Posts tagged children
Articles and news from the latest research reports.
Pokemon provides rare opening for IU study of face-recognition processes
At a Bloomington, Ind., toy store, kids ages 8 to 12 gather weekly to trade Pokemon cards and share their mutual absorption in the intrigue and adventure of Pokemon.
This may seem an unlikely source of material to test theories in cognitive neuroscience. But that is where Indiana University brain scientists Karin Harman James and Tom James were when an idea took hold.
"We were down at the club with our son, watching the way the kids talked about the cards, and noticed it was bigger than just a trading game," Tom James said.
Pokemon has since provided a rich testing ground for a theory of facial cognition that until now has been difficult to support. With the use of cutting-edge neuroimaging, the study challenges the prevailing theory of face recognition by offering new evidence for a theory that face recognition depends on a generalized system for recognizing objects, rather than a special area of the brain just for this function.
Preschoolers at play show science skills
When kids incessantly ask “Why?,” mess around in the dirt and run their hands over everything within reach, they’re not just being kids. It turns out they’re also being scientists.
Until recently, preschoolers were widely believed to be irrational thinkers. For most of the 20th century, the prevailing theory pioneered by cognitive development expert Jean Piaget held that children roughly ages 2 through 7 cannot understand concrete logic or other people’s perspectives.
Although young children are the only ones who truly know what they ponder, research conducted over the past decade has led many psychologists to see infants and toddlers as, in fact, capable of thinking logically and abstractly.
"The main thing is that they’re drawing conclusions from data and evidence and experiences the same way scientists are - by making hypotheses, testing them, analyzing statistics and even doing experiments, even though when they do experiments, it’s called ‘getting into everything,’ " said Alison Gopnik, a UC Berkeley psychology professor and one of the field’s leading experts.
Better understanding of how children learn about the world could have important implications for their formal schooling, Gopnik argued in a recent paper published in the journal Science, which summarized studies by her and other researchers.
Children who learn how to swim at a young age are reaching many developmental milestones earlier than the norm.
Researchers from the Griffith Institute for Educational Research surveyed parents of 7000 under-fives from Australia, New Zealand and the US over three years.
A further 180 children aged 3, 4 and 5 years have been involved in intensive testing, making it the world’s most comprehensive study into early-years swimming.
Lead researcher Professor Robyn Jorgensen says the study shows young children who participate in early-years swimming achieve a wide range of skills earlier than the normal population.
“Many of these skills are those that help young children into the transition into formal learning contexts such as pre-school or school.
“The research also found significant differences between the swimming cohort and non-swimmers regardless of socio-economic background.
“While the two higher socio-economic groups performed better than the lower two in testing, the four SES groups all performed better than the normal population.
The researchers also found there were no gender differences between the research cohort and the normal population.
As well as achieving physical milestones faster, children also scored significantly better in visual-motor skills such as cutting paper, colouring in and drawing lines and shapes, and many mathematically-related tasks. Their oral expression was also better as well as in the general areas of literacy and numeracy.
“Many of these skills are highly valuable in other learning environments and will be of considerable benefit for young children as they transition into pre-schools and school.”
Fantasy-Reality Confusion a Primary Cause of Childhood Nighttime Fears
From monsters under the bed to bogeymen in the closet, most children experience nighttime fears at some point in their development. And while most grow out of them without any professional intervention, others contend with persistent and extended periods of these fears, with a risk of developing anxiety problems later in life.
As part of a large-scale project on nighttime fears funded by the Israeli Science Foundation, Prof. Avi Sadeh of Tel Aviv University’s School of Psychological Sciences is exploring how these fears fit into the normal developmental process — and when they become a problem. Together with Dr. Jonathan Kushnir, who completed his Ph.D. studies in the field in Prof. Sadeh’s lab, MA student Tamar Zisenwine, and Ph.D. student Michal Kaplan, he discovered that a child’s ability to differentiate fact from fiction has a huge impact on overcoming terror of things that go bump in the night.
In their study, published in Child Psychiatry and Human Development, the researchers found that preschoolers with persistent nighttime fears were far less able to distinguish reality from fantasy compared to their peers. The research will help clinicians and parents alike to develop interventions that can better soothe fretful children, he says, noting that a strong imagination can ultimately be used to the child’s psychological advantage.
Preschoolers’ Counting Abilities Relate to Future Math Performance
Along with reciting the days of the week and the alphabet, adults often practice reciting numbers with young children. Now, new research from the University of Missouri suggests reciting numbers is not enough to prepare children for math success in elementary school. The research indicates that counting, which requires assigning numerical values to objects in chronological order, is more important for helping preschoolers acquire math skills.
“Reciting means saying the numbers from memory in chronological order, whereas counting involves understanding that each item in the set is counted once and that the last number stated is the amount for the entire set,” said Louis Manfra, an assistant professor in MU’s Department of Human Development and Family Studies. “When children are just reciting, they’re basically repeating what seems like a memorized sentence. When they’re counting, they’re performing a more cognitive activity in which they’re associating a one-to-one correspondence with the object and the number to represent a quantity.”
“Counting gives children stronger foundations when they start school,” Manfra said. “The skills children have when they start kindergarten affect their trajectories through early elementary school; therefore, it’s important that children start with as many skills as possible.”
The study, “Associations between Counting Ability in Preschool and Mathematic Performance in First Grade among a Sample of Ethnically Diverse, Low-Income Children,” will be published in an upcoming issue of the Journal of Research in Childhood Education.
Why Children Think They Are Invisible when Covering Their Eyes
Dr. James Russell and a research team at the University of Cambridge recently published work on young children’s conception of personal visibility, which furthers the understanding of cognitive development and of our emerging sense of self.
The research involved children three to four years of age. Researchers placed an eye mask on each of the children and asked them if they could be seen when wearing it. They then asked each child if an adult who was wearing a similar mask could be seen. The majority of the children involved in the study believed they were not visible when wearing the mask. Most also believed that the adult wearing the eye mask was also hidden.
Additional tests revealed a unique layer of complexity, demonstrating that although the children thought they were invisible when there eyes were covered, they still believed that their head and body were able to be seen.
The research team concluded by process of elimination that the factor that makes children believe they are visible is eye contact with another person.
“… it would seem that children apply the principle of joint attention to the self and assume that for somebody to be perceived, experience must be shared and mutually known to be shared, as it is when two pairs of eyes meet,” the researchers reported. “Young children’s natural tendency to acquire knowledge intersubjectively, by joint attention, leads them to undergo a developmental period in which they believe the self is something that must be mutually experienced for it to be perceived.”
Evidently, children only believe they exist when making eye contact with another person. The implications point to a simple but necessary way to make children feel present and involved. Cultures worldwide seem to have some version of “peek-a-boo,” as a quick Google image search reveals. Lack of eye contact in children has been linked as an early sign of autism, while the presence of eye contact is associated with empathy. Dr. Russell’s team seems to have discovered a key facet of cognitive development.
The results of Dr. Russell’s study were published in the Journal of Cognition and Development.
(Source: united-academics.org)
Biofeedback-augmented video game helps children curb their anger
Often, when people talk about children and the psychological effects of playing video games, it’s nothing good – there are certainly plenty of individuals who maintain that if a child spends too much time blowing away virtual enemies, they will become more aggressive, antisocial people in the real world. A new game developed at Boston Children’s Hospital, however, is intended to do just the opposite. It helps children with anger problems to control their temper, so they’ll get along better with other people.
The game, appropriately called RAGE Control, requires the young player to shoot at enemy spaceships while sparing friendly ones. The child’s heart rate is monitored and displayed on the screen, via a sensor attached to one of their fingers. As long as they keep calm and their heart rate stays below a certain threshold, they can keep blasting at the spaceships. If they lose control and their heart rate goes too high, however, they lose the ability to shoot – the only way to regain that ability is to calm back down and lower their heart rate.
“The connections between the brain’s executive control centers and emotional centers are weak in people with severe anger problems,” said Dr. Joseph Gonzalez-Heydrich, co-creator of the game and senior investigator on the study. “However, to succeed at RAGE Control, players have to learn to use these centers at the same time to score points.”
A little science goes a long way: Engaging kids improves math, language scores
A Washington State University researcher has found that engaging elementary school students in science for as little as 10 hours a year can lead to improved test scores in math and language arts.
Samantha Gizerian, a clinical assistant professor in WSU’s Department of Veterinary and Comparative Anatomy, Pharmacology and Physiology, saw improved test scores among fourth-grade students in South Los Angeles after students from the Charles R. Drew University of Medicine and Science gave 10 one-hour presentations on science.
"A lot of students say things like, ‘I didn’t know science was fun,’” says Gizerian, who helped with the classes while on the Drew faculty. "And because they think it’s fun, all of a sudden it’s not work anymore. It’s not homework. It’s not something extra that they have to do.”
![The Marshmallow Study Revisited
For the past four decades, the “marshmallow test” has served as a classic experimental measure of children’s self-control: will a preschooler eat one of the fluffy white confections now or hold out for two later?
Now a new study demonstrates that being able to delay gratification is influenced as much by the environment as by innate ability. Children who experienced reliable interactions immediately before the marshmallow task waited on average four times longer—12 versus three minutes—than youngsters in similar but unreliable situations [Video]
"Our results definitely temper the popular perception that marshmallow-like tasks are very powerful diagnostics for self-control capacity," says Celeste Kidd, a doctoral candidate in brain and cognitive sciences at the University of Rochester and lead author on the study to be published online October 11 in the journal Cognition.](http://36.media.tumblr.com/tumblr_mbsgkdPql11rog5d1o1_400.jpg)
The Marshmallow Study Revisited
For the past four decades, the “marshmallow test” has served as a classic experimental measure of children’s self-control: will a preschooler eat one of the fluffy white confections now or hold out for two later?
Now a new study demonstrates that being able to delay gratification is influenced as much by the environment as by innate ability. Children who experienced reliable interactions immediately before the marshmallow task waited on average four times longer—12 versus three minutes—than youngsters in similar but unreliable situations [Video]
"Our results definitely temper the popular perception that marshmallow-like tasks are very powerful diagnostics for self-control capacity," says Celeste Kidd, a doctoral candidate in brain and cognitive sciences at the University of Rochester and lead author on the study to be published online October 11 in the journal Cognition.
Neuroscientists Launch 5 Year Study of Music Education and Child Brain Development
Researchers at USC Brain and Creativity Institute will explore the effects of intense music training on cognitive development in LA Phil’s YOLA at HOLA program.
The Los Angeles Philharmonic Association, the USC Brain and Creativity Institute and Heart of Los Angeles (HOLA) are delighted to announce a longitudinal research collaboration to investigate the emotional, social and cognitive effects of musical training on childhood brain development.
The five-year research project, Effects of Early Childhood Musical Training on Brain and Cognitive Development, will offer USC researchers an important opportunity to provide new insights and add rigorous data to an emerging discussion about the role of early music engagement in learning and brain function.
Through a collaboration with the Youth Orchestra Los Angeles at Heart of Los Angeles (YOLA at HOLA) program, a partnership between the LA Phil and HOLA which provides free instruments and musical training to children from the Rampart District of Los Angeles, researchers with the USC Brain and Creativity Institute — led by acclaimed neuroscientists Hanna Damasio and Antonio Damasio – will track how children respond to music from the very onset of their exposure to systematic, high intensity music education.