Temat: cognitive development

Skocz do pozycji: 1.

Tytuł:: The Bilingual Advantage and the Language Background Bias
Autorzy:: De Angelis, Gessica
Tematy:: multilingualism
bilingualism
bilingual benefit
cognitive development; Pokaż więcej
Data publikacji:: 2019
Powiązania:: https://bibliotekanauki.pl/articles/783264.pdf Link otwiera się w nowym oknie
Źródło:: Theory and Practice of Second Language Acquisition; 2019, 5, 2; 11-23
2450-5455
2451-2125
Pojawia się w:: Theory and Practice of Second Language Acquisition
Opis:: The idea that bilingualism can give us an advantage in life is of great interest to the scientific community due to its significant positive implications for healthcare and education at large. In recent years, several scholars have provided evidence in favour of the so-called bilingual advantage or benefit, suggesting a positive association between bilingualism and cognitive development. In order to understand whether the claim is fully warranted, the present paper sets out to examine the evidence in support and against the existence of a bilingual benefit for individuals. Following a brief discussion on the use of the terms bilingualism and multilingualism in the literature, the paper proceeds to provide a summary of evidence of advantages and disadvantages currently associated with prior language knowledge in the mind, highlighting some of the possible reasons for the different results that are being reported and introducing the language background bias. The paper ends with some suggestions for future research that can help us move forward and increase our understanding of the bi-/multilingual advantage as a broader phenomenon.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Encouraging the development of cognitive operations in early school age children by applying the system of didactic games
Autorzy:: Stojanović, Biljana
Milovanović, Radmila
Ćirković-Miladinović, Ivana
Tematy:: cognitive development
game
geometric concepts
teaching; Pokaż więcej
Data publikacji:: 2016-06-30
Powiązania:: https://bibliotekanauki.pl/articles/2004970.pdf Link otwiera się w nowym oknie
Źródło:: The New Educational Review; 2016, 44; 139-152
1732-6729
Pojawia się w:: The New Educational Review
Opis:: The aim of this research was to examine whether the development of cognitive abilities of students can be encouraged under the influence of didactic games. The research was conducted on a sample of 163 first grade primary school pupils and an experiment with parallel groups was applied. The results obtained have shown that there is a statistically significant difference (r=0.000 < 0.05) between the achievements of the experimental and control groups in recognizing, naming, abstracting, forming and defining geometric shapes. Hence, this proved that the possibility of applying this approach at the beginning of schooling should be considered.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Rozumienie dwuznaczności przez dzieci pięcioletnie w kontekście rozwoju wiedzy o umyśle
Autorzy:: Szczypczyk, Anna
Tematy:: cognitive development, ambiguity, theory of mind; Pokaż więcej
Data publikacji:: 2009
Powiązania:: https://bibliotekanauki.pl/articles/637303.pdf Link otwiera się w nowym oknie
Źródło:: Psychologia Rozwojowa; 2009, 14, 2
1895-6297
2084-3879
Pojawia się w:: Psychologia Rozwojowa
Opis:: Understanding of ambiguity in 5-year-old children in the context of the development of theory of mind Research studies on ambiguity are related to different areas – communication, language and processing of perceptual stimuli. Results obtained from most research show that children under the age of six can neither react dequately to ambiguous linguistic or visual stimuli nor understand ambiguous statements. A hypothesis about the relation between understanding ambiguity and the development of the knowledge about the mind was proposed after an analysis of existing experimental data. Four different tasks testing the understanding of ambiguity had been used and it was found out that their level of difficulty varied. There was no connection between the performance in solving tasks of different types. The relation between the understanding of ambiguity and the development of the knowledge of mind was indicated. Children performed better in false beliefs test than in tasks testing their understanding of ambiguity. There was a correlation between performance in particular tasks testing the understanding of false beliefs and tasks testing the understanding of ambiguity.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Preterm discharge effects: Relationship between the maternal experience and newborn’s psychobiological regulation
Autorzy:: Sparano, Ausilia
Nieznanska, Agnieszka A.
De Berardinis, Daniela
Panetta, Valentina
Ferri, Rosa
Agostino, Rocco
Tematy:: preterm
parity of mother
self-regulation
cognitive development; Pokaż więcej
Data publikacji:: 2011
Powiązania:: https://bibliotekanauki.pl/articles/430252.pdf Link otwiera się w nowym oknie
Źródło:: Polish Psychological Bulletin; 2011, 42, 2; 81-85
0079-2993
Pojawia się w:: Polish Psychological Bulletin
Opis:: The purpose of this study is to investigate how the past experiences of mothers and their potentially traumatic events during pregnancy may have influenced the processes of psychobiological self-regulation and cognitive development in a child born preterm. Eighty children who had a gestational age of < 32 weeks were examined at the 9th month of the corrected age. The mothers and children were divided in two groups: multipara mothers and their children and the primipara mothers and their children. These children were examined on the basis of sleep disorders, nutritional problems and mental development. Perinatal data from clinical observations and data from standardized developmental tests (BSID, II ed.) were used to describe the differences. The children of primipara mothers who had unexpected preterm delivery presented major incidences of sleep disorders while the children of primipara mothers, who programmed preterm delivery, presented a major incidences of nutrition problems. The predictability of preterm delivery has a major influence on the capacity of newborns for self-regulation in the case of primipara mothers.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Dziecko w działaniu – refleksje praktyka
The child in action – reflections of a practitioner
Autorzy:: Grzelecka, Paulina
Tematy:: reflecitve practice
professional development
activity
cognitive development
educational toys; Pokaż więcej
Data publikacji:: 2015-03-31
Powiązania:: https://bibliotekanauki.pl/articles/1388322.pdf Link otwiera się w nowym oknie
Źródło:: Problemy Wczesnej Edukacji; 2015, 28, 1; 104-113
1734-1582
2451-2230
Pojawia się w:: Problemy Wczesnej Edukacji
Opis:: Being a reflective practitioner is a task for a teacher and a tool for his real professional development. This article presents a teacher’s reflection before action, focused on the goal of education, a reflection in action, where the teacher is an observer, tutor and diagnostician, and a reflection after action, where I analyzed children’s activity in classes with educational toys. For the teacher’s work I have described the possibility of diagnosing students cognitive development based on their social role; how do they build strategies of logical thinking; what is wrong with preschool education; and how to engage students in classes. This text is a result of taking a part in the project Laboratorium Wczesnej Edukacji.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Exposure to widespread environmental toxicants and children’s cognitive development and behavioral problems
Autorzy:: Jurewicz, Joanna
Polańska, Kinga
Hanke, Wojciech
Tematy:: widespread environmental toxicants
children
cognitive development
behavioral problems; Pokaż więcej
Data publikacji:: 2013-04-01
Powiązania:: https://bibliotekanauki.pl/articles/2179767.pdf Link otwiera się w nowym oknie
Źródło:: International Journal of Occupational Medicine and Environmental Health; 2013, 26, 2; 185-204
1232-1087
1896-494X
Pojawia się w:: International Journal of Occupational Medicine and Environmental Health
Opis:: Nowadays a special attention is focused on prenatal and childhood exposures to a variety of contaminants in the environment, especially toxicants widely present in the environment and their impact on children's health and neurodevelopment. This article aims at evaluating the impact of exposure to several widespread toxicants including: polycyclic aromatic hydrocarbons (PAHs), phthalates, bisphenol A, brominated flame retardants and gas cooking on children's cognitive development and behavioral problems by reviewing most recent published literature. Epidemiological studies focusing on exposure to widespread toxicants and children's development for the last eleven years were identified by a search of the PubMed, Medline, Ebsco and Toxnet literature bases. The combination of following key words was used: 1) referring to the exposure: pregnancy, prenatal exposure, postnatal exposure, gas cooking, exposure to phthalates, bisphenol A, brominated flame retardants, PAHs and 2) referring to outcome: neurodevelopment, neurobehavior, psychomotor development, behavioral problems, cognitive development, mental health, school achievements, learning abilities. The results from the presented studies suggest that there are strong and rather consistent indications that the developing nervous system is particularly vulnerable to insult from low levels of exposure to widespread environmental contaminants such as: phthalates, bisphenol A, brominated flame retardants, polycyclic aromatic hydrocarbons, gas cooking. Considering the suggested health effects, more epidemiologic data is urgently needed and, in the meantime, precautionary policies must be implemented.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: The role of teacher imagination in conceptualising the child as a second language learner
Autorzy:: Guz, Ewa
Tetiurka, Małgorzata
Tematy:: young learners
cognitive development
teacher beliefs
teacher cognition
imagination; Pokaż więcej
Data publikacji:: 2013-10
Powiązania:: https://bibliotekanauki.pl/articles/780709.pdf Link otwiera się w nowym oknie
Źródło:: Studies in Second Language Learning and Teaching; 2013, 3, 3; 419-439
2083-5205
2084-1965
Pojawia się w:: Studies in Second Language Learning and Teaching
Opis:: In order to initiate and maintain meaningful interaction in a young learner L2 classroom, an adult teacher needs to approach children in ways consistent with their developmental profile and adjust teaching methodology so as to accommodate young learners’ current skills. This requires the ability to predict the child’s possible responses to classroom events by imagining what s/he might think and how s/he might behave when presented with specific instructions. Bearing in mind that the teacher’s perception of the world is purely and completely adult in nature, in order to be effective, educators need to create a mental image or a concept of a young learner by gathering knowledge about his or her developmental characteristics and fully grasping the pedagogical implications of this knowledge. In this paper, we aim to explore the role of imagination in the conceptualisation of a child as a second language learner amongst university level pre-service teachers involved in an early primary EFL education programme. We report on qualitative research based on data obtained in the course of a two semester teacher training course of 35 BA and 30 MA students majoring in English. In the study, we focused on the working image of the child’s developmental characteristics created by the participants and their ability to employ this in their teaching. Our data show a substantial discrepancy between the participants’ theoretical conceptions concerning the business of teaching and the actual actions undertaken during lessons with young learners. Although participants were able to successfully identify the most distinctive developmental characteristics of primary-level learners, they experienced difficulty with integrating them into actual classroom practice.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Rozwój socjalizacji konsumenckiej w świetle badań nad dziecięcymi teoriami umysłu. Refleksje nad rozumieniem perswazyjności reklamy i przekonywaniem rodziców do zakupów
Autorzy:: Kołodziejczyk, Anna
Tematy:: consumer socialisation, cognitive development, theory of mind, persuasion, advertising; Pokaż więcej
Data publikacji:: 2009
Powiązania:: https://bibliotekanauki.pl/articles/637243.pdf Link otwiera się w nowym oknie
Źródło:: Psychologia Rozwojowa; 2009, 14, 3
1895-6297
2084-3879
Pojawia się w:: Psychologia Rozwojowa
Opis:: Development of consumer socialisation in the light of children’s theories of mindThe paper presents the benefits that can be derived from studying consumer socialisation in the light of the development of child’s mental competences. In the beginning, the author presents how consumer socialization, the process by which young people acquire skills, knowledge and attitudes relevant to their functioning as consumers in the market place, is conceived in four different theories of: James McNeal (1992, 2007), Patti Valkenburg, Joanne Cantor (2001), Fiony Cram, Sik Hung Ng (1999), Deborah Roedder John (1999). The analysis of presented theoretical approaches show that they all emphasize the role of socio-cognitive development as developmental mechanisms crucial for the child’s improved consumer functioning, but do not explain which developmental competences are the most crucial. While the theories draw heavily on Piagetan developmental theory, the author argues that the more recent approach focusing on the development of the child’s theories of mind may prove more fruitful. The developmental changes in two areas: children’s ability to appreciate and cope with advertising and children’s influence in purchase decision can be better explained by growing mental competences of the child. The review of research on these topics generates the hypothesis that first- as well second-order mental states understanding is important for generating and understanding persuasive communication. Future studies, based on this hypothesis, can be valuable for understanding the developmental mechanisms of consumer socialisation as well as a theory of mind development in middle childhood.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Symbolically Mediated Interaction and Perspective-taking: A Social-relational Perspective on Social Cognitive Development
Autorzy:: Tunc, Duygu Uygun
Tematy:: symbolic interaction
cognitive development
social interaction
cognition
perspective-taking; Pokaż więcej
Data publikacji:: 2019
Powiązania:: https://bibliotekanauki.pl/articles/2206299.pdf Link otwiera się w nowym oknie
Źródło:: Avant; 2019, 10, 3
2082-6710
Pojawia się w:: Avant
Opis:: It is widely agreed that perspective-taking plays an important role in the development of children’s understanding of themselves and others as social agents with their own beliefs, desires, goals, and representations of the world. However, how perspective-taking is realized and how the ability of perspective-taking develops is a matter of dissensus. The two theories currently dominating social cognition research, theory-theory, and simulation-theory construe perspective-taking as modeling, thus as an individual and inferential process. Interactionist theories prioritize interpersonal interaction but deny perspective-taking a constitutive role by arguing for a basic, immediate understanding of self and others in interaction. Cognitivist accounts downplay the role of interaction, while interactionist accounts overemphasize the role of sub-symbolical processes. What is central to perspective-taking and its development, but missing in either approach is symbolically mediated interaction. The social-relational perspective dating back to Lev Vygotsky and George Herbert Mead cuts across this schism and offers valuable insight into how perspective-taking develops through symbolic activity within a social context. Adopting the basic elements of the social-relational framework, the present work argues that understanding of self and others depends on the development of perspective-taking ability through symbolically mediated interaction. Perspectives are primarily differentiated, assumed, and coordinated within social interaction and subsequently through the individual, cognitive operation of perspective-taking. Symbolic mediation facilitates this transition from the social enaction of perspective-taking to mental construal and coordination of perspectives by transforming the structure of action. Higher order mental processes are not presupposed but constituted by social interaction through the child’s internalization of the perspectival structure of symbolic communication.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: The Psychomotor Development of Children Attending Forest Kindergartens in Poland
Rozwój psychoruchowy dzieci uczęszczających do leśnych przedszkoli w Polsce
Autorzy:: Christ, Magdalena
Tematy:: preschool education
forest kindergarten
psychomotor development
cognitive development
motor development
emotional development
speech development; Pokaż więcej
Data publikacji:: 2021
Powiązania:: https://bibliotekanauki.pl/articles/26445589.pdf Link otwiera się w nowym oknie
Źródło:: Chowanna; 2021, 2(57); 1-17
0137-706X
2353-9682
Pojawia się w:: Chowanna
Opis:: The article focuses on the topic of psychomotor development of children attending forest kindergartens. Other authors’ research findings, showing the influence of nature on the functioning of children, were presented as a background and a reference point to the results of my own research. The research carried out in the Czech Republic and Germany, whose results indicate the development of children from local forest kindergartens, are presented in greater detail. The central part of the article is the presentation of the resultsof own research concerning the psychomotor development of children attending forest kindergartens in Poland. The research demonstrates that children who attend the said forest kindergartens vary in terms of their psychomotor development, however, in most cases their development does not deviate from the indicative norm. Therefore, forest kindergartens create conditions for children’s proper psychomotor development.
Artykuł koncentruje się wokół tematu rozwoju psychoruchowego dzieci uczęszczających do leśnych przedszkoli. Jako tło i punkt odniesienia do wyników badań własnych zostały zaprezentowane wyniki badań innych autorów, ukazujące wpływ przyrody na funkcjonowanie dzieci. Szerzej przedstawiono wyniki badań przeprowadzonych w Czechach i Niemczech, ukazujących rozwój dzieci z tamtejszych leśnych przedszkoli. Centralną część tekstu stanowi prezentacja wyników badań własnych, dotyczących rozwoju psychoruchowego dzieci uczęszczających do leśnych przedszkoli w Polsce. Z badań wynika, że dzieci uczęszczające do leśnych przedszkoli w Polsce, które zostały objęte badaniem, są zróżnicowane pod względem rozwoju psychoruchowego, jednak w większości przypadków ich rozwój nie odbiega od orientacyjnej normy. Leśne przedszkola stwarzają warunki do prawidłowego rozwoju psychoruchowego dzieci.
Dostawca treści:: Biblioteka Nauki

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