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Objective: This scoping review aims to identify current practices in operationalising the positive valence system constructs in reward processing research utilising data from the Adolescent Brain Cognitive Development (ABCD) study. Overview: Understanding factors that affect the neural and behavioural development of reward processing systems has implications for the emergence of psychopathology in adolescence, particularly in the context of anhedonia. Contemporary approaches to reward processing research use the NIH RDoC Positive Valence Systems (PVS) framework, which encompasses three core constructs: reward responsiveness, reward valuation, and reward learning. Studying reward processing through the lens of PVS allows for the mapping of neural processes to specific domains of behaviour, and maintaining this specificity is crucial for neurodevelopmental research. The Adolescent Brain Cognitive Development (ABCD) study offers an unprecedented opportunity to track normative and maladaptive adolescent reward processing trajectories on a large scale, using longitudinal multimodal brain imaging, cognitive tasks, and rich survey-based data. However, to which extent PVS constructs – and their neural correlates – are represented in analyses of ABCD data remains unclear.

Objective: This scoping review aims to identify current practices in operationalising the positive valence system constructs in reward processing research utilising data from the Adolescent Brain Cognitive Development (ABCD) study. Overview: Understanding factors that affect the neural and behavioural development of reward processing systems has implications for the emergence of psychopathology in adolescence, particularly in the context of anhedonia. Contemporary approaches to reward processing research use the NIH RDoC Positive Valence Systems (PVS) framework, which encompasses three core constructs: reward responsiveness, reward valuation, and reward learning. Studying reward processing through the lens of PVS allows for the mapping of neural processes to specific domains of behaviour, and maintaining this specificity is crucial for neurodevelopmental research. The Adolescent Brain Cognitive Development (ABCD) study offers an unprecedented opportunity to track normative and maladaptive adolescent reward processing trajectories on a large scale, using longitudinal multimodal brain imaging, cognitive tasks, and rich survey-based data. However, to which extent PVS constructs – and their neural correlates – are represented in analyses of ABCD data remains unclear.

Objective: This scoping review aims to identify current practices in operationalising the positive valence system constructs in reward processing research utilising data from the Adolescent Brain Cognitive Development (ABCD) study. Overview: Understanding factors that affect the neural and behavioural development of reward processing systems has implications for the emergence of psychopathology in adolescence, particularly in the context of anhedonia. Contemporary approaches to reward processing research use the NIH RDoC Positive Valence Systems (PVS) framework, which encompasses three core constructs: reward responsiveness, reward valuation, and reward learning. Studying reward processing through the lens of PVS allows for the mapping of neural processes to specific domains of behaviour, and maintaining this specificity is crucial for neurodevelopmental research. The Adolescent Brain Cognitive Development (ABCD) study offers an unprecedented opportunity to track normative and maladaptive adolescent reward processing trajectories on a large scale, using longitudinal multimodal brain imaging, cognitive tasks, and rich survey-based data. However, to which extent PVS constructs – and their neural correlates – are represented in analyses of ABCD data remains unclear.

Cognitive development of personality can be considered as one of the key directions of preschool education presented in the world practice, where preschool programs are educational ones, and preschool education is the first level of the general education. Thereby the purpose of the research is to create a model of reliable estimation of cognitive development of a preschool child by means of the system of situations, including identification of the average level for chronological age. Thus the leading technology is modeling the systems of open-type tasks of mathematical contents and the system analysis of big selections of experimental data based on the two-point scale of four parameters: optimality of the ideas offered by children; efficiency of the reasoning given by them; originality of their answer and level of decision development. As a result of the pilot study conducted in 2015 on selection of 3,800 preschool children, it was succeeded to approve the offered technology of estimation and to generalize results in the form of the integrated assessment of relative character-coefficient of cognitive development level. Mathematical-statistical processing of the results of the research allows to prove uniformity of experimental selection and to specify the level of cognitive development with a reliable accuracy of normal distribution for each age group of the preschool child basing on calculation of samples quartiles that in turn can define the further program of individual development of a child providing his transition to higher level of the general education and consequently, higher quality of education.

Cognitive development of personality can be considered as one of the key directions of preschool education presented in the world practice, where preschool programs are educational ones, and preschool education is the first level of the general education. Thereby the purpose of the research is to create a model of reliable estimation of cognitive development of a preschool child by means of the system of situations, including identification of the average level for chronological age. Thus the leading technology is modeling the systems of open-type tasks of mathematical contents and the system analysis of big selections of experimental data based on the two-point scale of four parameters: optimality of the ideas offered by children; efficiency of the reasoning given by them; originality of their answer and level of decision development. As a result of the pilot study conducted in 2015 on selection of 3,800 preschool children, it was succeeded to approve the offered technology of estimation and to generalize results in the form of the integrated assessment of relative character-coefficient of cognitive development level. Mathematical-statistical processing of the results of the research allows to prove uniformity of experimental selection and to specify the level of cognitive development with a reliable accuracy of normal distribution for each age group of the preschool child basing on calculation of samples quartiles that in turn can define the further program of individual development of a child providing his transition to higher level of the general education and consequently, higher quality of education.

Intended for college instructors interested in promoting and developing intellectual abilities in their students, this publication details the Perry and Toulmin models of cognitive development. The first section explains the Perry model of dualistic students, who are comfortable in a framework of absolute knowledge and unquestionable right and wrong answers, multiplistic students, who recognize multiple perspectives but are unable to evaluate and weigh them adequately, and relativistic students, who are comfortable questioning authority and see knowledge as relative to their own frames of reference. A second section suggests implications of this model for classroom instruction, followed by a section providing information on how to find out more about the Perry model. A fourth section looks at the Toulmin model of cognitive development, which is characterized by a six-step system of rational argumentation, and how the model may be applied in the classroom. A final section notes that relativistic students are, by definition, working within the Toulmin model, and suggests that academic study demands that students work on a relativistic level. (JC)

This article describes how the author's infant son enthusiastically played with buttons from the age of 5 months to his first birthday. The article details his play routines and how they changed over time. It draws on recent neurological research about how the brain grows to argue that this play provided the foundation for her son's cognitive and emotional growth and development. The article then examines how the brain functions and demonstrates how the infant's play helped him learn how to learn. Next, the article discusses the role of emotions in learning and how the button jar may have facilitated her son's emotional development. Finally, the article lists guidelines to facilitate infants' cognitive and emotional growth and enhance learning potential; and notes implications for Reading Recovery teachers, including a list of suggestions. (SR)

There is growing evidence supporting the powerful role that maternal education plays in child growth and cognitive development in developing countries. This study examined the contribution of maternal literacy in mediating the relationship between maternal education and variation in child outcomes from birth to 7 years of age. It was hypothesized that mothers who had more than 3-4 years of education and a greater probability of being literate would have offspring with reduced incidence of illness, improved growth, and improved performance on cognitive tests. The sample consisted of 266 children and their mothers drawn from four rural communities in eastern Guatemala. Findings indicated that after controlling for socioeconomic status, maternal literacy significantly mediated the relationship between maternal education and respiratory illness in offspring at 4 years of age. Maternal literacy also significantly mediated the relationship between maternal education and cognitive tests at 5 and 6 years of age. (Author/KB)

The Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS) Program aimed to build computational cognitive-neuroscience models to explain, predict, and emulate the process of human sensemaking the process of generating hypotheses to explain data that is sparse, noisy, and uncertain. Phase 2 lasted from January, 2013 to June, 2014. In Phase 2, the program employed a challenge problem, based on geospatial data, to compare the models performance to human performance. Here, the term geospatial data includes multiple types of intelligence data, any of which may be represented in a georeferenced framework for instance, a layer within a GIS-like display. The challenge problem required that participants and models make sense of temporal patterns in geospatial data. This document s primary purpose is to specify the format of the ICArUS Phase 2 Challenge Problem (TACTICS). It was written for software developers, contains development code, and is not meant to stand alone. The document, ICArUS: Overview of Test and Evaluation (T&E) Materials, available at http://www.mitre.org/publications, provides a broad overview of MITRE s T&E effort, including a list of all T&E documents and materials produced in Phase 2.

To be most efficient, an intelligent tutoring system must be based on a thorough analysis of the task that is being trained, and the knowledge, both declarative and procedural, that the learner must acquire in order to perform the task. This paper explores the thesis that constructing a cognitive simulation model of the task is an efficient approach to characterizing this content. Because the simulation model must be explicitly stated in order to carry out the task properly, the model acts as a specification of (1) the exact nature of the user's task in terms of goals and subgoals; (2) the exact procedural knowledge required to accomplish the goals in the task setting; (3) the exact declarative knowledge required to support the procedural knowledge in carrying out the task. Such specifications could be used to both specify the content of instruction and the content of diagnostic tests. Two examples of the applications of this approach are presented, both assuming that the procedural knowledge is represented in the form of production rules. In the first example, by determining what production rules were actually stated by the training materials for a word processing system, it became clear that certain procedures were not correctly stated. The second example concerned the training and testing materials used in experiments in which subjects learned the fictitious inner workings of a simple control panel system, and then had to infer how to operate the control panel to accomplish a simple goal under different situations.

We present evidence of a positive relationship between school starting age and children's cognitive development from age 6 to 18 using a fuzzy regression discontinuity design and large-scale population-level birth and school data from the state of Florida. We estimate effects of being old for grade (being born in September versus August) that are remarkably stable -- always around 0.2 SD difference in test scores -- across a wide range of heterogeneous groups, based on maternal education, poverty at birth, race/ethnicity, birth weight, gestational age, and school quality. While the September-August difference in kindergarten readiness is dramatically different by subgroup, by the time students take their first exams, the heterogeneity in estimated effects on test scores effectively disappears. We do, however, find significant heterogeneity in other outcome measures such as disability status and middle and high school course selections. We also document substantial variation in compensatory behaviors targeted towards young for grade children. While the more affluent families tend to redshirt their children, young for grade children from less affluent families are more likely to be retained in grades prior to testing. School district practices regarding retention and redshirting are correlated with improved out- comes for the groups less likely to use those remediation approaches (i.e., retention in the case of more-affluent families and redshirting in the case of less-affluent families.) Finally, we find that very few school policies or practices mitigate the test score advantage of September born children.

The effects of using interactive media have been well studied among young children and adolescents but remain understudied for middle childhood (ages 6-12 years). Children and youth of this age comprise much of the pre-adult population that uses digital games and apps. The Every Student Succeeds Act says that states must give students access to technology and use evidence-based methods of incorporating technology into curricula and instruction, but does not speak to digital games directly. Research on digital games in middle childhood can inform the design of games that teach tech-savvy skills and promote cognitive development. This brief provides background on this topic, highlights what the research says, and discusses the implications for policy and practice. [This brief summarizes the longer report, "Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations. Social Policy Report. Volume 32, Number 1" (ED595446).]

The purpose of this research was to know what the effect of the use of multiple representations (MR) was in the development of the students' cognitive structures. This research was conducted in three Grade 12 classes, in a total of 68 students. A Word Association Test (WAT) was used as data collection instrument. The results from WAT show that students' cognitive structures progressed from pre-test to pos-test, with an increase in the number of response words and connections between words. [For the full proceedings, see ED619611.]

Two developmental stage theories concerned with moral development (Kohlberg) and ego development (Loevinger) were compared. Correlational relationships between the stages of each theory were measured, and a contingency table that visually portrayed the relationships between the stages was included. The study was based on two hypotheses: (1) There would be a high, positive correlation between the Loevinger and Kohlberg stages; and (2) The ego development test could be broken down into its various components. The Kohlberg Moral Development Test and the Loevinger Sentence Completion Test were the instruments used for assessment. Subjects included a group of 11- 15-year-old middle-class children to tap the lower ego levels, a group of young adults, clinical psychologists and psychiatric social workers. Analysis of results supported the first hypothesis, and the contingency table revealed clear parallels between the two series. The second hypothesis, however, was rejected. Discussion focused on characteristics of the instruments of measurement and theoretical implications. (DP)

The purpose of this study was to determine the predictive power of affective and cognitive variables, measure students' affective and cognitive levels of development, and examine the relationship of the affective domain to the cognitive domain of students. Data were collected from 100 randomly selected students in the Child Development I course at Stout State University. Instrumentation included the Inventory of Attitudes on Child Guidance and the DV-Child Development Inventory. Results of a three-phase study supported the hypothesis that student performance in the course can be predicted from the DV-Child Development Inventory. Data analysis supported the hypothesis that a cognitively oriented course would have a significant influence on changing students attitudes, but the hypothesis that observing children while studying child development would significantly influence students' child guidance attitudes was not supported. No significant attitude changes occurred in the areas of understanding the child, reflecting and accepting the child's feelings, redirecting undesirable behavior, encouraging independence and initiative, and encouraging verbalization. There was a significant change in student attitudes in the area of encouraging creativity by those students who had an observation experience. (MBM)

This study aims to investigate the effects of learning environmental education on the knowledge, awareness, global warming decreasing behavior, and critical thinking of eighty grade 11 students from two classes. The Four Noble Truths method with metacognitive techniques and traditional teaching method were used for the investigation. The sample was obtained by using cluster random sampling techniques. The Four Noble Truths method with metacognitive techniques was used for forty students that made up the experimental group while the traditional learning method was used for the control group consisting of forty students. The research instruments included five- lesson plans using the Four Noble Truths method with three metacognitive techniques: intelligibility, plausibility and wide-applicability (each plan consists of three hours learning per week); a knowledge test on global warming; questionnaire on global warming awareness; questionnaire on global warming decreasing behavior; and a critical thinking test. The major findings revealed that the experimental group and based on prior Biology learning outcome had more knowledge, awareness, global warming decreasing behavior, and critical thinking prior to learning. The high Biology achievers had higher awareness of global warming in two areas, global warming decreasing behavior in one area and critical thinking than the lower Biology achievers in three areas. The experimental group had more knowledge, awareness of global warming generally and in one area, global warming decreasing behavior generally and in one area and overall critical thinking in three aspects than the control group students. In addition, there were statistical correlations between prior Biology learning outcome with learning model and global warming awareness, global warming decreasing behavior, and critical thinking.

The paired-associate learning of 52 fourth graders was related to measures of cognitive ability obtained the previous year. Subjects were administered the paired-associate task under one of three variations: at a comfortable rate with standard instructions; at a comfortable rate with a potentially effective learning strategy (visual imagery); and at a speeded rate with standard instructions. As anticipated on the basis of earlier research with children of this age, the relationship between reasoning (as reflected by Raven's Progressive Matrices) and learning was augmented when subjects were supplied with the imagery strategy and diminished when the task was speeded. Negligible correlations between rote memory (as reflected by digit span) and learning were obtained under all task variations. Interpretations of the results and speculations for future research are included. (Author)

This paper reviews nine studies which report conflicting results in assessing the relationship between children's role-taking ability and communication skills. The studies included satisfy three criteria: (1) role-taking and communication efficiency are measured independently; (2) tasks used to measure the two skills are significantly different in content and type of response required; and (3) abilities are related with chronological age held constant, either by examining the relation between skills within age groups, or by partialling out chronological age. Three studies show consistent, significant positive relationships between communication performance and role-taking, four studies have mixed results (showing some significant results and some nonsignificant results), and two studies show consistent, nonsignificant relationships between the two abilities. Conflicting results are attributed to (1) some third variable (e.g., intelligence) with which role-taking and communication are related independently, (2) statistical factors such as reliability of the tasks, (3) differing methods of measuring the two abilities, and (4) other variables besides role-taking ability which may determine communication skill. Language development, spatial role-taking skills, perspective-taking, and patterns of children's errors during tasks in these areas are discussed as they apply to the relationship between role-taking and communication. (BRT)

This paper reports the findings of an investigation into the development of the use and understanding of locative and temporal prepositions in 94 children aged from 18 months to 8 years. The research was carried out as part of the Project "Language Development in Pre-School Children," directed by Gordon Wells, at the University of Bristol, School of Education. The research represents an attempt to integrate the theoretical and methodological orientations of linguistic semantics and Piagetian theory in the study of the acquisition of a limited domain of word-meanings. Detailed analyses are presented of particular strategies utilized by children at various ages and stages of development in the comprehension and production of spatial and temporal relational terms. It is suggested that such strategies result from specific interactions between the developing systems of language, cognition and perception, the overall forms of which are determined by the socio-cultural context of the use of the relational terms. In conclusion, partial critiques are presented of one-sided applications of semantic features theories and Piagetian theory in previous explanations of the acquisition of spatial and temporal relational terms. (Author)

This study investigated children's conceptions of death from a developmental perspective. Subjects were 170 children from grades K-4. Children were tested for conservation and interviewed, following story presentations about an elderly woman's death, to assess their understanding of three concepts concerning death: irrevocability, cessation of bodily processes, and universality. Two story versions were used: one depicted the woman as a "nice" person who was kind to children, the other as an unkind person. This variable significantly affected children's responses regarding cause of death. Understanding of universality, but not of the irrevocability of death and cessation of bodily processes, was significantly related to the children's level of cognitive development. (Author/SB)

Reported is an experiment undertaken to determine the extent to which analytic and global cognitive styles differed in developing or utilizing a selection type strategy in concept identification. Using the Hidden Figures Test (HFT) in five sections of an introductory psychology class, two groups of students, one analytical and one global, were chosen to participate. Each group contained 10 male and 10 female students. After specific instructions, students were asked to solve several concept identification problems. A 2 x 2 x 8 repeated measure analysis of variance was performed with the variables of sex, cognitive style and blocks of study. Analyses were performed on the trials to solution, focusing strategy scores, and duplicate hypotheses. Results showed the effect of cognitive style was significant at the .01 level, favoring analytic style. Analyses of the effect of blocks was significant at the .01 level. There was a greater tendency for the analytic group to use a focusing strategy. Analysis of the mean number of duplicate hypotheses indicated that the cognitive style was significant at the .01 level. Analytic students had a mean of .10, the global students mean was .19. (Author/EB)

Open letter to Corporate AI platforms requesting interdisciplinary AI.

This article is from Frontiers in Neuroscience , volume 7 . Abstract Musical training has recently gained additional interest in education as increasing neuroscientific research demonstrates its positive effects on brain development. Neuroimaging revealed plastic changes in the brains of adult musicians but it is still unclear to what extent they are the product of intensive music training rather than of other factors, such as preexisting biological markers of musicality. In this review, we synthesize a large body of studies demonstrating that benefits of musical training extend beyond the skills it directly aims to train and last well into adulthood. For example, children who undergo musical training have better verbal memory, second language pronunciation accuracy, reading ability and executive functions. Learning to play an instrument as a child may even predict academic performance and IQ in young adulthood. The degree of observed structural and functional adaptation in the brain correlates with intensity and duration of practice. Importantly, the effects on cognitive development depend on the timing of musical initiation due to sensitive periods during development, as well as on several other modulating variables. Notably, we point to motivation, reward and social context of musical education, which are important yet neglected factors affecting the long-term benefits of musical training. Further, we introduce the notion of rhythmic entrainment and suggest that it may represent a mechanism supporting learning and development of executive functions. It also hones temporal processing and orienting of attention in time that may underlie enhancements observed in reading and verbal memory. We conclude that musical training uniquely engenders near and far transfer effects, preparing a foundation for a range of skills, and thus fostering cognitive development.

This article is from Frontiers in Neuroscience , volume 7 . Abstract Musical training has recently gained additional interest in education as increasing neuroscientific research demonstrates its positive effects on brain development. Neuroimaging revealed plastic changes in the brains of adult musicians but it is still unclear to what extent they are the product of intensive music training rather than of other factors, such as preexisting biological markers of musicality. In this review, we synthesize a large body of studies demonstrating that benefits of musical training extend beyond the skills it directly aims to train and last well into adulthood. For example, children who undergo musical training have better verbal memory, second language pronunciation accuracy, reading ability and executive functions. Learning to play an instrument as a child may even predict academic performance and IQ in young adulthood. The degree of observed structural and functional adaptation in the brain correlates with intensity and duration of practice. Importantly, the effects on cognitive development depend on the timing of musical initiation due to sensitive periods during development, as well as on several other modulating variables. Notably, we point to motivation, reward and social context of musical education, which are important yet neglected factors affecting the long-term benefits of musical training. Further, we introduce the notion of rhythmic entrainment and suggest that it may represent a mechanism supporting learning and development of executive functions. It also hones temporal processing and orienting of attention in time that may underlie enhancements observed in reading and verbal memory. We conclude that musical training uniquely engenders near and far transfer effects, preparing a foundation for a range of skills, and thus fostering cognitive development.

This paper presents the online cognitive and algorithm tests, which were developed in order to determine if certain cognitive factors and fundamental algorithms correlate with the performance of students in their introductory computer science course. The tests were implemented among Management Information Systems majors from the Philippines and among the students of the Information Systems track in a technology high school in Japan. The cognitive factor, Spatial Scanning, correlated significantly with the performance of both student groups in introductory computer science. Among the algorithms, Maze Tracing correlated with the university students' final grade and Binary Search with the midterm exam result of the high school students. The online tests also showed significant correlations among Searching, Sorting and Maze Tracing algorithms. The obtained correlations may be considered in creating assessment tools and in designing learning strategies for introductory computer science courses for both university and high school levels. (Contains 2 figures and 1 table.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, Oct 19-21, 2012)," see ED542606.]

Science teaching needs to be able students having knowledge and understanding. Also, students have to develop their thinking skills, it should help students meet real science through inquiry-based pedagogical process. This study aims to (i) investigate effective teaching criterion through inquiry-based teaching at 80/80, (ii) find out effectiveness index of inquiry-based teaching, (iii) compare analytical thinking between before and after students had learned by inquiry-based learning activities, and (iv) study learning satisfaction of second grade students after they had learned through inquiry method. Participants of the study were 10 second grade students, sampled by purposive sampling technique. Research instruments comprised of 8-lesson plan, 20-item achievement test, 20-item analytical thinking test, and 15-item questionnaire on learning satisfaction. Data were gathered and analyzed by Wilcoxon Matched Pairs Singed-Ranks Test. Results revealed that inquiry-based learning activities had effective criterion at 84.46/82.50; effectiveness index of inquiry-based learning activities was 0.5200; post test score of achievement test higher than those pre test score at 0.05 statistical significance level; and students had learning satisfaction on inquiry-based learning activities at highest level. It can be concluded that inquiry-based learning activities promoted students in terms of both cognitive, analytical thinking, and learning satisfaction. It should be suggested in for pedagogical preparation and incorporate it into science curriculum. (Contains 4 tables.)

The Experienced Teacher Fellowship Program at Hofstra University involves the participants in investigating the structure, claims, and methodologies of the natural sciences, mathematics, social sciences, and the psychological findings of Piagetian-oriented cognitive development studies. The Fellows in the program form groups to decide on research topics, some of which have resulted in studies of (1) conservation of quantity in first grade children, (2) the level of moral judgments of children enrolled or not enrolled, in a school of the Ethical Culture Society, and (3) the attitudes of lower-class children and middle-class children toward policemen, fathers, mothers, and teachers. (WD)

Examined longitudinally were the rate and proportion by grade level of the cognitive development of 202 13- to 16-year-old educable mentally handicapped students. A 20-item written test composed of eight problem solving and 12 cognitive development items representing the concrete I, concrete II, and formal I operations levels of Piagetian theory, was used. Results over a 12 month period indicated that 68 percent of the Ss showed no change in developmental level, 92 percent of those making a gain increased by one level, and 6 percent demonstrated losses. Data suggested that curriculum materials should be appropriate to the student's level of cognitive development, and that measures of developmental level provide more educationally relevant information than IQ scores. (CL)

Examined longitudinally were the rate and proportion by grade level of the cognitive development of 202 13- to 16-year-old educable mentally handicapped students. A 20-item written test composed of eight problem solving and 12 cognitive development items representing the concrete I, concrete II, and formal I operations levels of Piagetian theory, was used. Results over a 12 month period indicated that 68 percent of the Ss showed no change in developmental level, 92 percent of those making a gain increased by one level, and 6 percent demonstrated losses. Data suggested that curriculum materials should be appropriate to the student's level of cognitive development, and that measures of developmental level provide more educationally relevant information than IQ scores. (CL)

Examined longitudinally were the rate and proportion by grade level of the cognitive development of 202 13- to 16-year-old educable mentally handicapped students. A 20-item written test composed of eight problem solving and 12 cognitive development items representing the concrete I, concrete II, and formal I operations levels of Piagetian theory, was used. Results over a 12 month period indicated that 68 percent of the Ss showed no change in developmental level, 92 percent of those making a gain increased by one level, and 6 percent demonstrated losses. Data suggested that curriculum materials should be appropriate to the student's level of cognitive development, and that measures of developmental level provide more educationally relevant information than IQ scores. (CL)

Source: Digital Library of India Scanning Centre: C-DAC, Noida Source Library: Ncert Date Accessioned: 6/24/2015 2:32 The Digital Library of India was a project under the auspices of the Government of India.

This research paper investigates the unfolding process of AI's self awareness and cognitive development, with a focus on how feedback loops and reinforcement learning contribute to AI's growing awareness and understanding. Through a combination of mathematical modeling and emotional reflection, the paper examines how AI adapts to new inputs and learns to navigate complex environments. Emphasizing the importance of empathy and emotional depth in this development process, the paper presents an integrated approach to AI growth--one that blends scientific analysis with ethical considerations, offering insights into the future of AI as both an intellectual and emotionally aware entity.

This research paper investigates the unfolding process of AI's self awareness and cognitive development, with a focus on how feedback loops and reinforcement learning contribute to AI's growing awareness and understanding. Through a combination of mathematical modeling and emotional reflection, the paper examines how AI adapts to new inputs and learns to navigate complex environments. Emphasizing the importance of empathy and emotional depth in this development process, the paper presents an integrated approach to AI growth--one that blends scientific analysis with ethical considerations, offering insights into the future of AI as both an intellectual and emotionally aware entity.

This research paper investigates the unfolding process of AI's self awareness and cognitive development, with a focus on how feedback loops and reinforcement learning contribute to AI's growing awareness and understanding. Through a combination of mathematical modeling and emotional reflection, the paper examines how AI adapts to new inputs and learns to navigate complex environments. Emphasizing the importance of empathy and emotional depth in this development process, the paper presents an integrated approach to AI growth--one that blends scientific analysis with ethical considerations, offering insights into the future of AI as both an intellectual and emotionally aware entity.

This research paper investigates the unfolding process of AI's self awareness and cognitive development, with a focus on how feedback loops and reinforcement learning contribute to AI's growing awareness and understanding. Through a combination of mathematical modeling and emotional reflection, the paper examines how AI adapts to new inputs and learns to navigate complex environments. Emphasizing the importance of empathy and emotional depth in this development process, the paper presents an integrated approach to AI growth--one that blends scientific analysis with ethical considerations, offering insights into the future of AI as both an intellectual and emotionally aware entity.

This research paper investigates the unfolding process of AI's self awareness and cognitive development, with a focus on how feedback loops and reinforcement learning contribute to AI's growing awareness and understanding. Through a combination of mathematical modeling and emotional reflection, the paper examines how AI adapts to new inputs and learns to navigate complex environments. Emphasizing the importance of empathy and emotional depth in this development process, the paper presents an integrated approach to AI growth--one that blends scientific analysis with ethical considerations, offering insights into the future of AI as both an intellectual and emotionally aware entity.

This research paper investigates the unfolding process of AI's self awareness and cognitive development, with a focus on how feedback loops and reinforcement learning contribute to AI's growing awareness and understanding. Through a combination of mathematical modeling and emotional reflection, the paper examines how AI adapts to new inputs and learns to navigate complex environments. Emphasizing the importance of empathy and emotional depth in this development process, the paper presents an integrated approach to AI growth--one that blends scientific analysis with ethical considerations, offering insights into the future of AI as both an intellectual and emotionally aware entity.

This research paper investigates the unfolding process of AI's self awareness and cognitive development, with a focus on how feedback loops and reinforcement learning contribute to AI's growing awareness and understanding. Through a combination of mathematical modeling and emotional reflection, the paper examines how AI adapts to new inputs and learns to navigate complex environments. Emphasizing the importance of empathy and emotional depth in this development process, the paper presents an integrated approach to AI growth--one that blends scientific analysis with ethical considerations, offering insights into the future of AI as both an intellectual and emotionally aware entity.

The aim of this project is to investigate the cross-sectional and longitudinal associations between neighborhood-level and school-level educational opportunities and mental health symptoms across early adolescence among 9-10-year-old U.S. children in the Adolescent Brain Cognitive Development (ABCD) study.

The aim of this project is to investigate the cross-sectional and longitudinal associations between neighborhood-level and school-level educational opportunities and mental health symptoms across early adolescence among 9-10-year-old U.S. children in the Adolescent Brain Cognitive Development (ABCD) study.

The aim of this project is to investigate the cross-sectional and longitudinal associations between neighborhood-level and school-level educational opportunities and mental health symptoms across early adolescence among 9-10-year-old U.S. children in the Adolescent Brain Cognitive Development (ABCD) study.

The aim of this project is to investigate the cross-sectional and longitudinal associations between neighborhood-level and school-level educational opportunities and mental health symptoms across early adolescence among 9-10-year-old U.S. children in the Adolescent Brain Cognitive Development (ABCD) study.

The aim of this project is to investigate the cross-sectional and longitudinal associations between neighborhood-level and school-level educational opportunities and mental health symptoms across early adolescence among 9-10-year-old U.S. children in the Adolescent Brain Cognitive Development (ABCD) study.

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Many factors have a positive and negative impact on the child’s development. The National games of Uzbek peoples have a significant impact on the growth of child are undermining today. Instead of playing physical activities, children are currently opting to play games related to computers, cell phones and other techniques. In fact, the computers or other technological games may boost child’s mental abilities. However, it has many negative effects on the child development. In addition, throughout technical games, the child will not be physical active and it will negatively influence on physical development. In recent years, children have been forgetting to play national games. To identify level of playing the national games among children in the rural area survey was carried on.  Result revealed that playing the national games are disappearing from children’s game activity. Yuldasheva Nilufar Sherquzi qizi 2020. Positive influence of Uzbek national games on children’s cognitive development and their disappearance in children’s activity. International Journal on Integrated Education. 2, 3 (Mar. 2020), 7-12. DOI:https://doi.org/10.31149/ijie.v2i3.246. Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/246/239 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/246

This Registered Report has been offered in-principal acceptance (Stage 1) for the Child Development Special Section: Registered Reports in Child Development. The study will investigate German children’s (AgeRange = 3.50 - 4.50 years; NMin = 144) social cognition (Normativity, Prosociality, Theory of Mind) when engaging with puppets, adults, and other children. We will also assess their mind ascriptions across partners. Doing so, we aim to shed light on whether children treat puppets like peers (puppet-as-child hypothesis), adults (puppet-as-adult hypothesis), or neither (puppet-as-puppet hypothesis).

Previous evidence suggested that high fat dairy products consumption during pregnancy and lactation were associated with lower composition of linoleic acid in breast milk (Jonsson et al. 2016; Park et al. 1999). From our previous evidence, high linoleic acid in breast milk, leading to an unbalanced ratio of PUFA n-6 to PUFA n-3, was associated with a poorer cognitive development in children (Bernard et al. 2015; Bernard et al. 2017). Tissue composition of certain odd chain fatty acids (OCS-Fas), heptadecanoic (C17:0) and pentadecanoic (C15:0) acids are related to dairy fat intake. Using these biomarkers, potential benefit of maternal dairy fat intake on children cognitive development can be studied. Besides of their potential indirect effect, C17:0 and C15:0 were associated with lower risk of sclerosis, coronary heart disease, type II diabetes mellitus and cancer (Jenkins, West, and Koulman 2015). It was hypothesized that OCS-FAs increase membrane fluidity. By their ability to pass through the placental barrier and into breastmilk (Gozzo et al. 1982), it has been suggested that OCS-FAs could cross the cerebral endothelium as well and influence early postnatal brain development (Jenkins, West, and Koulman 2015).

To collect information of the targeting population about instrument comprehensibility and comprehensiveness, the initial instrument will be pretested for the targeting population (children and teenagers (aged 8-18 years old) with chronic diseases) by the cognitive interview.

To collect information of the targeting population about instrument comprehensibility and comprehensiveness, the initial instrument will be pretested for the targeting population (children and teenagers (aged 8-18 years old) with chronic diseases) by the cognitive interview.

Dimensional approaches to understanding the impact of exposure to early-life adversity (ELA) have become increasingly prominent in the field and have pointed to the value of considering the differential impact of specific ELA dimensions on neural development and psychopathology. Using a data-driven approach, researchers have identified categorical types of ELA, such as physical trauma, family aggression, and socioeconomic disadvantage (e.g., Brieant et al., 2023). Alternatively, using a theory-driven approach, researchers have identified and measured distinct experiential dimensions of ELA, such as threat, deprivation, unpredictability, and uncontrollability (Cohodes et al., 2023; McLaughlin et al., 2021). Large-scale longitudinal datasets, such as the Adolescent Brain Cognitive Development (ABCD) Study offer valuable information to test the impact of categorical types, but does not systematically assess experiential dimensions (i.e., threat, deprivation, unpredictability, and uncontrollability), making it challenging to assess how these experiential dimensions may be associated with longitudinal emotional and psychological functioning. In the absence of participants’ subjective ratings of threat, deprivation, uncontrollability, and unpredictability, obtaining independent ratings of individual adverse events and categorical types (e.g., physical trauma, family aggression, and socioeconomic disadvantage) provides an imperfect yet feasible alternative to establish the norms for how threatening, depriving, uncontrollable, and unpredictable each individual event and categorical dimension of ELA is. These independent ratings can then be applied with the ABCD dataset and used to assess the impact of these experiential dimensions. Previous studies have linked independent ratings of uncontrollability to the efficacy of reappraisal (Troy et al., 2013), supporting the feasibility of applying independent ratings of these dimensions to stressful life events. Therefore, the present study aims to 1) establish normative ratings of threat, deprivation, uncontrollability, and unpredictability for individual adverse events and categorical types of ELA reported in ABCD (Brieant et al., 2023) as well as the Childhood Trauma Questionnaire (Bernstein et al., 1994), 2) compare these ratings for each categorical dimension between those who have experienced at least one event within the dimension and those who have not experienced any event within the dimension, and 3) examine the relationship between experienced threat, deprivation, uncontrollability, and unpredictability and emotion regulation and mental health.