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There is a growing body of literature on phonological development in Greek-speaking children, either typically developing (TD) or with speech sound disorders (SSD). In this paper, a cross-sectional longitudinal approach was used to investigate the development of speech output processing skills in TD Greek-speaking preschool-aged children. Moreover, a group of Greek-speaking children with SSD were assessed to identify potential loci of impairment in atypical development. The developmental study involved two groups: group 1 (n = 16) aged 3;0–3;5 years and group 2 (n = 22) aged 4;6–5;0 years, assessed at three assessment points six months apart. Children with SSD (n = 15) aged 5;6–6;0 years were assessed to be compared with performance of group 2 TD children (at the third assessment point). Assessment tasks included (a) a picture naming task, (b) a task of real word repetition and (c) a task of nonword repetition. A strong time effect was found in both groups of TD children in the development of speech output processing abilities. Performance accuracy was higher on tasks including real words than nonwords; children performed more accurately on repetition rather than spontaneous naming of real words; repetition accuracy on 2–3 syllables items was significantly better than on 4–5 syllables items. Children with SSD were outperformed by TD children of the same age in all assessment tasks; lexicality and word length effect were found in the clinical group. Findings from the present study may be used as a starting point to diagnose children with speech production difficulties in Greece. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) ranges from mild to severe symptoms, with autistic traits possibly distributed throughout the population. However, the precise neurodevelopmental differences in children with autistic traits remain unknown. Fifty-three healthy volunteers (32 male and 21 female, mean [standard deviation] age: 12.9 [2.5] years) having a normal intelligence quotient and without social impairment were divided into two groups according to scores of the Pervasive Developmental Disorders Autism Society Japan Rating Scale (PARS). Subjects with or without autistic traits were placed into the high-PARS (n = 14) or low-PARS (n = 39) group, respectively. Activation of the prefrontal cortex was estimated using change in hemoglobin oxygenation concentration (Δ[oxy-Hb]) on near-infrared spectroscopy (NIRS) during a verbal fluency test. Age-related changes in prefrontal cortex activation were first assessed for each group. Then, the effects of age (elementary school age or junior/senior high school age) and PARS score on Δ[oxy-Hb] in the task were analyzed by two-way analysis of variance. We observed significant positive correlations between mean Δ[oxy-Hb] and age in the prefrontal cortex region in the low-PARS group. Mean Δ[oxy-Hb] in the low-PARS group was significantly higher than in the high-PARS group. Task performance results were comparable between the groups. In PARS-determined typically developed children, prefrontal cortex activation on NIRS correlated positively with age. In healthy volunteers without ASD but harboring autistic traits, prefrontal cortex activation was markedly lower than in normal counterparts. Our results provide biological evidence that ASD may be a pervasively distributed disorder. [ABSTRACT FROM AUTHOR]

Background: The experimental evaluation of young children's socio-emotional abilities is limited by the lack of existing specific measures to assess this population and by the relative difficulty for researchers to adapt measures designed for the general population. Methods: This study examined six early social-emotional abilities in 86 typically developing children aged 1 to 3 years using an eye-tracking-based experimental paradigm that combined visual preference tasks adapted from pre-existing infant studies. Objectives: The aim of this study is to obtain developmental norms in six early social-emotional abilities in typical children aged 1 to 3 years that would be promising for an understanding of disorders of mental development. These developmental standards are essential to enable comparative assessments with children with atypical development, such as children with Profound Intellectual and Multiple Disabilities (PIMD). Results: The participants had greater spontaneous visual preferences for biological (vs. non-biological) motion, socially salient (vs. non-social) stimuli, the eye (vs. mouth) area of emotional expressions, angry (vs. happy) faces, and objects of joint attention (vs. non-looked-at ones). Interestingly, although the prosocial (vs. antisocial) scene of the socio-moral task was preferred, both the helper and hinderer characters were equally gazed at. Finally, correlational analyses revealed that performance was neither related to participants' age nor to each other (dismissing the hypothesis of a common underpinning process). Conclusion: Our revised experimental paradigm is possible in infants aged 1 to 3 years and thus provides additional scientific proof on the direct assessment of these six socio-emotional abilities in this population. [ABSTRACT FROM AUTHOR]

As technology continues to develop, children are spending more time in front of screens, which can lead to significant problems. For children aged 5 years and above, screen time of 2 or more hours per day on average is considered problematic. This study aimed to investigate the impact of screen exposure on screen addiction and sensory processing in typically developing children aged 6–10 years. The study analyzed 74 children who had a screen exposure time of 2 h or more and 71 children who had a screen exposure time of less than 2 h. The Dunn Sensory Profile was used to evaluate sensory processing skills, and the Problematic Media Use Scale was used to measure screen addiction. The group with high screen exposure showed statistically significant differences in screen addiction, distraction, and sedentary factors (p < 0.05). No significant differences were found in other parameters. Based on these findings, it has been determined that excessive screen exposure leads to a more sedentary lifestyle, increased screen addiction, and distraction in typically developing children aged 6–10 years. It is important to consider the duration of screen exposure in typically developing children aged 6–10 years and to conduct further studies on this topic. [ABSTRACT FROM AUTHOR]

Challenged with the peculiarities of school learning in Lebanon and the orthographic complexities specific to French and Arabic, children face conditions requiring additional cognitive effort. Our objective is to study the link between executive functions (EF) (inhibition, working memory (WM), flexibility and planning) and spelling, in 180 bilingual children with typical development (TD) and with specific learning disorders (SLD), in Grades 2, 3, and 4. EF were assessed through the following tests: Image matching, Corsi, Numbers Backward, Opposite worlds, Categorization (Animal sorting), and LABY 5-12 tests. Spelling was assessed in both languages through sentence dictation. Our results show that all EF are more involved in Arabic than in French, being correlated with accuracy and speed of spelling in the entire population. This study clarifies the cognitive components underlying French and Arabic spelling, which are languages with many unique features, for better management of written language disorders. [ABSTRACT FROM AUTHOR]

This study examined the differences among the typically developing, low-achieving, and young offender participants on indices of oral and silent reading, listening comprehension, the Raven and behavior scales, and parental status. A convenient sample of 81 males and females from the same geographical region in the Sultanate of Oman took part in this study. Analyses showed that the typically developing participants obtained a higher Raven score, achieved better on the behavior scale, and performed commensurately with their current grade placement in oral, silent, and listening skills when compared with both the young offenders and low-achieving participants. The academic skills of the young offenders were better than those of the low-achieving participants, a strong indication that the low-achieving group had more serious academic difficulties when compared with the young offenders. The young offenders living with married parents obtained a better score on the adjustment disorder domain than those who had divorced or deceased parents. The results suggested that the young offender and underachieving participants were not entirely identical in their profiles. Implications and limitations are discussed. [ABSTRACT FROM AUTHOR]

Background Data sharing in developmental science is increasingly encouraged, supported by funder and publisher mandates for open data access. Data sharing can accelerate discovery, link researchers with high quality analytic expertise to researchers with large datasets and democratise the research landscape to enable researchers with limited funding to access large sample sizes. However, there are also significant privacy and security concerns, in addition to conceptual and ethical considerations. These are particularly acute for developmental science, where child participants cannot consent themselves. As we move forward into a new era of data openness, it is essential that we adequately represent the views of stakeholder communities in designing data sharing efforts. Methods We conducted a comprehensive survey of the opinions of 195 parents on data sharing in developmental science. Survey themes included how widely parents are willing to share their child’s data, which type of organisations they would share the data with and the type of consent they would be comfortable providing. Results Results showed that parents were generally supportive of curated, but not open, data sharing. In addition to individual privacy and security concerns, more altruistic considerations around the purpose of research were important. Parents overwhelmingly supported nuanced consenting models in which preferences for particular types of data sharing could be changed over time. This model is different to that implemented in the vast majority of developmental science research and is contrary to many funder or publisher mandates. Conclusions The field should look to create shared repositories that implement features such as dynamic consent and mechanisms for curated sharing that allow consideration of the scientific questions addressed. Better communication and outreach are required to build trust in data sharing, and advanced analytic methods will be required to understand the impact of selective sharing on reproducibility and representativeness of research datasets.

Learning potential can be used to assess and provide direction for action in diverse populations in modern educational settings. This study examined the relationship between the EHPAP dynamic evaluation scale and cognitive abilities (linguistic development, specific cognitive abilities, and executive functioning) in typically developing preschool children. Linear regression models indicated that children’s cognitive abilities formed part of the prediction of their independent performance in tasks before and after mediation. The abilities that formed part of the predictions were related to general linguistic development, specific cognitive functions, and executive functioning. Age as a predictive factor only contributed to verbal planning. This study examined the contribution of these variables in different EHPAP scales.

Copyright of Psicologia Educativa is the property of Colegio Oficial de Psicologos de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the grammatical skills of typically developing Oromo-speaking preschool-age children and lays the foundation for a language assessment tool for Oromo, a Cushitic language spoken in Ethiopia. The current study used a standard picture–based elicitation task that evaluated children's accuracy in producing grammatical utterances. Language samples were collected from 44 monolingual 3- to 4-year-old Oromo children with typical language development. The percentage of grammatical utterances (PGU) was computed and error types were analyzed. The average level of grammatical accuracy as measured by PGU was 69%, with a large amount of variability. The data for Oromo 3-year-olds showed a variety of infrequent error types. The results of the study provide crucial foundational knowledge on grammatical development in Oromo, which could form the basis of future language assessments and diagnostic materials. [ABSTRACT FROM AUTHOR]

Background: The experimental evaluation of young children’s socio-emotional abilities is limited by the lack of existing specific measures to assess this population and by the relative difficulty for researchers to adapt measures designed for the general population. Methods: This study examined six early social-emotional abilities in 86 typically developing children aged 1 to 3 years using an eye-tracking-based experimental paradigm that combined visual preference tasks adapted from pre-existing infant studies. Objectives: The aim of this study is to obtain developmental norms in six early social-emotional abilities in typical children aged 1 to 3 years that would be promising for an understanding of disorders of mental development. These developmental standards are essential to enable comparative assessments with children with atypical development, such as children with Profound Intellectual and Multiple Disabilities (PIMD). Results: The participants had greater spontaneous visual preferences for biological (vs. non-biological) motion, socially salient (vs. non-social) stimuli, the eye (vs. mouth) area of emotional expressions, angry (vs. happy) faces, and objects of joint attention (vs. non-looked-at ones). Interestingly, although the prosocial (vs. antisocial) scene of the socio-moral task was preferred, both the helper and hinderer characters were equally gazed at. Finally, correlational analyses revealed that performance was neither related to participants’ age nor to each other (dismissing the hypothesis of a common underpinning process). Conclusion: Our revised experimental paradigm is possible in infants aged 1 to 3 years and thus provides additional scientific proof on the direct assessment of these six socio-emotional abilities in this population.

The development of Theory of Mind (ToM) constitutes a central topic in the study of human cognitive development. During the last decades, researchers representing different theoretical approaches have been trying to explore the emergence and development of mental state understanding and the potential contribution of other complex cognitive mechanisms in this developmental process. The relationship between ToM and Executive Functions (EFs) has been assessed in the context of various experimental designs. Despite the significant number of existing studies and the variety of relevant theories proposed, there is still no agreement about the exact nature of the ToM-EFs relationship. The main aim of this paper is to review relevant research results on typically developing children. It attempts to disentangle the factors that can potentially explain the contradictory findings reported in the literature. The results, overall, support the ToM-EFs relationship and suggest EFs’ important role in ToM development. However, the exact nature of this relationship seems obscured by the diversity of approaches, operationalization of the theoretical constructs, methods and ages included in the studies. It is, therefore, suggested that for building a unified picture and an explanatory account of the dynamic developmental relationship between these two complex theoretical constructs, a refinement in the conceptual definitions and methodological approaches is crucial.

Performance in semantic verbal fluency (SVF) tasks, mainly measured by the number of words of a particular semantic category produced within a limited time, is a widely accepted measure of cognitive functioning used in the neuropsychological assessment of children and adults. Two strategic processes, Clustering and Switching (C&S) have been proposed to underlie fluency processes and affect performance in the task. However, few studies have reported on the development of those cognitive strategies and their relationship with word productivity in typically developing children. Even fewer studies have covered a broad developmental period from preschool to adolescence or measured the effect of contextual factors in this relationship. Based on a sample of 472 typically developing Greek-speaking children aged 4;0 to 16;11 years, we investigated the development of SVF performance and reported on the degree to which it is affected by C&S strategies, children's sex, and level of parental education. Results revealed a large effect of age on word productivity and on the use of C&S strategies. Two switching factors (number of clusters and number of switches) and two clustering factors (mean cluster size and a novel measure, maximum cluster size), appeared to be significantly associated with word productivity, with the largest effect being attributed to the two switching factors. C&S factors, together with children's age and parental education, predicted 91.7% of the variance in the SVF score. Children's sex was not found to have a significant effect on either word productivity or C&S strategies. Results are discussed for their theoretical implications on the strategic processes underlying word production in typically developing children. [ABSTRACT FROM AUTHOR]

Introduction: Studies on personal narratives are rare in Turkey and there is no standard protocol for eliciting them. The aim of this small-scale study was to translate the Global TALES Protocol into Turkish, with cultural adaptations, and to present the results regarding its usability for two different age-groups of 7- and 10-year-old school children. We investigated narrative skills in terms of verbal productivity (number of utterances, total number of words), syntactic complexity (mean length of utterance), and semantic diversity (number of different words). In addition, group comparisons were made in terms of the participants' gender and age. Methods: A total of 20 children, 10 from each age-group (7;0–7;11 and 10;0–10;11) participated in the study. All children were monolingual Turkish-speaking children with typical development. Participants were recruited through personal and/or social networks. All personal narratives were gathered via online connections (Zoom). Results: Descriptive statistics were used to describe the children's performance, and the analysis of group differences was made separately according to age and gender. All children produced narratives in response to the six protocol prompts. In addition, the number of children who did not require the scripted follow-up prompts was higher than those needing a scripted follow-up prompt to produce a response. No statistically significant group differences were found in terms of gender and age on any of the measurements. Conclusion: The results from this small-scale investigation showed that the translated version of the Global TALES Protocol was effective in eliciting personal narratives from Turkish-speaking children. We concluded that there is no need to change the directions or give additional guidance or prompts to the children. Future studies with larger samples are needed to confirm these findings. [ABSTRACT FROM AUTHOR]

A low-cost quantitative structured office measurement of movements in the extremities of people with Parkinson's disease [1,2] was performed on participants with Parkinson's disease and multiple system atrophy as well as age- and sex-matched healthy participants with typical development. Participants underwent twelve videotaped procedures rated by a trained examiner while connected to four accelerometers [1,2] generating a trace of the three location dimensions expressed as spreadsheets [3,4].The signals of the five repetitive motion items (3.4 Finger tapping, 3.5 Hand movements, 3.6 Pronation-supination movements of hands, 3.7 Toe tapping, and 3.8 Leg agility) [1] underwent processing to fast Fourier [5] and amor and bump continuous wavelet transforms [6–13].Images of the signals and their transforms [4–6] of the five repetitive tasks of each participant were randomly expressed as panels on an electronic framework for rating by 35 trained examiners who did not know the source of the original output [14]. The team of international raters completed ratings of the signals and their transforms independently using criteria like the scoring systems for live assessments of movements in human participants [1,2]. The raters scored signals and transforms for deficits in the sustained performance of rhythmic movements (interruptions, slowing, and amplitude decrements) often observed in people with Parkinson's disease [15–20].Raters were first presented the images of the signals and transforms of a man with multiple system atrophy as a test and a retest in a different random order. After the raters completed the assessments of the man with multiple system atrophy, they were presented random test and retest panels of the images of signals and transforms of ten participants with Parkinson's disease who completed a single rating session. After the raters completed the assessments of the participants with Parkinson's disease who completed one set of ratings, they were presented random test and retest panels of the images of signals and transforms of (A) ten participants with Parkinson's disease and (B) eight age- and sex-match healthy participants with typical development who completed two rating session separated by a month or more [15–20].The data provide a framework for further analysis of the acquired information. Additionally, the data provide a template for the construction of electronic frameworks for the remote analysis by trained raters of signals and transforms of rhythmic processes to verify that the systems are operating smoothly without interruptions or changes in frequency and amplitude. Thus, the data provide the foundations to construct electronic frameworks for the virtual quality assurance of a vast spectrum of rhythmic processes. The dataset is a suitable template for solving unsupervised and supervised machine learning algorithms. Readers may utilize this procedure to assure the quality of rhythmic processes by confirming the absence of deviations in rate and rhythm. Thus, this procedure provides the means to confirm the quality of the vast spectrum of rhythmic processes.

Background: Life expectancy is on rise and the intriguing question is: When does cognitive decline occur among adults with intellectual disability, compared to adults with typical development? This cross‐sectional study examined cognitive performance of crystallised/fluid intelligence, working and long‐term memory of adults with intellectual disability of etiologies other than Down syndrome (IQ 50–68) and adults with typical development (IQ 85–114) in four age cohorts (30–39; 40–49; 50–59; 60–69). Method: The WAIS IIIHEB and the Rey‐AVLT were administered to both groups. Results: Four patterns of cognitive performance were found: (a) Vocabulary (crystallised intelligence), Spatial Span Forward and Retention yielded similar scores across all four age cohorts in participants with typical development and with intellectual disability. (b) Similarities, Raven and Digit Span Backward exhibit lower scores only in 50–59 or 60–69 compared to the 30–39 age cohort in both groups, (c) Digit Span Forward, Spatial Span Backward and Total Leaning (LTM) yielded lower scores in the 50–59 or 60–69 age cohorts in the typical group, but similar scores in participants with intellectual disability along the age cohorts, (d) Block Design (fluid intelligence) yielded a lower score in the 50–59 cohort versus lower scores only at ages 60–69 in participants with typical development. Conclusions: Our findings suggest a possible parallel trajectory in age‐related cognitive performance for individuals with and without intellectual disability in six measures, and a possible more preserved trajectory in fluid intelligence and some memory measures in adults with intellectual disability compared to their peers. Caution should be exercised regarding Digit and Spatial Span Backwards, which yielded a floor effect in participants with intellectual disability. The Cognitive Reserve Theory, the Safeguard Hypothesis and late maturation might serve as explanations for these findings. [ABSTRACT FROM AUTHOR]

Copyright of Logopedija is the property of University of Zagreb, Faculty of Education & Rehabilitation Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As technology continues to develop, children are spending more time in front of screens, which can lead to significant problems. For children aged 5 years and above, screen time of 2 or more hours per day on average is considered problematic. This study aimed to investigate the impact of screen exposure on screen addiction and sensory processing in typically developing children aged 6–10 years. The study analyzed 74 children who had a screen exposure time of 2 h or more and 71 children who had a screen exposure time of less than 2 h. The Dunn Sensory Profile was used to evaluate sensory processing skills, and the Problematic Media Use Scale was used to measure screen addiction. The group with high screen exposure showed statistically significant differences in screen addiction, distraction, and sedentary factors (p < 0.05). No significant differences were found in other parameters. Based on these findings, it has been determined that excessive screen exposure leads to a more sedentary lifestyle, increased screen addiction, and distraction in typically developing children aged 6–10 years. It is important to consider the duration of screen exposure in typically developing children aged 6–10 years and to conduct further studies on this topic.

The aim of this study was to longitudinally examine mean length of utterance in words (MLU-w) and number of different words (NDW) and their association in children speaking Cypriot Greek (CG), a dialect for which such measures of language development have not been adequately investigated. Language samples from 36 typically developing monolingual CG-speaking children were collected at 4-month intervals from the age of 3;0 until 4;0 through free-play based conversation between the children and their caregivers. A zero-order correlation analysis among MLU-w, NDW, and age showed strong positive correlations between any two of these measures. A first-order analysis controlling for age showed that the correlation between MLU-w and NDW was independent from the influence of age. The study provides valuable information on the correlation between MLU-w and NDW for CG-speaking children and it contributes to our knowledge about language development in a dialectal variety lacking standardised tests. [ABSTRACT FROM AUTHOR]

Predictive coding has emerged as a prominent theoretical framework for understanding perception and its neural underpinnings. There has been a recent surge of interest in the predictive coding framework across the mind sciences. However, comparatively little of the research in this field has investigated the neural underpinnings of predictive coding in young neurotypical and autistic children. This paper provides an overview of predictive coding accounts of typical and autistic neurocognitive development and includes a review of the current electrophysiological evidence supporting these accounts. Based on the current evidence, it is clear that more research in pediatrics is needed to evaluate predictive coding accounts of neurocognitive development fully. If supported, these accounts could have wide-ranging practical implications for pedagogy, parenting, artificial intelligence, and clinical approaches to helping autistic children manage the barrage of everyday sensory information. • Predictive coding accounts of early development have remained under-studied. • We review predictive coding accounts of both neurotypical and autistic development. • We assess the electrophysiological (EEG, MEG) evidence supporting these accounts. • There are wide-ranging implications for pedagogy, parenting and artificial intelligence. [ABSTRACT FROM AUTHOR]

This study aimed to characterize the pre-attentional effects on global precedence processing in children with autism spectrum disorder (ASD) and those with typical development (TD). A sample of 17 participants, comprising eight children with ASD and nine TD children, were recruited for the study. A tablet-based assessment utilizing a global and local visual processing paradigm task was developed to investigate the participant's abilities. The task consisted of verbal instructions to locate and touch either a global or local figure, presented in five conditions: neutral, congruent, and incongruent. The percentage of correct answers and reaction time (RT) for each task were measured and analyzed statistically. Results revealed that children with ASD exhibited statistically significant differences in both the percentage of correct scores and RT among various conditions, while TD children displayed differences in RT but not in the percentage of correct answers. These findings suggest that conflicting processes affect both behavioral and cognitive processes in children with ASD, and that cognitive effort is still involved for children with TD, but does not affect behavioral processes. In children with ASD, the RT was the shortest in the congruent (report local figure) condition; in children with TD, the RT was the shortest in the congruent (report global figure) condition. This implies that children with TD exhibit a pre-attentive effect on global precedence processing, while children with ASD do not. These visual-processing-function characteristics may aid in screening for visual perception problems in children with ASD. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Psychology (UNLP) / Revista de Psicología (UNLP) is the property of Facultad de Psicologia Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many individuals with cerebral palsy (CP) suffer from pain and must develop pain-coping strategies, although the factors determining them are unknown. This observational study aims at exploring the association between different pain-coping strategies and factors such as age, sex, pain, health status, sleep or motor and cognitive function in individuals with cerebral palsy (CP) and typically developing peers (TD). Main caregivers of 94 individuals with CP (age range = 6–69 years, mean age = 17.78 (10.05)) and the closest relative of 145 individuals with TD (age range = 6–51 years, mean age = 19.13 (12.87)) completed questionnaires on the previous topics (Parent Report of the PEDsQL Pediatric Coping Inventory, the Health Utility Index HUI-3, Epworth Sleepiness Score and the Pittsburgh Sleep Quality Index). Pain presence, duration, intensity, location and ratings of current and worst pain in the last week in an 11-point numerical rating scale were assessed in an interview. Global health was the best predictor the of use of any type of pain-coping strategy, including cognitive self-instruction, problem-solving, distraction, seeking social support and catastrophizing, in both individuals with CP and individuals with TD. However, different health attributes predicted their use in each population. Emotional health was the best predictor in individuals with CP, whereas cognition and pain were the best predictors in individuals with TD. Speech ability was a predictor in both groups. In conclusion, the assessment of health attributes such as emotional health and speech may help design specific interventions for enhancing self-efficacy and adaptive pain coping skills. [ABSTRACT FROM AUTHOR]

Objective: The aim of this paper is to provide a systematic review of research on physical exercise in real-world settings on executive function of typical children and adolescents. Methods: The CNKI, WOS, PubMed, ScienceDirect, and SPORTDiscus databases were searched by computer. Two researchers independently screened the literature, extracted data, and evaluated the risk of bias in the included literature. Statistical analysis was performed using frequency and percentage and the χ2 test. Results: A total of 49 articles was included. Acute (moderate intensity lasting 30–50 min) and long-term (interventions of moderate intensity of 30–50 min at least 3 times a week for 17 weeks or more) physical exercises in real-world settings have positive intervention effects on executive function. Furthermore, for acute interventions, closed skills are more efficient for inhibitory control, open skills are more efficient for working memory and cognitive flexibility, and open-continuous and closed-sequential skills are the most efficient; long-term interventions with open skills, sequential skills, and open-sequential skills are more effective. Conclusion: Physical exercise in real-world settings has a good promotion effect on typical children and adolescents, and motor skills with open and/or sequential attributes are more helpful in improving executive function. [ABSTRACT FROM AUTHOR]

IntroductionVocabulary of emotion is integral to emotional development and emotional intelligence is associated with improved mental health outcomes. Many language disordered groups experience emotional difficulties; Developmental Language Disorders, Attention Deficit Hyperactivity Disorder and autism. However, (as in the case of autism) research tends to focus on assessing recognition of emotional states, rather than exploring labeling skills. Where labeling is assessed, measures have focused on early-acquired vocabulary (happy, sad, angry) or self/parent reporting. To date, no objective assessment has been made of vocabulary of emotion across childhood.MethodsThis study uses an experimental psycholinguistic measure, The Emotion Vocabulary: Expressive and Receptive ability measure (EVER) which includes two tasks (receptive vocabulary and word generation/expressive vocabulary). This measure has capacity to demonstrate vocabulary growth across age groups. 171 participants (5.0–13.11 years) completed The EVER Measure, alongside two closely matched standardized measures of basic language: BPVS (receptive vocabulary task) and CELF (word-association task). Assessments were completed online and en vivo (COVID testing restrictions dependent).ResultsAs predicted, children’s accuracy increased on both receptive and expressive emotion vocabulary tasks, in line with age at time of testing. EVER scores were significantly predicted by age and correlated with matched basic language scores. Secondary analysis provided preliminary findings on age of acquisition for specific emotion vocabulary items.DiscussionThe findings consequently demonstrate proof of concept for the use of The EVER Measure in assessing emotional vocabulary across childhood. This study provides important preliminary data on generating and recognizing emotion labels across typical child development. Critically, it extends current knowledge on emotion vocabulary acquisition into middle childhood, where linguistic ability is relatively mature. As such, findings have implications for research with potential clinical application in the assessment of older children, with either language or emotional differences or both. Findings demonstrate the need for a standardized tool, and its potential application in research and clinical practice is explored. A large-scale study offering proof of concept and reliability of The EVER Measure is indicated.

Working memory (WM) was examined in pre-school children with Autism spectrum disorder (ASD) and children with typical development using eyetracking technology. The children were presented with a digital A-not-B task (with a short and a long waiting condition) where they passively viewed animations of a moving train. Moreover, the current study investigated the relationship between non-verbal mental age (NVMA) and the performance on the task. No group differences were found in the average looking durations between the ASD and typically developing (TD) groups on either the short or long waiting conditions. Although the NVMA of the ASD group was lower than that of the TD group there were no correlations between NVMA and task performance in either group. The results suggest that WM in young children with ASD might not be different from that of TD children. However, the results might be due to ceiling effects of the task and thus needs to be further investigated. [ABSTRACT FROM AUTHOR]

In this work we aimed to assess the typical link in human development between action observation and language. For this, we studied, in 68 children aged 5–11 years of age, how action verbs can prime action representation. While children 7–8 years of age benefited from a congruent action verb prime when they had to judge an image representing an action, this effect was not present in 5–6-year-olds. Thus, the link between language and action observation changes during development at about age 7. We discussed these findings in consideration of current theories proposed to account for the action-language link. [ABSTRACT FROM AUTHOR]

The development of executive functions (EF) in bilingual children with a specific learning disorder (SLD) is a growing area of research interest. Our objective is to study the development of EF in Lebanese children with typical development (TD) and presenting SLD, in the primary grades (Grades 2, 3, and 4). Ninety TD and ninety SLD children, in Grade 2, 3, and 4, were recruited in Lebanese public and private schools. Inhibition, working memory (WM), flexibility and planning were evaluated through the following tests: Image matching test, Numbers retention test in backward order, Corsi block tapping test, Opposite Worlds test, Categorization test (Animal Sorting), and LABY 5–12 test. When comparing the two groups of children in terms of inhibition and WM, the statistical tests show significantly that SLD children are more impulsive than TD children and have a lower visuospatial and verbal WM. SLD children are also slower than TD children in the Opposite Worlds test that assesses flexibility. Similarly, the planning capacity is lower in SLD children compared to TD children. All results improved across grades. This work can explain the cognitive components related to learning, for a better management of specific learning disorders. [ABSTRACT FROM AUTHOR]

Working memory (WM) was examined in pre-school children with Autism spectrum disorder (ASD) and children with typical development using eye-tracking technology. The children were presented with a digital A-not-B task (with a short and a long waiting condition) where they passively viewed animations of a moving train. Moreover, the current study investigated the relationship between non-verbal mental age (NVMA) and the performance on the task. No group differences were found in the average looking durations between the ASD and typically developing (TD) groups on either the short or long waiting conditions. Although the NVMA of the ASD group was lower than that of the TD group there were no correlations between NVMA and task performance in either group. The results suggest that WM in young children with ASD might not be different from that of TD children. However, the results might be due to ceiling effects of the task and thus needs to be further investigated.

Abstract Background Children with autism spectrum disorder (ASD) may experience difficulty adapting to daily life in a preschool or school settings and are likely to develop psychosomatic symptoms. For a better understanding of the difficulties experienced daily by preschool children and adolescents with ASD, this study investigated differences in eye gaze behavior in the classroom environment between children with ASD and those with typical development (TD). Methods The study evaluated 30 children with ASD and 49 children with TD. Participants were presented with images of a human face and a classroom scene. While they gazed at specific regions of visual stimuli, eye tracking with an iView X system was used to evaluate and compare the duration of gaze time between the two groups. Results Compared with preschool children with TD, preschool children with ASD spent less time gazing at the eyes of the human face and the object at which the teacher pointed in the classroom image. Preschool children with TD who had no classroom experience tended to look at the object the teacher pointed at in the classroom image. Conclusion Children with ASD did not look at the human eyes in the facial image or the object pointed at in the classroom image, which may indicate their inability to analyze situations, understand instruction in a classroom, or act appropriately in a group. This suggests that this gaze behavior of children with ASD causes social maladaptation and psychosomatic symptoms. A therapeutic approach that focuses on joint attention is desirable for improving the ability of children with ASD to adapt to their social environment.

Self-recognition emerges during the second year of life and represents the emergence of a reflective self, a metacognition which underlies self-conscious emotions such as embarrassment and shame, perspective taking, and emotional knowledge of others. In a longitudinal study of 171 children, two major questions were explored from an extant database: 1) Do early factors, including IQ, general environmental risk, mother-child attachment interaction, drug exposure, gender, and neonatal risk, relate to self-recognition?; 2) Does self-recognition, along with these earlier factors, predict the child's subsequent emotional knowledge? Consistent with previous data, 39% of children exhibited self-recognition by 18-months and few early factors explored were related to this ability. Moreover, path analysis revealed few effects of the earlier factors predicting self-recognition on children's emotional knowledge. Self-recognition did predict emotional knowledge at 4.5 years, such that children who showed early self-recognition showed greater emotional knowledge. Children from high risk environments also showed lower emotional knowledge. These findings indicate that self-recognition and environmental risk are related to children's later knowledge of emotions. [ABSTRACT FROM AUTHOR]

Children's drawings, as well as the development of the ability to draw, are developed under the influence of a number of developmental abilities. The purpose of this research is to assess the quality of drawing in students with intellectual disabilities and to assess the abilities that participate in the formation of drawing. In this research, the ACADIA-test has been used and conducted on two groups of respondents, the target group of 63 students with mild intellectual disabilities and the second group of 80 students with typical development. The 63 respondents from the first group were from third to eighth grade of primary school, which is from the age of 9 to 14, 5 students were from the first grade, 8 students from the fourth grade, 10 from the fifth grade, 13 from the sixth grade, 12 from the seventh, and 15 students from the eighth grade. Thirty-three of the respondents from this group were male and 30 students were female. The 80 respondents from the second group were from third to fifth grade, which is from the age of 9 to 11, 23 students were from the third grade, 30 students from the fourth, and 27 students from the fifth grade. The group consisted of 37 female and 43 male students. Also, the drawing skills of students with typical development were compared by the variables--gender and age. According to the obtained results, the intellectual disabilities negatively affect the development of skills necessary for artistic expression, 44.45% of students with intellectual disabilities showed a high standard deviation from the standard values. Problems with the ability to draw occur in a small number of students with typical development (5.8%), which indicates the possibility of specific learning problems in these students. The ability to draw does not depend on the gender of the students, but it develops in the early school period and is directly dependent on the calendar age of students with typical development. [ABSTRACT FROM AUTHOR]

Infants born in early term (37–38 weeks gestation) experience slower neurodevelopment than those born at full term (40–41 weeks gestation). While this could be due to higher perinatal morbidity, gestational age at birth may also have a direct effect on the brain. Here we characterise brain volume and white matter correlates of gestational age at birth in healthy term‐born neonates and their relationship to later neurodevelopmental outcome using T2 and diffusion weighted MRI acquired in the neonatal period from a cohort (n = 454) of healthy babies born at term age (>37 weeks gestation) and scanned between 1 and 41 days after birth. Images were analysed using tensor‐based morphometry and tract‐based spatial statistics. Neurodevelopment was assessed at age 18 months using the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley‐III). Infants born earlier had higher relative ventricular volume and lower relative brain volume in the deep grey matter, cerebellum and brainstem. Earlier birth was also associated with lower fractional anisotropy, higher mean, axial, and radial diffusivity in major white matter tracts. Gestational age at birth was positively associated with all Bayley‐III subscales at age 18 months. Regression models predicting outcome from gestational age at birth were significantly improved after adding neuroimaging features associated with gestational age at birth. This work adds to the body of evidence of the impact of early term birth and highlights the importance of considering the effect of gestational age at birth in future neuroimaging studies including term‐born babies. [ABSTRACT FROM AUTHOR]

The object of this study is the development of metalinguistic abilities in an age range—5 to 7 years—where an important turn takes place in education, namely the transition between kindergarten and primary school. Based on the literature starting from the 70's of the last century, embryonic forms of awareness of how language variation can be manipulated to convey variation in meaning are widely attested in preschoolers. These forms, however, denote an intuitive and implicit level of awareness and will attain a "meta-level", based on more systematic and explicit reflectiveness, later in development in correlation with cognitive, linguistic, and educational factors. To measure the development of these abilities across the above age range, we recruited 160 native Italian-speaking children from 5 to 7, with comparable numerosity at each age, gender balance, average socio-cultural background, and no cognitive nor neuropsychological impairment. We used 6 metalinguistic tasks, the Raven's CPM, a lexical and grammatical ability tests. The results showed a significant increase in all the measures across the span considered and correlations between all the measures. A factor analysis on the metalinguistic tasks showed that a single factor accounted for a large part of the common variance. [ABSTRACT FROM AUTHOR]

If a child asks a friend to play football and the friend replies, 'I have a cough', the requesting child must make a 'relevance inference' to determine the communicative intent. Relevance inferencing is a key component of pragmatics, that is, the ability to integrate social context into language interpretation and use. We tested which cognitive skills relate to relevance inferencing. In addition, we asked whether children's lab-based pragmatic performance relates to children's parent-assessed pragmatic language skills. We tested 3.5- to 4-year-old speakers of British English (Study 1: N = 40, Study 2: N = 32). Children were presented with video-recorded vignettes ending with an utterance requiring a relevance inference, for which children made a forced choice. Study 1 measured children's Theory of Mind, their sentence comprehension and their real-world knowledge and found that only real-world knowledge retained significance in a regression analysis with children's relevance inferencing as the outcome variable. Study 2 then manipulated children's world-knowledge through priming but found this did not improve children's performance on the relevance inferencing task. Study 2 did, however, reveal a significant correlation between children's relevance inferencing and a measure of morpho-syntactic production. In both studies parents rated their children's pragmatic language usage in daily life, which was found to relate to performance in our lab-based relevance inferencing task. This set of studies is the first to empirically demonstrate that lab-based measures of relevance inferencing are reflective of children's pragmatic abilities 'in the wild'. There was no clear association between relevance inferencing and Theory of Mind. There was mixed evidence for the role of formal language, which should be further investigated. Finally, real-world knowledge was indeed associated with relevance inferencing but future experimental work is required to test causal relations. [ABSTRACT FROM AUTHOR]

Background: The quality of life (QoL) of the caregivers of children with autism spectrum disorder and intellectual disabilities has received limited attention in emerging economies such as those of the Arabian Gulf region. Objectives: The aims of this investigation were threefold and sought to contribute to the gap in the literature by exploring the following issues in Oman: (i) to examine the socio-demographic characteristics of caregivers of children with autism spectrum disorder (ASD), intellectual disabilities (ID) and typical development (TD); (ii) to compare health satisfaction of caregivers of children with ASD, ID, and TD and (iii) to ascertain the relationship between QoL and socio-demographic factors among the families caring for children with ASD. Methods: Two-hundred and twenty caregivers seeking consultation for their children with ASD were recruited for this study, in addition to the control group (caregivers of children with ID, n= 109), and caregivers of children with TD (n= 125). The overall number of participants was 454. An Arabic version of the World Health Organization Quality of Life (WHO QOL-BREF) was employed to measure QoL and health satisfaction. Results: Compared to the caregivers of children with ID and TD, the caregivers of children with ASD scored lower on indices of QoL and reported poorer health status. Socio-demographic factors such as higher education were associated with improved QoL, which often entailed steady employment and higher-income. Conclusions: This study suggests that poor QoL appears to be pervasive in caregivers of children with ASD in Oman. Given the increase in the reported prevalence of ASD, QoL should be considered when devising interventions and services for children presenting with these difficulties and their caregivers. This evidence-based research lays the foundation for systemic interventions and future allocation of resources. [ABSTRACT FROM AUTHOR]

The phonological nature of /l/ in European Portuguese (EP) and its acquisition by monolingual Portuguese children have been discussed by researchers and clinicians over the last years. The main goals of this paper are to offer a description of /l/ in recent acquisition data stored in Ramalho-EP (success rates and repair strategies) and to discuss the different phonological representations proposed for /l/ in EP, by using our data and other acquisition data available in the literature. Results show an effect of syllable complexity in the acquisition of /l/ (the trend Simple Onset >> Coda >> Complex Onset was attested), although /l/ is not acquired in any of the syllable constituents (success rates below 76%). The preference for the repair segments [w, υ] was interpreted as empirical evidence for the processing of /l/ as [+continuant], as proposed by Mateus e Andrade (2000) and against Amorim e Veloso (2021). Moreover, these variants and the late acquisition of /l/ favor the use of [+approximant] to represent /l/ in EP, the feature proposed by Amorim e Veloso (2021) to replace [+lateral] in the phonological system. [ABSTRACT FROM AUTHOR]

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