school education "Our child" Tuzla. Our goal was to investigate and determine which behavior, prosocial or aggressive, is more manifested by pre-school children. Also, we wanted to determine whether there is a significant difference in the expression of aggressive and prosocial behavior of children in relation to their age and gender. The results we obtained showed that preschool children manifested more prosocial than aggressive behavior, that there are significant differences in the expression of prosocial and aggressive behavior of children in relation to sex, and that there are significant differences between certain age groups of children in the context of prosocial behavior while among some age groups in the context of prosocial behavior and among all age groups in context of aggressive behavior there were no statistically significant differences.

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