Language,Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children

Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.     

Rule-Based Category Learning in Children: The Role of Age and Executive Functioning

Rule-based category learning was examined in 4–11 year-olds and adults. Participants were asked to learn a set of novel perceptual categories in a classification learning task. Categorization performance improved with age, with younger children showing the strongest rule-based deficit relative to older children and adults. Model-based analyses provided insight regarding the type of strategy being used to solve the categorization task, demonstrating that the use of the task appropriate strategy increased with age. When children and adults who identified the correct categorization rule were compared, the performance deficit was no longer evident. Executive functions were also measured. While both working memory and inhibitory control were related to rule-based categorization and improved with age, working memory specifically was found to marginally mediate the age-related improvements in categorization. When analyses focused only on the sample of children, results showed that working memory ability and inhibitory control were associated with categorization performance and strategy use. The current findings track changes in categorization performance across childhood, demonstrating at which points performance begins to mature and resemble that of adults. Additionally, findings highlight the potential role that working memory and inhibitory control may play in rule-based category learning.     

Psychophysiological Correlates of Writing and Reading Difficulties in Children of Elementary School Age

A psychophysiological study of the mechanisms underlying writing and reading difficulties at elementary school included assessment of the actual level of speech development, language abilities, intellectual functions, visual memory, visuomotor coordination, and neuropsychological parameters of first- and third- or fourth-grade students. The leading mechanisms of writing and reading difficulties were identified for different stages of skill formation. The role of factors determining the efficiency of learning changed accordingly. From the first to the third (fourth) grade, a decrease was observed in the role of the factors of speech development, formation of motor skills, visual perception, and visual memory, while the voluntary organization of activity, working capacity, and fatigability became the most significant factors. At all stages of teaching writing and reading, the rate of teaching activity must correspond to the functional and adaptive capabilities of schoolchildren.     

徐州市学龄期儿童肥胖现况调查及影响因素分析

目的:对徐州学龄期儿童的肥胖现状进行调查,分析其肥胖原因,以期找到有效的预防方法。方法:随机选取2014年1月-2016年1月徐州市学龄期儿童1021例,采用自理调查量表收集儿童及其父母的基本情况,统计儿童肥胖发生率,采用Logistic多因素回归分析儿童肥胖的影响因素。结果:男童肥胖率为11.15%(58/520),女童肥胖率为5.79%(29/501),男童肥胖率明显高于女童(P0.05);Logistic多因素回归分析显示,儿童肥胖危险因素有家族肥胖史(OR=3.647)、食欲(OR=2.065)、垃圾食品(OR=3.032)、甜食(OR=2.937),保护因素为周末运动时间(OR=-0.865)、体育特长(OR=-0.641)。结论:徐州学龄期儿童肥胖情况较为严重,应当控制肥胖儿童卡路里的摄入,积极进行体育锻炼,从各方面进行防治。     

The Practitioner and School Age Child Problems

The extraordinary plasticity of the growing child offers the general practitioner an unusual opportunity to intervene either in a preventative or therapeutic manner. Such intervention, properly the task of any informed physician dealing with families, can alter unhealthy growth to healthier development. The whole child is just as important as his medical illnesses; the whole family usually needs help when there is an emotional disturbance in any child.Common problems that lend themselves readily to physician intervention are behavior disorders accompanying a neurological deficit, conduct disorders, enuresis and school phobias. Knowing how to elicit information, to evaluate clinical data and to utilize the findings of a skilled psychologist, and when to refer to a psychiatrist, plus a thorough knowledge of community resources are part and parcel of a physician''s equipment for dealing with children and families.     

Longitudinal Study of the Development of Higher Mental Functions in Primary School Children

This article presents the results of a longitudinal population-based neuropsychological study of the development of higher mental functions (HMFs) in primary school children from grades 1 through 3 at a Moscow public school (n = 84). We monitored changes in HMFs in the total sample and in groups of children with different baseline HMFs (high, medium, low), as measured in the first grade, using seven indexes that reflect individual HMF components such as executive functions (voluntary regulation of activity), serial organization of movements and actions, processing of kinesthetic, auditory, visual, and visual-spatial information, and regulation of activation, at three time points (first, second, and third grades). The study found a generally positive trend in the structural and functional components of HMFs in the children who were tested. Groups of children with different baseline levels of HMFs steadily maintained their differences in the degree of development of the HMFs at each evaluation time point, although the greatest change in HMF components was found in children with initially low scores, and the least change was in children with initially high HMF scores. Among the components with the least change was voluntary regulation—that is, the programming, regulation, and control of one's activity. The fact that children with high baseline functioning did not change significantly in a given function from first to third grades may be related to a decline in learning motivation, insofar as their learning is then occurring in the zone of actual and not proximal development.     

Psychological Characteristics of the Development of Written Language in Mentally Retarded School Children

The problem of the development of language in the mentally retarded child is one of the most important in special psychology and is of major theoretical and practical significance. How far we go in studying this problem will in large measure determine not only the structure of lessons in a native language in a remedial school but also how the process of instruction and education of backward children in general is organized.