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Using Multivariate Statistics

Attachment--and loss.

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Handbook Of Psychological Testing

Individual differences in young children's social cognition were examined in 128 urban preschoolers from a wide range of backgrounds. Comprehensive assessments were made of children's false-belief understanding, emotion understanding, language abilities, and family background information was collected via parent interview. Individual differences in children's understanding of false-belief and emotion were associated with differences in language ability and with certain aspects of family background, in particular, parental occupational class and mothers' education. The number of siblings that children had did not relate to their social cognition. Individual differences in false-belief and emotion understanding were correlated, but these domains did not contribute to each other independently of age, language ability, and family background. In fact, variance in family background only contributed uniquely to false-belief understanding. The results suggest that family background has a significant impact on the development of theory of mind. The findings also suggest that understanding of false-belief and understanding of emotion may be distinct aspects of social cognition in young children.

Theory of mind, emotion understanding, language, and family background: Individual differences and interrelations.

Continuing interest in digital games indicated that it would be useful to update Connolly et al.'s (2012) systematic literature review of empirical evidence about the positive impacts and outcomes of games. Since a large number of papers was identified in the period from 2009 to 2014, the current review focused on 143 papers that provided higher quality evidence about the positive outcomes of games. Connolly et al.'s multidimensional analysis of games and their outcomes provided a useful framework for organising the varied research in this area. The most frequently occurring outcome reported for games for learning was knowledge acquisition, while entertainment games addressed a broader range of affective, behaviour change, perceptual and cognitive and physiological outcomes. Games for learning were found across varied topics with STEM subjects and health the most popular. Future research on digital games would benefit from a systematic programme of experimental work, examining in detail which game features are most effective in promoting engagement and supporting learning. The current systematic literature review updates Author (date).The review looks at impacts and outcomes of playing digital games from 2009 to 2014.Multi-component coding of papers, games and learning outcomes was used.Many papers were found with 143 papers providing high quality evidence.Games for entertainment and learning addressed different outcomes.

/pdf/an-update-to-the-systematic-literature-review-of-empirical-oy90nea5x6.pdf

An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games

The effects of context on cognition: Postcards from Brazil.

This study examined links between parents’ and children’s interactive style at home and children’s social competence among peers defined in terms of both prosocial, aggressive, and isolate behavior and social success at school. Participants were 34 children (7–9 years of age) who were observed at home and videotaped twice during 10 min free-play dyadic interactions separately with their mother and father over a 2-week period. Interactions were coded on global measures of positive, negative, controlling, disconfirming, and correcting behaviors and neutral conversation. Sociometric techniques based on peer nominations were used to assess children’s behavioral orientations and social success at school. The structural relationship of the parental behavior categories and the links among this structure and children’s social competence among peers were analyzed both by traditional statistical methods and multidimensional scaling techniques. Mothers’ negative interactions and disconfirming correlated negatively w...

Children's Social Competence, Peer Status, and the Quality of Mother- Child and Father-Child Relationships A Multidimensional Scaling Approach

PURPOSE: to check the performance of temporal processes ability in children with phonological disorders. METHODS: the study took place in a private university of Recife and the participants were 36 volunteers, with ages varying from 6 to 9, of both genders and divided into two groups, with phonological disorders (experimental) and a control one. The data was collected using the RGDT (Keith) and the analysis made with the SPSS 13 by descriptive statistical techniques. RESULTS: the results show higher levels of Gaps detection on the experimental; the difference between the groups was statistically significant for each frequency tested; there was no influence of the variables: periodicity, gender, age, school level; the speech therapy was not a determinant factor; the main referred learning difficulties were reading and comprehension problems. CONCLUSION: children with phonological disorders can present temporal processes disorders and need more time for intervals detection between auditory stimulations. In a generalized manner, in both groups, there was no difference as for the variable periodicity, gender, age, pertaining to school series or occurrence of speech treatment. The learning complaints can be found in children who have phonological and temporal processes disorders at the same time.

https://www.scielo.br/pdf/rcefac/v9n4/14.pdf

Avaliação da habilidade de resolução temporal, com uso do tom puro, em crianças com e sem desvio fonológico

MMORPGS and cognitive performance: A study with 1280 Brazilian high school students

Thirty-six children (half 6–8 years old and half 10–12) in Northeast Brazil heard three hypothetical dilemmas featuring a choice between telling the truth and keeping a promise. Each dilemma was initiated by a different kind of lie: an exculpable pro-social lie (teasing), a lie in the personal domain (hiding) and a lie in the service of an anti-social act (cheating). They were asked to choose between truth and promise, and to attribute choices to adults and to peers. More younger than older children chose truth on all three dilemmas. Both regression and SSA analysis showed that “peer-judgments” predicted own judgments on all three dilemmas, but “adult-judgments” did so only on the dilemma, which featured an exculpable lie and involved no adults. The findings may be interpreted as supporting either (a) a constructivist account of development or (b) a learning account that features implicit processes.

Antonio Roazzi

Papers

The effects of context on cognition: Postcards from Brazil.

Children's Social Competence, Peer Status, and the Quality of Mother- Child and Father-Child Relationships A Multidimensional Scaling Approach

Avaliação da habilidade de resolução temporal, com uso do tom puro, em crianças com e sem desvio fonológico

MMORPGS and cognitive performance: A study with 1280 Brazilian high school students

The Moral Choices Children Attribute to Adults and to Peers: Implications for Moral Acquisition.