1
|
Demetriou A. Is intelligence of preterm children different from full-term children? Commentary on Rapuc et al. (2023). J Child Psychol Psychiatry 2024; 65:984-988. [PMID: 38098167 DOI: 10.1111/jcpp.13922] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/25/2023] [Indexed: 06/09/2024]
Abstract
Rapuc et al. (Journal of Child Psychology and Psychiatry, 2023) found that Full-Scale IQ of preterm children is significantly lower than full-term children. Also, although the structure of intelligence appeared to involve the same clusters of cognitive ability, relations between abilities were stronger in preterm children, implying that abilities are more differentiated in full-term than in preterm children. This commentary examined if these findings hold when different modelling methods are used. Instead of the network analysis used in the target article (Rapuc et al., 2023), I used confirmatory factor analysis and special forms of structural equation modelling designed to capture interactions between processes and their differentiation from general cognitive ability. I found, in line with the target article, that premature children scored lower overall in cognitive ability, and that cognitive processes are more strongly related in preterm than in full-term children. However, in contrast to the target article, specific abilities tended to differentiate with increasing general ability in preterm rather than in full-term children. In full-term children, increases in specific abilities were commensurate with increases in general ability. These differences may reflect slower development in preterm children and stronger dependence on executive processes dominating in preschool. Clinical implications are discussed.
Collapse
Affiliation(s)
- Andreas Demetriou
- Cyprus Academy of Sciences, Letters, and Arts, Nicosia, Cyprus
- University of Cyprus, Nicosia, Cyprus
- University of Nicosia, Nicosia, Cyprus
| |
Collapse
|
2
|
Zhao J, Xiang C, Tengku Fadilah TK, Luo H. The Effects of Physical Activity Interventions on Children's Perception: A Systematic Review and Meta-Analysis. J Sports Sci Med 2024; 23:289-304. [PMID: 38841637 PMCID: PMC11149077 DOI: 10.52082/jssm.2024.289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2023] [Accepted: 03/11/2024] [Indexed: 06/07/2024]
Abstract
Perception is an essential component of children's psychological development, which is foundational to children's ability to understand and adapt to their external environment. Perception is also a crucial tool for understand and navigating one's surroundings, enabling children to identify objects and react appropriately to settings or situations. Substantial evidence indicates that engaging in physical activity is beneficial for the development of children's perceptual abilities, as the two are closely intertwined. Still, more research is necessary to gain a full understanding of the impact of physical activity on children's perception. To further identify and quantify the effects of physical activity on a number of specific perceptions in children. Systematic review and meta-analysis. Searches were performed using five online databases (i.e., PubMed, SPORTDiscus, PsycINFO, Web of Science, and Cochrane Library) for articles published up to and including June 2023 to identify eligible citations. A total of 12 randomized controlled trials, encompassing 1,761 children under the age of 12, were analyzed. Overall, physical activity as an intervention showed a notable effect on the development of children's perceptions. The meta-analysis indicated that participating in physical activity for 30 minutes around, daily, had a greater impact on children's visual perception and executive functioning than on their motor perception, body perception, and global self-worth (SMD = 1.33, 95% CI: 0.75, 1.91, p < 0.001). The effects of physical activity on children's perception performance varied by participant characteristics, with physical activity having better effects on body perception and overall self-worth in children who were obese or overweight. Furthermore, physical activity can also enhance executive function and attention in children with developmental coordination disorders. The effects of physical activity on children's perception performance varied according to the intervention time, with different activity durations resulting in different perception performances. Therefore, parents and educators must prioritize an appropriate length of physical activity time for children to ensure their optimal growth and development. Registration and protocol CRD42023441119.
Collapse
Affiliation(s)
- Jie Zhao
- Faculty of Physical Education, Guangdong Technology College, Zhaoqing, China
| | - Changqing Xiang
- Department of Sport Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia
| | | | - Hua Luo
- Department of Sport Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia
| |
Collapse
|
3
|
Rapuc S, Pierrat V, Marchand-Martin L, Benhammou V, Kaminski M, Ancel PY, Twilhaar ES. The interrelatedness of cognitive abilities in very preterm and full-term born children at 5.5 years of age: a psychometric network analysis approach. J Child Psychol Psychiatry 2024; 65:18-30. [PMID: 37165961 DOI: 10.1111/jcpp.13816] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/14/2023] [Indexed: 05/12/2023]
Abstract
BACKGROUND Very preterm (VP) birth is associated with a considerable risk for cognitive impairment, putting children at a disadvantage in academic and everyday life. Despite lower cognitive ability on the group level, there are large individual differences among VP born children. Contemporary theories define intelligence as a network of reciprocally connected cognitive abilities. Therefore, intelligence was studied as a network of interrelated abilities to provide insight into interindividual differences. We described and compared the network of cognitive abilities, including strength of interrelations between and the relative importance of abilities, of VP and full-term (FT) born children and VP children with below-average and average-high intelligence at 5.5 years. METHODS A total of 2,253 VP children from the EPIPAGE-2 cohort and 578 FT controls who participated in the 5.5-year-follow-up were eligible for inclusion. The WPPSI-IV was used to measure verbal comprehension, visuospatial abilities, fluid reasoning, working memory, and processing speed. Psychometric network analysis was applied to analyse the data. RESULTS Cognitive abilities were densely and positively interconnected in all networks, but the strength of connections differed between networks. The cognitive network of VP children was more strongly interconnected than that of FT children. Furthermore, VP children with below average IQ had a more strongly connected network than VP children with average-high IQ. Contrary to our expectations, working memory had the least central role in all networks. CONCLUSIONS In line with the ability differentiation hypothesis, children with higher levels of cognitive ability had a less interconnected and more specialised cognitive structure. Composite intelligence scores may therefore mask domain-specific deficits, particularly in children at risk for cognitive impairments (e.g., VP born children), even when general intelligence is unimpaired. In children with strongly and densely connected networks, domain-specific deficits may have a larger overall impact, resulting in lower intelligence levels.
Collapse
Affiliation(s)
- S Rapuc
- Université Paris Cité, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team (EPOPé), INSERM, INRAE, Paris, France
| | - V Pierrat
- Université Paris Cité, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team (EPOPé), INSERM, INRAE, Paris, France
- Department of Neonatology, Centre Hospitalier Intercommunal Créteil, Créteil, France
| | - L Marchand-Martin
- Université Paris Cité, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team (EPOPé), INSERM, INRAE, Paris, France
| | - V Benhammou
- Université Paris Cité, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team (EPOPé), INSERM, INRAE, Paris, France
| | - M Kaminski
- Université Paris Cité, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team (EPOPé), INSERM, INRAE, Paris, France
| | - P-Y Ancel
- Université Paris Cité, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team (EPOPé), INSERM, INRAE, Paris, France
- Assistance Publique-Hôpitaux de Paris, Clinical Investigation Centre P1419, Paris, France
| | - E S Twilhaar
- Université Paris Cité, CRESS, Obstetrical Perinatal and Pediatric Epidemiology Research Team (EPOPé), INSERM, INRAE, Paris, France
- Department of Psychology, University of Warwick, Coventry, UK
| |
Collapse
|
4
|
Bryce TGK, Blown EJ. Ausubel's meaningful learning re-visited. CURRENT PSYCHOLOGY 2023:1-20. [PMID: 37359615 PMCID: PMC10130311 DOI: 10.1007/s12144-023-04440-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/20/2023] [Indexed: 06/28/2023]
Abstract
This review provides a critique of David Ausubel's theory of meaningful learning and the use of advance organizers in teaching. It takes into account the developments in cognition and neuroscience which have taken place in the 50 or so years since he advanced his ideas, developments which challenge our understanding of cognitive structure and the recall of prior learning. These include (i) how effective questioning to ascertain previous knowledge necessitates in-depth Socratic dialogue; (ii) how many findings in cognition and neuroscience indicate that memory may be non-representational, thereby affecting our interpretation of student recollections; (iii) the now recognised dynamism of memory; (iv) usefully regarding concepts as abilities or simulators and skills; (v) acknowledging conscious and unconscious memory and imagery; (vi) how conceptual change involves conceptual coexistence and revision; (vii) noting linguistic and neural pathways as a result of experience and neural selection; and (viii) recommending that wider concepts of scaffolding should be adopted, particularly given the increasing focus on collaborative learning in a technological world.
Collapse
|
5
|
Parra-Martinez FA, Desmet OA, Wai J. The Evolution of Intelligence: Analysis of the Journal of Intelligence and Intelligence. J Intell 2023; 11:jintelligence11020035. [PMID: 36826933 PMCID: PMC9961905 DOI: 10.3390/jintelligence11020035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 02/09/2023] [Accepted: 02/10/2023] [Indexed: 02/17/2023] Open
Abstract
What are the current trends in intelligence research? This parallel bibliometric analysis covers the two premier journals in the field: Intelligence and the Journal of Intelligence (JOI) between 2013 and 2022. Using Scopus data, this paper extends prior bibliometric articles reporting the evolution of the journal Intelligence from 1977 up to 2018. It includes JOI from its inception, along with Intelligence to the present. Although the journal Intelligence's growth has declined over time, it remains a stronghold for traditional influential research (average publications per year = 71.2, average citations per article = 17.07, average citations per year = 2.68). JOI shows a steady growth pattern in the number of publications and citations (average publications per year = 33.2, average citations per article = 6.48, total average citations per year = 1.48) since its inception in 2013. Common areas of study across both journals include cognitive ability, fluid intelligence, psychometrics-statistics, g-factor, and working memory. Intelligence includes core themes like the Flynn effect, individual differences, and geographic IQ variability. JOI addresses themes such as creativity, personality, and emotional intelligence. We discuss research trends, co-citation networks, thematic maps, and their implications for the future of the two journals and the evolution and future of the scientific study of intelligence.
Collapse
Affiliation(s)
| | | | - Jonathan Wai
- Department of Education Reform, University of Arkansas, Fayetteville, AR 72701, USA
| |
Collapse
|
6
|
Demetriou A, Spanoudis GC, Greiff S, Makris N, Panaoura R, Kazi S. Changing priorities in the development of cognitive competence and school learning: A general theory. Front Psychol 2022; 13:954971. [PMID: 36248549 PMCID: PMC9557948 DOI: 10.3389/fpsyg.2022.954971] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Accepted: 09/02/2022] [Indexed: 12/04/2022] Open
Abstract
This paper summarizes a theory of cognitive development and elaborates on its educational implications. The theory postulates that development occurs in cycles along multiple fronts. Cognitive competence in each cycle comprises a different profile of executive, inferential, and awareness processes, reflecting changes in developmental priorities in each cycle. Changes reflect varying needs in representing, understanding, and interacting with the world. Interaction control dominates episodic representation in infancy; attention control and perceptual awareness dominate in realistic representations in preschool; inferential control and awareness dominate rule-based representation in primary school; truth and validity control and precise self-evaluation dominate in principle-based thought in adolescence. We demonstrate that the best predictors of school learning in each cycle are the cycle’s cognitive priorities. Also learning in different domains, e.g., language and mathematics, depends on an interaction between the general cognitive processes dominating in each cycle and the state of the representational systems associated with each domain. When a representational system is deficient, specific learning difficulties may emerge, e.g., dyslexia and dyscalculia. We also discuss the educational implications for evaluation and learning at school.
Collapse
Affiliation(s)
- Andreas Demetriou
- Cyprus Academy of Sciences, Letters, and Arts, Nicosia, Cyprus
- *Correspondence: Andreas Demetriou,
| | | | | | | | | | | |
Collapse
|
7
|
Zhou H, Tan Q, Ye X, Miao L. Number sense: the mediating effect between nonverbal intelligence and children’s mathematical performance. PSICOLOGIA-REFLEXAO E CRITICA 2022; 35:27. [PMID: 36103098 PMCID: PMC9474765 DOI: 10.1186/s41155-022-00231-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Accepted: 09/02/2022] [Indexed: 11/30/2022] Open
Abstract
The study explored the mediating effect of number sense between nonverbal intelligence and children’s mathematical performance. The sample consisted of 131 pupils in Shaoxing City of China from grades 1, 3, and 5. The students completed measures of nonverbal intelligence, number sense, basic arithmetic ability, mathematical performance, rapid automatized naming, and working memory. Results show that although all variables significantly relate with each other (all p < .01), only nonverbal intelligence, number sense, and basic arithmetic ability significantly affect children’s mathematical performance (all p < .01). According to multiple-mediation model, nonverbal intelligence significantly predicts children’s mathematical performance through number sense and basic arithmetic ability. These findings suggest that domain-specific mathematical skills play a prominent role in children’s mathematical performance in primary school, rather than domain-general cognitive functions. Educators should pay attention to develop children’s number sense in order to improve children’s mathematical ability.
Collapse
|
8
|
Feraco T, Cona G. Differentiation of general and specific abilities in intelligence. A bifactor study of age and gender differentiation in 8- to 19-year-olds. INTELLIGENCE 2022. [DOI: 10.1016/j.intell.2022.101669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
9
|
Cruz S, Cruz R, Alcón A, Sampaio A, Merchan-Naranjo J, Rodríguez E, Parellada M, Carracedo Á, Fernández-Prieto M. How Executive Functions Correlate with Intelligence in Children and Adolescents in Autism Spectrum Disorders. JOURNAL OF COGNITION AND DEVELOPMENT 2022. [DOI: 10.1080/15248372.2022.2104283] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Affiliation(s)
- Sara Cruz
- The Psychology for Positive Development Research Cente], Lusíada University Porto, Porto, Portugal
| | - Raquel Cruz
- Centro Nacional de Genotipado (CEGEN), Universidade de Santiago de Compostela, 15706 Santiago de Compostela, Spain
- Centre for Biomedical Network Research on Rare Diseases (CIBERER), Instituto de Salud Carlos III, 28029 Madrid, Spain
- Instituto de Investigación Sanitaria de Santiago (IDIS), 15706 Santiago de Compostela, Spain
- Centro Singular de Investigacion en Medicina Molecular y Enfermedades Crónicas (CIMUS), Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Spain
| | - Alicia Alcón
- Child and Adolescent Psychiatry Department, Hospital General Universitario Gregorio Marañón, School of Medicine, Universidad Complutense, IiSGM, CIBERSAM, Madrid, Spain
| | - Adriana Sampaio
- Psychological Neuroscience Laboratory, Research Center in Psychology (CIPsi), School of Psychology, University of Minho, Braga, Portugal
| | - Jessica Merchan-Naranjo
- Child and Adolescent Psychiatry Department, Hospital General Universitario Gregorio Marañón, School of Medicine, Universidad Complutense, IiSGM, CIBERSAM, Madrid, Spain
- Network Centre for Biomedical Research in Mental Health (CIBERSAM), Madrid, Spain
| | - Elisa Rodríguez
- Child and Adolescent Psychiatry Department, Hospital General Universitario Gregorio Marañón, School of Medicine, Universidad Complutense, IiSGM, CIBERSAM, Madrid, Spain
- Experimental Psychology Department, School of Psychology, Universidad Complutense, Madrid, Spain
| | - Mara Parellada
- Child and Adolescent Psychiatry Department, Hospital General Universitario Gregorio Marañón, School of Medicine, Universidad Complutense, IiSGM, CIBERSAM, Madrid, Spain
| | - Ángel Carracedo
- Fundación Pública Galega de Medicina Xenómica - IDIS, SERGAS, Santiago de Compostela, Spain
- Grupo de Medicina Xenómica, CIMUS, CIBERER, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
| | - Montse Fernández-Prieto
- Genomics and Bioinformatics Group, Centre for Research in Molecular Medicine and Chronic Diseases (CiMUS), Universidade de Santiago de Compostela (USC), Santiago de Compostela, Spain
- Fundación Instituto de Investigación Sanitaria de Santiago de Compostela (FIDIS), Santiago de Compostela, Spain
- Grupo de Medicina Xenómica, U-711, Centro de Investigación en Red de Enfermedades Raras (CIBERER), Universidade de Santiago de Compostela (USC), Santiago de Compostela, Spain
- Grupo de Gené tica, Instituto de Investigación Sanitaria de Santiago (IDIS), Santiago de Compostela, Spain
| |
Collapse
|
10
|
How is the developing mind working? Review of “The Working Mind: Meaning and mental attention in human development” by Juan-Pascual-Leone and Janice M. Johnson, MIT Press, 2021. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101222] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
|