Object word learning can be based on infant‐related factors such as their manual actions and socio‐linguistic factors such as parental input. Specific input for spatial features (i.e., size, shape, ...features of objects) can be related to object word comprehension in early vocabulary development. In a longitudinal study, we investigated whether fine motor abilities at 14 months and parental input for spatial features at 19 months predicted object word comprehension at 25 months. Twenty‐seven Turkish‐learning children were tested at three time points (Time 1: Mage = 14.4 months, Time 2: Mage = 18.6 months, Time 3: Mage = 25 months). We measured word comprehension through the parental report and fine motor abilities with Mullen at Time 1. We used a puzzle play session to assess parental input for spatial features at Time 2 and a standardized receptive vocabulary test at Time 3. We found that fine motor abilities were related to object word comprehension. However, parental input for spatial features at 19 months predicted object word comprehension at 25 months beyond fine motor abilities at 14 months. Early fine motor abilities and using different words for spatial features may foster infants' visual experiences in play and exploration episodes, leading to better object word learning.
At the babbling stage, the syllable does not have the temporal characteristics of adult syllables because of the infant's limited oro-motor skills. This research aims to further our knowledge of ...syllable duration and temporal variability and their evolution with age as an indicator of the development of articulatory skills. The possible impact of syllable position, as well as that of type of intrasyllabic associations and intersyllabic articulatory changes on these parameters has also been tested. Oral productions of 22 French infants were recorded monthly from 8 to 14 months. 11 261 Consonant-Vowel (CV) syllables were annotated and temporally analyzed. The mean duration varied according to syllable position, but not to the intrasyllabic or intersyllabic articulatory changes. Moreover, the syllable duration decreased significantly from the age of 10 months onwards, whereas the temporal variability remained the same.
Although most pediatric cancer patients survive, those who undergo anticancer treatments like chemotherapy and/or radiotherapy are at a high risk for late effects, such as cognitive deficits. To ...counteract these deficits, feasible and effective interventions are needed. The aim of this study was to compare the effects of working memory training, exergaming, and a wait-list control condition on cognitive functions in pediatric cancer survivors.
In a parallel-group randomized trial, 69 pediatric cancer survivors aged 7-16 yr (mean = 11.35, SD = 3.53) were randomly assigned to 8-wk working memory training, exergaming, or a wait-list control group. Each training course consisted of three 45-min training sessions per week. The primary outcome comprised the core executive functions (visual working memory, inhibition, switching), and the secondary outcomes included other cognitive domains (intelligence, planning, memory, attention, processing speed), motor abilities, and parent rating on their children's executive functions. Assessments were conducted both before and immediately after the interventions, and at 3-month follow-up.
Linear mixed models revealed that participants in the working memory training group showed a linear improvement in visual working memory after training and at follow-up compared with the control group. No other intervention effects of either type of training could be detected.
This study presents evidence that working memory training improves visual working memory in pediatric cancer survivors. Results show that near-transfer, but no far-transfer effects can be expected from working memory training. Multiple-component interventions tailored to fit the individual's cognitive profile are needed to best support cognitive development after cancer and its treatment.
The aim of this study is to establish the effects of specially programmed circuit training on physical fitness in primary school children. A total of 58 (28 girls) primary school children aged 11-13 ...(experimental group 12.2±1.2, control group 12.4±1.1) years voluntarily participated in this study. Physical fitness of children is assessed based on motor skills, through the following tests: abdominal muscle endurance – Sit-ups test, upper body strength and muscular endurance – Bent-arm hang test, upper-body muscular endurance – Push-ups test, muscular strength and power of the lower limbs – Standing broad jump test, agility and speed – 4x10m test and flexibility – Sit and reach test. During the regular classes of physical education, the experimental group conducted a circular training lasting 15-20 minutes, at the same time control group practiced exercises that were in accordance with the plan and program of teaching physical education for a particular teaching unit. The treatment lasted for 15 weeks, with two classes of physical education per week. The results for the standing broad jump indicated significant differences between groups following 15 weeks. Furthermore, the group that participated in the circuit training program made significantly greater gains compared to the control group (p<0.05) in bent-arm hang, sit-ups and sit and reach. The results for the 4x10m test indicated no significant differences in time, group and their interaction (p≥0.05). To conclude, circuit training appears to be an effective way of improving physical fitness in primary school children. The results of this study indicate that this method was more effective for performance than traditional school program.
Mobility is a complex but crucial clinical outcome in older adults. Past observational studies have highlighted that cardiorespiratory fitness (CRF), energy cost of walking (ECW), and cognitive ...switching abilities are associated with mobility performance, making these key determinants of mobility intervention targets to enhance mobility in older adults. The objective of this study was to compare, in the same design, the impact of three training methods - each known to improve either CRF, ECW, or cognitive switching abilities - on mobility in healthy older adults.
Seventy-eight participants (69.28 ± 4.85yo) were randomly assigned to one of three twelve-week interventions: Aerobic Exercise (AE; n = 26), Gross Motor Abilities (GMA; n = 27), or Cognitive (COG; n = 25) training. Each intervention was designed to improve one of the three key determinants of mobility (CRF, ECW, and cognitive switching). Primary outcomes (usual gait speed, and TUG performance) and the three mobility determinants were measured before and after the intervention.
Repeated-measures ANOVAs showed a time effect for TUG performance (F(1,75) = 14.92, p < .001): all groups equally improved after the intervention (ΔTUGpost-pre, in seconds, with 95% CI: AE = −0.44 −0.81 to −0.08; GMA = −0.60 −1.10 to −0.10; COG = −0.33 −0.71 to 0.05). No significant between group differences were observed. CRF was improved in the AE group only (Hedges' G = 0.27, small effect), ECW and cognitive switching improved the most in the GMA (Hedges' G = −0.78, moderate effect) and COG groups (Hedges' G = -1.93, large effect) respectively. Smaller improvements in ECW were observed following AE and COG trainings (Hedges' G: AE = -0.39, COG = -0.36, both small effects) as well as in cognitive switching following AE and GMA training (Hedges' G: AE = −0.42, GMA = -0.21, both small effects).
This study provides further support to the notion that multiple interventional approaches (aerobic, gross motor exercise, or cognitive training) can be employed to improve functional mobility in older adults, giving them, and professionals, more options to promote healthy ageing.
•One cognitive and two physical trainings equally improved older adults' TUG score.•Each training program improved key determinants associated with functional mobility.•Multiple roads do exist to promote healthy ageing.
The objective of this research was to examine a 12-week exercise program and its impact on the motor proficiency and cognitive abilities of preschool children with overweight and normal weight. The ...study involved a total of 71 participants who were preschool children enrolled in a longitudinal study. Body mass index (BMI) was determined by measuring body height and weight, and the nutritional status of the children was assessed using the World Health Organization's (WHO) criteria. Motor proficiency encompasses both motor abilities and motor skills, and the assessment of motor abilities was conducted using subtests from the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). These subtests measured fine motor integration, manual dexterity, balance, and bilateral coordination. The evaluation of motor skills involved the utilization of the Test of Gross Motor Development (TGMD-2), which examines both locomotor skills and manipulative skills. Cognitive abilities were assessed using the School Maturity Test (TZS). All participants, regardless of weight status, took part in a 12-week physical exercise program. According to the World Health Organization's criteria, 52 children (73.2%) were categorized as having a normal weight, while 19 children (26.8%) were classified as overweight. These findings indicate that every fourth child in the study was overweight. Using a statistical analysis called SPANOVA (2 × 2, group × time), differences were observed in three out of eleven variables. Specifically, there were significant differences in two motor skill variables: manipulative skills (
= 0.006) and total movement skills (
= 0.014). Additionally, there was a significant difference in one cognitive ability variable: visual memory (
= 0.010). No significant differences were found in the remaining variables. The findings of this study aimed to contribute to the understanding of the potential benefits of regular exercise on motor and cognitive development in preschool children, specifically examining the differences between overweight and normal-weight children. By investigating these effects, the study could provide valuable insights for educators, parents, and health professionals involved in promoting the overall well-being of preschool-aged children. Regular physical exercise has been found to have positive effects on motor and cognitive abilities in both overweight and normal-weight preschool children.
PDF
