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相关概念视频

Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
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Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

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Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
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Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

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Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
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Biological Influences on Intelligence01:30

Biological Influences on Intelligence

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Intelligence is often thought to be linked to brain size, but the relationship is more complex than that. While brain size does correlate modestly with some abilities, like verbal skills, the connection is weaker for others, such as spatial reasoning. Other factors, like brain structure, also play crucial roles. For instance, despite Einstein's smaller-than-average brain, his parietal cortex, which is involved in spatial reasoning, was 15% wider, suggesting that neural density might matter...
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Environmental Influences on Intelligence01:29

Environmental Influences on Intelligence

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Despite the strong genetic influence on traits like intelligence, environmental factors significantly shape outcomes. For example, while over 90% of height variation is due to genetic differences, environmental factors such as nutrition also have a notable impact. Similarly, for intelligence, changes in a child's surroundings can significantly alter their IQ. Research shows that enriched environments boost children's academic success and help them develop key cognitive skills. Children...
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相关实验视频

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小学课堂中的影响力和执行功能动态:一项密集的纵向研究.

Henry Tsz Fung Lo1, Lars-Erik Malmberg1, Christina Hubertina Helena Maria Heemskerk1,2

  • 1Department of Education, University of Oxford, Oxford, United Kingdom.

Cognition & emotion
|November 15, 2024
PubMed
概括

执行功能 (EF) 的表现在学生内部波动,在一天和一周的晚些时候下降. 积极的影响增强了EF,而负面的影响阻碍了它,突出了日常情绪对课堂上认知技能的影响.

关键词:
执行职能 执行职能 执行职能情感经历是一种情感经历.动态结构方程式建模 (DSEM)密集的纵向设计.小学小学是一所小学.

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科学领域:

  • 教育心理学教育心理学
  • 发展心理学 发展心理学
  • 认知科学 认知科学

背景情况:

  • 执行功能 (EF) 对于学术成功至关重要.
  • 了解日常波动和EF的情感联系对于优化学习环境至关重要.
  • 以前的研究往往缺乏来自现实世界的课堂环境的密集纵向数据.

研究的目的:

  • 调查小学儿童EF表现的时间动态.
  • 检查个体内情绪状态和EF表现之间的关联.
  • 探索一天和一周时间对EF和影响的影响.

主要方法:

  • 与35名小学生 (年龄在8.9-11.4岁) 进行密集的纵向设计.
  • 数据收集每天三次,持续两周,包括EF任务和自我报告的影响.
  • 动态结构方程建模 (DSEM) 用于分析505次测量.

主要成果:

  • 观察到EF在人体内有显著的变化 (52%的变异).
  • 在学校日和周末,EF表现下降.
  • 积极影响与改善的EF有关,而负面影响与个人层面上较差的EF有关.

结论:

  • 在个体内,EF表现是高度可变的,并受到日常情绪状态的影响.
  • 情感体验在教育环境中塑造实时EF方面发挥着重要作用.
  • 密集的纵向方法对于捕捉课堂上影响和EF之间的动态相互作用至关重要.