logo
    CONTINUITY AND CHANGE IN SPECIFIC COGNITIVE-ABILITIES FROM AGE 3 THROUGH AGE 9 YEARS
    0
    Citation
    0
    Reference
    20
    Related Paper
    Cognitive and physical impairment frequently co-occur in older people. The aim of this study was to assess the temporal order of these age-related changes in cognitive and physical performance and to assess whether a relationship was different across specific cognitive and physical domains and age groups.Cognitive domains included global, executive, and memory function; physical domains included gait speed and handgrip strength. These domains were assessed in two population-based longitudinal cohorts covering the age ranges of 55-64, 65-74, 75-85, and 85-90 years with a follow-up of 5-12 years. Cross-lagged panel models were applied to assess the temporal relationships between the different cognitive and physical domains adjusting for age, sex, education, comorbidity, depressive symptoms, and physical activity.Over all age groups, poorer executive function was associated with a steeper decline in gait speed (p < .05). From the age of 85 years, this relationship was found across all cognitive and physical domains (p < .02). From the age of 65 years, slower gait speed and/or weaker handgrip strength were associated with steeper declines in global cognitive function (p < .02), with statistically significant results across all cognitive domains in the age group of 75-85 years (p < .04).The temporal relationship between cognitive and physical performance differs across domains and age, suggesting a specific rather than a general relationship. This emphasizes the importance of repeated measurements on different domains and encourages future research to the development of domain- and age-specific interventions.
    Cognitive Decline
    Longitudinal Study
    Citations (47)
    The current problems of pediatrics are the individual approach and optimization of the quality of life of primary school children. The aim of our research was to study the quality of life among children of primary school age according to their cognitive development and gender and age characteristics. Materials and methods of research: cognitive development was studied using the D. Wechsler Intelligence Scale for Children, the Stanford-Binet intelligence scale and the Torrance Tests of Creative Thinking (TTCT). As a result, 573 primary school children were divided into 2 groups: I with a high cognitive level (82 people) and II with an average level (491 people). The PedsQL 4.0 questionnaire, used by children attending schools in cities of Rostov-on-Don and Lugansk for 4 years, served as a tool for quality of life. Physical, emotional, social functioning, psycho-social health have been studied, as well as an overall quality of life score. More reduced quality of life indicators were found in children with a high cognitive level, with the exception of school functioning. Girls levels of cognition have been found to have lower levels of physical and emotional functioning than boys, but higher levels of social functioning. Conclusions: there is a need to change the way children are taught in gym classes and to provide additional counseling for child psychologists and pediatricians in order to optimize children’s education.
    Cognitive skill
    This paper present results of the research on the specifics of cognitive activity development in preschool children. The hypothesis tested was that content and dynamic components of cognitive activity reveal themselves in a different way depending on the stage of preschool childhood. The authors reviewed the diagnostic tools suitable for studying cognitive activity in preschoolers and selected the techniques. The research proved that content and dynamic components of cognitive activity have their own age specifics; it was found that by the end of preschool age cognitive activity is more expressed in verbal form rather than in productive actions. The outcomes of this research may be applied in educational work with children of preschool age.
    Age appropriate
    Age groups
    Preschool education
    Child Development
    Increased age in adulthood is associated with systematically more negative cognitive change, but relatively little is known about the nature of change at different ages. The present study capitalized on the hierarchical structure of cognitive abilities to investigate possible age differences in the level at which change operates. Reductions in the longitudinal associations between test scores when across-time relations were specified at different levels in the hierarchical structure were used to infer contributions to change from the level of abilities and from the level of a general factor. Although the pattern of influences varied across different cognitive abilities, the results revealed little or no age differences in the relative contributions to change from different levels in the hierarchy.
    Longitudinal Study
    Citations (33)
    ObjectivesTo assess the relations between 11 aspects of social support and five cognitive abilities (vocabulary, reasoning, spatial visualization, memory, and speed of processing) and to determine whether these relations between social support and cognition are moderated by age or sex.
    Citations (41)
    s of Plenary Sessions and Posters Accepted for Presentation at the 2007 Annual Meeting of the Society for Developmental and Behavioral Pediatrics: Plenary Sessions
    Association (psychology)
    Presentation (obstetrics)
    Cognitive skill