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THE OXIPO GAME COLLECTION FOR DEVELOPING COGNITIVE ABILITIES
63-73Views:1328This study is a presentation of the first phase of a complex research project which aims to present the theoretical background of a new game collection (based on OxIPO model). We have compiled a game collection to improve cognitive abilities in early childhood. Concerning cognitive abilities, Affolter's (1972), Sindelar's (1994) and others' earlier developmental approaches took into account visual, auditive or motoric (inter) modalities of perception, however, we believe we need a more complex model to cover the full capability. Within the framework of the OxIPO model (Mező, 2002, 2016), learning is interpreted as an information processing process. In the OxIPO model (Field, 2002, 2016), Learning = Organization x (Input + Process + Output) allows us to control and systemize not only the input modalities but also the output modalities and also to interpret some cognitive abilities in the process phase. We have created a game-collection based on six input (visual, auditive, kinesthetic, olfactory, gustatory, and tactile) modalities and five cognitive abilities (perception, attention, memory, conceptual thinking, problem-solving thinking) and three output (visual, auditive, motoric) modalities. The outcome of the six input modalities and the five target abilities and the three output modalities there are 90 different games that can be described by the OxIPO model. In the future, we would like to prove with empirical studies that this game collection can be used for testing and developing 90 independent cognitive abilities. On the other hand, we need to prove that these cognitive abilities indeed influence the daily lives of children and their effectiveness.
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Moderate-Risk Prematurity does not Hinder the Development of Reading and Spelling Abilities Despite the Lower IQ
35-50Views:111Background 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.
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THE EFFECT OF PICTURE EXCHANGE COMPLEX EARLY INTERVENTION ON CHILDREN’S SOCIAL SKILLS WITH ASD
7-17Views:389In 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.
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POSSIBILITIES OF COGNITIVE DEVELOPMENT OF CHILDREN WITH LEARNING DIFFICULTIES
81-86Views:231This 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.
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CAN COGNITIVE SKILLS BE DEVELOPED BETTER IN THE CASE OF STUDENTS WITH BETTER ABILITY?
55-66Views:165Background 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.
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INTERACTIONS OF ANXIETY DISORDERS AND SCHOOL ACHIEVEMENT
59-75Views:849A 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.
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THE ROLE AND METHODOLOGICAL ASPECTS OF MOVEMENT DEVELOPMENT IN THE SPECIAL EDUCATION
101-112Views:2331The essence of man is movement. It is true that the need for exercise varies at different age stages, but movement and its developmental role and positive impact accompany us throughout our lives. Movement development determines the development of the abilities of healthy and disabled children, which is manifested in the improvement of not only motor but also cognitive abilities. In our article, we present the theoretical foundations of movement development and development by analyzing secondary literature. We highlight and present the methodological features related to movement development that can be used in the field of special education, which can help children with special needs or disabilities to overcome their ability disadvantages.