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Child development, learning, cognition

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https://www.readbyqxmd.com/read/28077259/the-growth-of-language-universal-grammar-experience-and-principles-of-computation
#1
REVIEW
Charles Yang, Stephen Crain, Robert C Berwick, Noam Chomsky, Johan J Bolhuis
YANG, C., S. Crain, R.C. Berwick, N. Chomsky and J.J. Bolhuis. The growth of language. NEUROSCI BIOBEHAV REV VOL (ISSUE) XXX-XXX, 2016. Human infants develop language remarkably rapidly and without overt instruction. We argue that the distinctive ontogenesis of child language arises from the interplay of three factors: domain-specific principles of language (Universal Grammar), external experience, and properties of non-linguistic domains of cognition including general learning mechanisms and principles of efficient computation...
January 7, 2017: Neuroscience and Biobehavioral Reviews
https://www.readbyqxmd.com/read/28044261/cognitive-development-in-a-young-child-with-mucolipidosis-type-iv-a-case-report
#2
Evelyn L Fisher, Rose A Sevcik, MaryAnn Romski
Mucolipidosis Type IV (ML IV) is an autosomal recessive genetic disorder characterized by severe psychomotor impairments and ophthalmologic abnormalities. Reports on the cognitive development of people with ML IV are limited, but suggest that achievement of language and cognitive milestones varies between a 3- and 18-month level. There is also variability in reports of whether people with ML IV make developmental progress, regress, or remain static after infancy. This study examines the longitudinal development of a young child with ML IV who participated in an augmentative and alternative communication (AAC) intervention...
January 3, 2017: JIMD Reports
https://www.readbyqxmd.com/read/28032479/the-role-of-nutrition-in-integrated-early-child-development-in-the-21st-century-contribution-from-the-maternal-and-child-nutrition-journal
#3
EDITORIAL
Rafael Pérez-Escamilla, Victoria Hall Moran
Even though it is widely recognized that early childhood development (ECD) is one of the most important predictors of future social capital and national productivity, the recently published ECD Lancet Series reports that about 250 million children under 5 years are at risk of not reaching their developmental potential, mainly as a result of poverty and social injustice. So why is this and what will it take to reverse this situation? The purpose of this special issue is to highlight important contributions from previously published articles in Maternal & Child Nutrition to the field of nutrition and ECD...
January 2017: Maternal & Child Nutrition
https://www.readbyqxmd.com/read/27997031/predictors-of-infant-and-toddler-black-boys-early-learning-seizing-opportunities-and-minimizing-risks
#4
Iheoma U Iruka
Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) data set (U.S. Department of Education Institute of Education Sciences, National Center for Education Statistics, 2001), this study examined child, family, and community factors in the early years (infant and toddler years) to predict the cognitive and language outcomes for preschool-age Black boys in relation to Black girls and White boys. Findings indicate that Black children face many challenges, with Black boys experiencing less sensitive parenting as compared to their peers...
January 2017: Infant Mental Health Journal
https://www.readbyqxmd.com/read/27995832/importance-of-mental-performance-in-parental-choice-of-food-for-children-aged-4-10-years-a-study-in-four-european-countries
#5
Heather Gage, Bernadette Egan, Peter Williams, Brigitte Brands, Eszter Györei, Juan-Carlos López-Robles, Cristina Campoy, Tamas Decsi, Berthold Koletzko, Monique Raats
OBJECTIVE: Typically, attention focuses on how nutrition affects physical health. The present study investigated the importance that parents attach to the impact of diet on mental performance when choosing food for their child. DESIGN: Questionnaire. SETTING: Four European countries. SUBJECTS: Parents of children aged 4-10 years (n 1574): England (n 397), Germany (n 389), Hungary (n 398) and Spain (n 390). RESULTS: Most parents (80-85 %) considered the effect of food on four elements of mental performance (child's ability to learn, attention, behaviour, mood) to be moderately, very, extremely (v...
December 20, 2016: Public Health Nutrition
https://www.readbyqxmd.com/read/27940685/prenatal-iron-deficiency-neonatal-ferritin-and-infant-cognitive-function
#6
Michael O Mireku, Leslie L Davidson, Michael J Boivin, Romeo Zoumenou, Achille Massougbodji, Michel Cot, Florence Bodeau-Livinec
OBJECTIVE: To investigate the impact of prenatal maternal iron deficiency (ID) on cord blood serum ferritin (CBSF) concentration and infant cognitive and motor development. METHODS: Our prospective cohort study included 636 mother-singleton child pairs from 828 eligible pregnant women who were enrolled during their first antenatal care (ANC) visit in Allada, Benin, into a clinical trial comparing the efficacy of mefloquine and sulfadoxine-pyrimethamine. Venous blood samples of women were assessed for ferritin and hemoglobin concentrations at the first and second ANC visits (occurring at least 1-month apart) and at delivery...
December 2016: Pediatrics
https://www.readbyqxmd.com/read/27899903/reading-touch-screen-storybooks-with-mothers-negatively-affects-7-year-old-readers-comprehension-but-enriches-emotional-engagement
#7
Kirsty M Ross, Rachel E Pye, Jordan Randell
Touch screen storybooks turn reading into an interactive multimedia experience, with hotspot-activated animations, sound effects, and games. Positive and negative effects of reading multimedia stories have been reported, but the underlying mechanisms which explain how children's learning is affected remain uncertain. The present study examined the effect of storybook format (touch screen and print) on story comprehension, and considered how level of touch screen interactivity (high and low) and shared reading behaviors (cognitive and emotional scaffolding, emotional engagement) might contribute to comprehension...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27891110/-my-child-has-cerebral-palsy-parental-involvement-and-children-s-school-engagement
#8
Armanda Pereira, Tânia Moreira, Sílvia Lopes, Ana R Nunes, Paula Magalhães, Sonia Fuentes, Natalia Reoyo, José C Núñez, Pedro Rosário
Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27872376/the-multi-component-nature-of-statistical-learning
#9
REVIEW
Joanne Arciuli
The central argument presented in this paper is that statistical learning (SL) is an ability comprised of multiple components that operate largely implicitly. Components relating to the stimulus encoding, retention and abstraction required for SL may include, but are not limited to, certain types of attention, processing speed and memory. It is likely that individuals vary in terms of the efficiency of these underlying components, and in patterns of connectivity among these components, and that SL tasks differ from one another in how they draw on certain underlying components more than others...
January 5, 2017: Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences
https://www.readbyqxmd.com/read/27872374/what-s-statistical-about-learning-insights-from-modelling-statistical-learning-as-a-set-of-memory-processes
#10
REVIEW
Erik D Thiessen
Statistical learning has been studied in a variety of different tasks, including word segmentation, object identification, category learning, artificial grammar learning and serial reaction time tasks (e.g. Saffran et al. 1996 Science 274: , 1926-1928; Orban et al. 2008 Proceedings of the National Academy of Sciences 105: , 2745-2750; Thiessen & Yee 2010 Child Development 81: , 1287-1303; Saffran 2002 Journal of Memory and Language 47: , 172-196; Misyak & Christiansen 2012 Language Learning 62: , 302-331). The difference among these tasks raises questions about whether they all depend on the same kinds of underlying processes and computations, or whether they are tapping into different underlying mechanisms...
January 5, 2017: Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences
https://www.readbyqxmd.com/read/27868191/multigenerational-head-start-participation-an-unexpected-marker-of-progress
#11
Elise Chor
One-quarter of the Head Start population has a mother who participated in the program as a child. This study uses experimental Head Start Impact Study (HSIS) data on 3- and 4-year-olds (N = 2,849) to describe multigenerational Head Start families and their program experiences. In sharp contrast to full-sample HSIS findings, Head Start has large, positive impacts on cognitive and socioemotional development through third grade among the children of former participant mothers, including improved mathematics skills and reductions in withdrawn and aggressive behavior...
November 21, 2016: Child Development
https://www.readbyqxmd.com/read/27867420/a-lattice-model-of-the-development-of-reading-comprehension
#12
Carol McDonald Connor
In this article, I present a developmental model of how children learn to comprehend what they read, which builds on current models of reading comprehension and integrates findings from instructional research and evidence-based models of development in early and middle childhood. The lattice model holds that children's developing reading comprehension is a function of the interacting, reciprocal, and bootstrapping effects of developing text-specific, linguistic, and social-cognitive processes, which interact with instruction as child-characteristic-by-instruction (CXI) interaction effects...
December 2016: Child Development Perspectives
https://www.readbyqxmd.com/read/27709997/maternal-mind-mindedness-and-children-s-school-readiness-a-longitudinal-study-of-developmental-processes
#13
Annie Bernier, Catherine A McMahon, Rachel Perrier
This study aimed to test a 5-wave sequential mediation model linking maternal mind-mindedness during infancy to children's school readiness in kindergarten through a serial mediation involving child language and effortful control in toddlerhood and the preschool years. Among a sample of 204 mother-child dyads, we assessed maternal mind-mindedness when children were aged 1 year, child expressive vocabulary at age 2, effortful control at ages 3 and 4, and finally cognitive school readiness in kindergarten. The results corroborated the model, suggesting that the prospective association between early mind-mindedness and later cognitive school readiness was entirely mediated by the proposed sequence of mediators, all of which were necessary to account for this longitudinal association...
October 6, 2016: Developmental Psychology
https://www.readbyqxmd.com/read/27690485/neurocognitive-consequences-of-diabetes
#14
Christopher M Ryan, Eelco van Duinkerken, Caterina Rosano
Mild cognitive dysfunction is a well-established complication of diabetes and its management, although large numbers of psychologists and health professionals may be unaware of its existence, clinical implications, and etiology. Drawing on results from key studies, systematic reviews, and meta-analyses, this article delineates the neurocognitive phenotypes characteristic of Type 1 diabetes (T1D) and Type 2 diabetes (T2D), and identifies the most plausible risk factors, both those that may be modifiable, like degree of metabolic control, and those that cannot be changed, like the age when a child or adult is diagnosed...
October 2016: American Psychologist
https://www.readbyqxmd.com/read/27646260/prevention-of-behavioral-deficits-in-rats-exposed-to-folate-receptor-antibodies-implication-in-autism
#15
A Desai, J M Sequeira, E V Quadros
Folate receptor alpha (FRα) autoantibodies have been associated with fetal abnormalities and cerebral folate deficiency-related developmental disorders. Over 70% of the children with autism spectrum disorders (ASD) are positive for these autoantibodies and high-dose folinic acid is beneficial in treating these children. Here we show that antibodies (Abs) to the rat FRα administered during gestation produce communication, learning and cognitive deficits in a rat model that can be prevented by folinic acid and dexamethasone...
September 20, 2016: Molecular Psychiatry
https://www.readbyqxmd.com/read/27638192/parents-reactions-to-children-s-stuttering-and-style-of-coping-with-stress
#16
Ewa Humeniuk, Zbigniew Tarkowski
PURPOSE: The aim of the research was to determine: (a) how parents react to their child's stuttering, (b) what stress coping strategies they utilise, as well as (c) whether stress coping style depends on parents' reaction to their child's stuttering. METHODS: The research involved 23 mothers and 23 fathers of children who stutter (CWS) at the age of three to six years old. The Reaction to Speech Disfluency Scale (RSDS), developed by the authors, was used in the research...
September 2016: Journal of Fluency Disorders
https://www.readbyqxmd.com/read/27632387/japanese-and-canadian-children-s-beliefs-about-child-and-adult-knowledge-a-case-for-developmental-equifinality
#17
Stanka A Fitneva, Elizabeth Pile Ho, Misako Hatayama
Children do not know everything that adults know, nor do adults know everything that children know. The present research examined the universality of beliefs about child and adult knowledge and their development with 4- and 7-year-old Canadian and Japanese children (N = 96). In both countries, all children were able to identify adult-specific knowledge and only older children displayed beliefs about child-specific knowledge. However, Japanese and Canadian children differed in whether they used their own knowledge in deciding whether a person who knew an item was a child or an adult...
2016: PloS One
https://www.readbyqxmd.com/read/27630584/a-commentary-on-parent-child-cognitive-learning-interaction-research-what-have-we-learned-from-two-decades-of-research
#18
REVIEW
Yvette R Harris, Seham Almutairi
The role of family influences on preschool and school age cognitive development has received considerable empirical attention from cognitive developmental psychology researchers in the last few decades. As a result of the interest, investigators have focused their attention on developing coding/observational systems to capture the interactions occurring between mothers and their young children. This paper reviews a select body of research on parent-child cognitive learning interactions with the goal of determining how the researchers have operationalized the behaviors that occur within learning interactions...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27628616/reversal-learning-strategy-in-adolescence-is-associated-with-prefrontal-cortex-activation
#19
Rebecca Boehme, Robert C Lorenz, Tobias Gleich, Lydia Romund, Patricia Pelz, Sabrina Golde, Eva Flemming, Andrew Wold, Lorenz Deserno, Joachim Behr, Diana Raufelder, Andreas Heinz, Anne Beck
Adolescence is a critical maturation period for human cognitive control and executive function. In this study, a large sample of adolescents (n = 85) performed a reversal learning task during functional magnetic resonance imaging. We analyzed behavioral data using a reinforcement learning model to provide individually fitted parameters and imaging data with regard to reward prediction errors (PE). Following a model-based approach, we formed two groups depending on whether individuals tended to update expectations predominantly for the chosen stimulus or also for the unchosen one...
January 2017: European Journal of Neuroscience
https://www.readbyqxmd.com/read/27600167/optimizing-life-success-through-residential-immersive-life-skills-programs-for-youth-with-disabilities-study-protocol-of-a-mixed-methods-prospective-comparative-cohort-study
#20
Amy C McPherson, Gillian King, Alanna Rudzik, Shauna Kingsnorth, Jan Willem Gorter
BACKGROUND: Young people with disabilities often lag behind their typically developing peers in the achievement of adult roles, which has been attributed to a lack of opportunities to develop critical life skills. Residential Immersive Life Skills (RILS) programs provide situated learning opportunities to develop life skills alongside peers and away from home in real-world settings. Retrospective research suggests that attending RILS programs is a transformative experience that empowers youth, provides parental hope, and increases service provider expertise...
September 6, 2016: BMC Pediatrics
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