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• CAN COGNITIVE SKILLS BE DEVELOPED BETTER IN THE CASE OF STUDENTS WITH BETTER ABILITY?

  55-66

  Ágota Szabóné Balogh

  Views:

  129

  Background and aims: An important issue of teaching and learning processes is how to assess and develop students’ cognitive abilities. The aim of the study is to examine the correlation between in class 5 and 8 class measured skill levels' attention, memory, and thinking. Assumption: The correlation is between the pre-tested skills level and the post-tested skills level in the pilot group. The students with better skills have developed better during testing than the students with lower skills. Method: During the survey, I monitored the progression of students brought under a group (n=174) who in development activities took part in 4 years. The follow-up of the participants' memory, attention, and thinking was done with tests known in talent management. Results: There is a strong, positive correlation between attention, memory, and thinking. Discussion: The strong positive correlation indicates that the students with better skills show greater development than the students with lower skills. The initial benefits appear in point of the chance of development.

• THE EFFECT OF PICTURE EXCHANGE COMPLEX EARLY INTERVENTION ON CHILDREN’S SOCIAL SKILLS WITH ASD

  7-17

  Regina Balázs

  Réka Orbán

  Views:

  362

  In the present research, we were interested in the correlations between the development of cognitive and communication skills, along with musical social abilities in children with autism spectrum disorder (ASD). This was verified by correlation design based on the abilities of ASD children between 11, 3, and 5 years of age. Based on this, we created a complex image shifting early development program that targets the development of cognitive skills and speech through music. We observed using Custom Design what changes this development program results in the children’s socialization. The program consists of 12 occasions, with three children participating in the activities, during which we used our own “Together with Bo!” image shifting tool.  Our research reveals that correlations can be recognized between these abilities and that cognitive, communication skills, and musical abilities together with are predictors of social abilities. This is also evidenced by the effectiveness of the development program, as not only targeted skills have evolved, but also socialization. Consequently, we can state that learning through gaming also plays an important role in socialization.

• Moderate-Risk Prematurity does not Hinder the Development of Reading and Spelling Abilities Despite the Lower IQ

  35-50

  Rózsa Gráf

  Magda Kalmár

  Andrea Harnos

  Anett Nagy

  Gábor Boross

  Views:

  54

  Background and aims: It is well established that the impacts of prematurity are often long-lasting in the various domains of development, however, the published findings concerning the prevalence, severity, and background of disorders are inconsistent. As yet research into the development of abilities contributing to the academic progress in Hungarian preterm children has been scarce. Our study aimed to find out to what extent prematurity impeded the reading and spelling abilities in school age and to contribute some information on the cognitive background of the performances. Methods: Three groups of 7 – 12 year-old children participated in the study. The target group consisted of moderate-risk preterms. For comparison two groups of full-term children were tested: typically developing good readers and dyslexics. To assess the reading and spelling abilities the Hungarian version of the 3DM (Dyslexia Differential Diagnosis) was used. Cognitive abilities were assessed using the Hungarian adaptation of the WISC-IV and the Rey Complex Figure Test. Results: The reading and spelling performances of the full-term good readers and the preterms did not differ and the preterms scored higher than the dyslexics. The cognitive tests did not offer any direct explanation to this, since the preterms lagged behind the full-term good readers in the WISC-IV full-scale IQ as well as in several specific cognitive measures. The CART Decision Tree served to analyse the relationships, allowing to reveal the interactions and the moderation effects. Discussion: The CHC model as a theoretical framework and the CART Decision Tree statistical analysis proved to be fruitful to disentangle the complex interplay of the cognitive background factors. There are various cognitive paths of acquiring the reading and spelling skills, e.g., in case of relatively lower IQs the sufficient levels of memory and processing speed may ensure success.

• POSSIBILITIES OF COGNITIVE DEVELOPMENT OF CHILDREN WITH LEARNING DIFFICULTIES

  81-86

  Réka Orbán

  Views:

  191

  This study presents the Sindelar-Zsoldos program through a case study of an elementary school boy with learning difficulties. The theoretical part is focused on the cognitive structure of the learning of disabled students. The methodological part emphasizes that if the cognitive architecture is harmonized, then even a child with learning difficulties can be successful in school and full inclusion is possible.

• USING DIFFERENT TEACHING STYLES AND THE IPOO MODEL

  39-47

  Cintia Horváth

  Judit H. Ekler

  Views:

  238

  Quality PE teaching requires the application of a wide variety of both direct and indirect teaching methods. The aim of our research is to examine the efficiency of teacher-centered (DM) and student-centered (IM) methodology in accordance with the IPOO model (Mező, 2011) in all fields of sports education. The action research was carried out in year five in two classes (n=46): the focus was on developmental aims in handball prescribed in the curriculum. On the basis of the IPOO model lessons in the DM (sample) and IM (control) classes were held through 4 weeks, 2 lessons a week. Students’ motivation in PE was examined with H-PMCSQ-2 questionnaire during the last lesson; while basic technical handball skills were examined before and after the experiment. Results show that indirect teaching methods have a more complex educational effect; it could influence important cognitive and affective domains.

• INTERACTIONS OF ANXIETY DISORDERS AND SCHOOL ACHIEVEMENT

  59-75

  Judit Sáfrány

  Views:

  789

  A recent study has aimed to investigate the relationship between anxiety, social skills, cognitive abilities, and the advancement in education. This is a pilot study intended to analyze the data of 10 students (age of 9 and 17 years) from the planned study of 200 students. The data collection method is secondary. As for the first results, the prevalent correlation of anxiety and low level of social skills is likely to observe. This may impair the success of adequate educational development, due to the frequent school absence and the psychical overload.