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Imitasi selektif menunjukkan anak-anak peserta didik sosial fleksibel--T-REC-komunitas reptil-semarang--KSE-komunitas satwa eksotik

05.58

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Imitasi selektif menunjukkan anak-anak peserta didik sosial fleksibel

Date:

July 27, 2015

Source:

University of Texas at Austin

Summary:

Anak-anak fleksibel memilih kapan untuk meniru dan kapan harus berinovasi perilaku orang lain , psikolog telah menemukan , menunjukkan bahwa anak-anak peserta didik sosial dewasa sebelum waktunya .

........... " Tidak ada anak-anak lebih tertarik daripada orang lain , " kata psikolog UT Austin Cristine Legare . " Mendapatkan keterampilan dan praktek kelompok sosial mereka adalah tugas mendasar masa kanak-kanak . "

Dalam rangka untuk berfungsi dalam kelompok sosial mereka , anak-anak harus belajar baik keterampilan teknis dengan tujuan instrumental, seperti menggunakan garpu dan pisau untuk memotong makanan , dan konvensi sosial dengan tujuan berdasarkan kesesuaian sosial , seperti bentuk ucapan ( misalnya : jabat tangan , mencium dan membungkuk ) .....more




Selective
imitation shows children are flexible social learners, study finds

Date:

July 27, 2015

Source:

University of Texas at Austin

Summary:

Children flexibly choose when to imitate and when to innovate the behavior
of others, psychologists have found, demonstrating that children are precocious
social learners.

..........................

Psychologists at The University of Texas at Austin found that children
flexibly choose when to imitate and when to innovate the behavior of others,
demonstrating that children are precocious social learners.

"There's nothing children are more interested in than other
people," said UT Austin psychologist Cristine Legare. "Acquiring the
skills and practices of their social groups is the fundamental task of
childhood."

In order to function within their social groups, children have to learn
both technical skills with instrumental goals, such as using a fork and knife
to cut food, and social conventions with goals based on social conformity, such
as forms of greeting (for example: handshakes, kissing and bowing).

This research demonstrates that children are sensitive to the distinction
between instrumental and conventional goals and flexibly adapt their behavior
accordingly.

"The more carefully you imitate a social convention, the better, more
reliable group member you are. Tasks with instrumental goals allow for more
innovation," Legare said. "Young children adjust how carefully they
imitate and when they innovate, depending on the perceived goal of the behavior
or reason for action."

Legare and her colleagues examined imitative and innovative behavior in
children between the ages of 4 and 6 after watching one of two videos that
illustrated conventional and instrumental uses of various geometric objects and
a box.

Both videos showed an experimenter performing a pattern of arbitrary but
intentional tasks with the objects. In the conventional video, the start- and
end-state of the objects was identical. But in the instrumental video, the
experimenter used the final object in the pattern to open the box and place the
object inside. After the video, children were given the same group of objects.

The children imitated the conventional behavior with higher fidelity. Those
who observed an instrumental behavior engaged in more innovative behavior.

In a second study, children were also more accurate in detecting variation
in conventional than instrumental behavior, suggesting that conventional
behavior is driven by expectations for social conformity.

"We are socially oriented in ways that other species are not, and we
are very well equipped to acquire and adapt to the culture and skills of
previous generations," Legare said.

"The core insight here is that children adapt their imitative and
innovative behavior to different goals, even at very young ages, demonstrating
that humans as a species are flexible, social learners," Legare said.
"Our research demonstrates that the early-developing distinction between
instrumental and conventional behavior is fundamental to cultural learning in
our species."







Story Source:

The above post is reprinted from materials provided byUniversity
of Texas at Austin. Note: Materials may be edited for content
and length.







Journal Reference:

1.   
Cristine H. Legare, Nicole J. Wen, Patricia A. Herrmann, Harvey
Whitehouse. Imitative flexibility and the development of cultural
learning. Cognition, 2015; 142: 351 DOI: 10.1016/j.cognition.2015.05.020

http://www.sciencedaily.com/releases/2015/07/150727130823.htm

Risiko autisme meningkat untuk anak-anak terlantar yang ditempatkan di lembaga-lembaga--T-REC-komunitas reptil-semarang--KSE-komunitas satwa eksotik

11.05

children

Risiko autisme meningkat untuk anak-anak terlantar yang ditempatkan di lembaga-lembaga

Date:

February 2, 2015

Source:

Elsevier

Summary:

Penelitian menunjukkan , Anak-anak yang ditinggalkan untuk perawatan institusional memiliki peningkatan risiko untuk perilaku serupa dengan yang terlihat pada anak-anak dengan autisme , termasuk gangguan komunikasi sosial. Ketika anak-anak ini pindah ke perawatan keluarga asuh yang berpusat pada anak di usia muda , perilaku sosial mereka meningkat .

............. Pada usia 10 tahun , 117 anak-anak dinilai . Pengasuh utama setiap anak mengisi Komunikasi Kuesioner Sosial ( SCQ ) , yang menilai untuk gejala yang berhubungan dengan autisme , termasuk kemampuan komunikasi sosial . Anak-anak dengan perhatian untuk kemungkinan autisme kemudian dirujuk untuk evaluasi perkembangan saraf penuh untuk menentukan apakah mereka bertemu Diagnostik dan Statistik manual Gangguan Mental ( DSM ) kriteria untuk autisme .....more

Risk for autism increases for abandoned children placed in institutions

Date:

February 2, 2015

Source:

Elsevier

Summary:

Children who were abandoned to institutional care have an increased risk for behaviors similar to those seen in children with autism, including impaired social communication, research shows. When these children were moved into child-centered foster family care at a young age, their social behaviors improved.

.............

A recent study published in the February 2015 issue of the Journal of the American Academy of Child and Adolescent Psychiatry demonstrates that children who were abandoned to institutional care have an increased risk for behaviors similar to those seen in children with autism, including impaired social communication. When these children were moved into child-centered foster family care at a young age, their social behaviors improved.

As part of the Bucharest Early Intervention Project, 136 children abandoned at birth and raised in institutions in Bucharest, Romania were randomly assigned to either continued care as usual in the institution, or high quality foster care created and maintained by the investigators. The children averaged 23 months of age at the time of randomization.

At 10 years of age, 117 children were assessed. Each child's primary caregiver filled out the Social Communication Questionnaire (SCQ), which assesses for symptoms associated with autism, including social communication skills. Children with concern for possible autism were then referred for a full neurodevelopmental evaluation to determine whether they met the Diagnostic and Statistical Manual of Mental Disorders (DSM) criteria for autism.

Five children with a history of institutional care (three in the institutional care as usual group and two in the foster care group) met the DSM diagnostic criteria for autism spectrum disorder. In a comparison group of 100 age-matched, never-institutionalized children living in Bucharest, Romania, no child met criteria for autism spectrum disorder. Based on SCQ scores, children in the foster care group were identified as having more typical social behaviors compared to children in the institutional care as usual group.

These findings suggest that children with a history of institutional care are at increased risk for behaviors associated with autism, including social communication difficulties. These behaviors improved with an early intervention of quality foster care.

The authors strongly emphasize that in the vast majority of autism cases in the general population, children are raised in caring families, and psychosocial deprivation plays no role. "Although the institutionalized children with autism resemble children with autism in the general population, the origins of their symptoms are very different," says Charles A. Nelson PhD of Boston Children's Hospital and Harvard Medical School, who is senior author on the paper. "We believe that both groups suffer deprivation, but of different types: In institutionalized children, the deprivation comes from their environment, while in the general population, the autism itself causes a kind of deprivation, making it harder for children to perceive and understand social cues."

Story Source:

The above post is reprinted from materials provided byElsevier. Note: Materials may be edited for content and length.

Journal Reference:

1. April R. Levin, Nathan A. Fox, Charles H. Zeanah, Charles A. Nelson. Social Communication Difficulties and Autism in Previously Institutionalized Children. Journal of the American Academy of Child & Adolescent Psychiatry, 2015; 54 (2): 108 DOI: 10.1016/j.jaac.2014.11.011

http://www.sciencedaily.com/releases/2015/02/150202123714.htm

Permainan komputer mengurangi masalah yang terkait dengan ADHD pada anak-anak--T-REC-komunitas reptil-semarang--KSE-komunitas satwa eksotik

11.01

komputer

Permainan komputer mengurangi masalah yang terkait dengan ADHD pada anak-anak

Date:

June 9, 2015

Source:

SAGE Publications

Summary:

Anak-anak didiagnosis dengan ADHD dapat meningkatkan perilaku mereka dan interaksi sosial di dalam kelas dengan memainkan game komputer yang menjalankan konsentrasi mereka , temuan penelitian baru .

............ Perangkat lunak mempelajari  dalam research sync dengan ikat kepala wireless yang memonitor gelombang otak selama game -play , dan bekerja dengan menyesuaikan tingkat kesulitan dan sistem penilaian dalam rangka untuk menargetkan dan melatih perhatian kontrol, memori kerja , dan impuls-kontrol . Pelatihan neurokognitif ini diberikan dalam studi kasus dari lima siswa sekolah dasar di Cina dan mengakibatkan perilaku keseluruhan membaik , tugas selesai , dan hubungan dengan teman sebaya dan guru ....more




Computer game
reduces issues associated with ADHD in children

Date:

June 9, 2015

Source:

SAGE Publications

Summary:

Children diagnosed with ADHD can improve their behavior and social
interactions in the classroom by playing a computer game that exercises their
concentration, finds new research.

...................

Children diagnosed with ADHD can improve their behavior and social
interactions in the classroom by playing a computer game that exercises their
concentration, finds new research out today. The study marks the 1000th article
published in SAGE Open, a peer-reviewed,
open-access journal launched in 2011 which covers the full spectrum of the
social and behavioral sciences and the humanities.

The software studied in the research syncs with a wireless headband that
monitors brainwaves during game-play, and works by adjusting the level of
difficulty and scoring system in order to target and train the attention
control, working memory, and impulse-control. This neurocognitive training was
administered in case studies of five elementary school students in China and
resulted in overall improved behavior, assignment completion, and relationships
with peers and teachers.

"The present study implies that the neurocognitive training can result
in broader and more socially meaningful outcomes than improvement of ADHD
symptoms," wrote study authors Han Jiang and Stuart Johnstone. "Two
reasons possibly explain the side effect. First, the increased attentive
behavior in class and improved quality of schoolwork improved these children's
social status. Second, game-driven and task-directed features of the training
increased the children's confidence in doing tasks."

Prior to the study, all of the parents gave their children ratings
indicating problems in the categories of hyperactivity, inattention, and
acceptance by peers and teachers. After the training, parents rated their
children's behavior at the normal level and teachers reported less frequency of
ADHD symptoms. Additionally, four of the five groups of parents saw
improvements in their child's interactions with teachers and peers. The study
found that increases in teacher acceptance, such as public praise and greater
inclusion in classroom activities, resulted in improved peer acceptance.

Jiang and Johnstone commented, "These findings indicate that once the
children have received positive support and technical aids, they can achieve
dramatic improvements. The outcomes have provided the foundation for a large
randomized control trial which is currently underway in Australia, as well as
two further controlled studies in China."







Story Source:

The above post is reprinted from materials provided
by SAGE Publications. Note: Materials may be edited
for content and length.







Journal Reference:

1.   
Han Jiang, Stuart J. Johnstone. A Preliminary Multiple Case Report
of Neurocognitive Training for Children With AD/HD in China. Sage
Open, June 2015 DOI:10.1177/2158244015586811

http://www.sciencedaily.com/releases/2015/06/150609065639.htm

Anak-anak yang terpapar dengan beberapa bahasa dapat menjadi komunikator yang lebih natural--T-REC-komunitas reptil-semarang--KSE-komunitas satwa eksotik

10.57

multiple languages

Anak-anak yang terpapar dengan  beberapa bahasa dapat menjadi komunikator yang lebih natural

Date:

May 11, 2015

Source:

University of Chicago

Summary:

Anak-anak yang mendengar lebih dari satu bahasa yang digunakan di rumah menjadi komunikator yang lebih baik , sebuah studi baru menemukan .

.............. " Anak-anak di lingkungan multibahasa memiliki praktek sosial yang luas dalam pemantauan yang berbicara apa dan  kepada siapa , dan mengamati pola sosial dan kesetiaan yang dibentuk berdasarkan penggunaan bahasa , " jelas Katherine Kinzler , profesor psikologi dan ahli bahasa dan pembangunan sosial . "Ini awal pengalaman sosial - linguistik bisa mengasah kemampuan anak-anak dalam  mengambil perspektif orang lain dan memberi mereka alat untuk komunikasi yang efektif . "....more




Children exposed
to multiple languages may be better natural communicators

Date:

May 11, 2015

Source:

University of Chicago

Summary:

Young children who hear more than one language spoken at home become better
communicators, a new study finds.

..................

Young children who hear more than one language spoken at home become better
communicators, a new study from University of Chicago psychologists finds.
Effective communication requires the ability to take others' perspectives.
Researchers discovered that children from multilingual environments are better
at interpreting a speaker's meaning than children who are exposed only to their
native tongue. The most novel finding is that the children do not even have to
be bilingual themselves; it is the exposure to more than one language that is
the key for building effective social communication skills.

Previous studies have examined the effects of being bilingual on cognitive
development. This study, published online May 8 by the journal Psychological
Science, is the first to demonstrate the social benefits of just being
exposed to multiple languages.

"Children in multilingual environments have extensive social practice
in monitoring who speaks what to whom, and observing the social patterns and allegiances
that are formed based on language usage," explained Katherine Kinzler,
associate professor of psychology and an expert on language and social
development. "These early socio-linguistic experiences could hone
children's skills at taking other people's perspectives and provide them tools
for effective communication."

Study co-author Boaz Keysar, professor of psychology and an internationally
known expert on communication and cognition, said this study is part of a
bigger research program that attempts to explain how humans learn to
communicate. "Children are really good at acquiring language. They master
the vocabulary and the syntax of the language, but they need more tools to be
effective communicators," said Keysar. "A lot of communication is
about perspective taking, which is what our study measures."

Keysar, Kinzler and their co-authors, doctoral students in psychology
Samantha Fan and Zoe Liberman, had 72 4- to 6- year- old children participate
in a social communication task. The children were from one of three language
backgrounds: monolinguals (children who heard and spoke only English and had
little experience with other languages); exposures (children who primarily
heard and spoke English, but they had some regular exposure to speakers of another
language); and bilinguals (children who were exposed to two languages on a
regular basis and were able to speak and understand both languages). There were
24 children in each group.

Each child who participated sat on one side of a table across from an adult
and played a communication game that required moving objects in a grid. The
child was able to see all of the objects, but the adult on the other side of
the grid had some squares blocked and could not see all the objects. To make
sure that children understood that the adult could not see everything, the
child first played the game from the adult's side.

For the critical test, the adult would ask the child to move an object in
the grid. For example, she would say, "I see a small car, could you move
the small car?" The child could see three cars: small, medium and large.
The adult, however, could only see two cars: the medium and the large ones. To
correctly interpret the adult's intended meaning, the child would have to take
into account that the adult could not see the smallest car, and move the one
that the adult actually intended -- the medium car.

The monolingual children were not as good at understanding the adult's
intended meaning in this game, as they moved the correct object only about 50
percent of the time. But mere exposure to another language improved children's
ability to understand the adult's perspective and select the correct objects.
The children in the exposure group selected correctly 76 percent of the time,
and the bilingual group took the adult's perspective in the game correctly 77
percent of the time.

"Language is social," noted Fan. "Being exposed to multiple
languages gives you a very different social experience, which could help
children develop more effective communication skills."

Liberman added, "Our discovery has important policy implications, for
instance it suggests previously unrealized advantages for bilingual
education."

Some parents seem wary of second-language exposure for their young
children, Kinzler commented. Yet, in addition to learning another language,
their children might unintentionally be getting intensive training in
perspective taking, which could make them better communicators in any language.







Story Source:

The above post is reprinted from materials provided byUniversity
of Chicago. The original item was written by Jann Ingmire. Note: Materials
may be edited for content and length.







Journal Reference:

1.   
S. P. Fan, Z. Liberman, B. Keysar, K. D. Kinzler. The Exposure
Advantage: Early Exposure to a Multilingual Environment Promotes Effective
Communication.Psychological Science, 2015; DOI:10.1177/0956797615574699

http://www.sciencedaily.com/releases/2015/05/150511211745.htm

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Imitasi selektif menunjukkan anak-anak peserta didik sosial fleksibel--T-REC-komunitas reptil-semarang--KSE-komunitas satwa eksotik

Risiko autisme meningkat untuk anak-anak terlantar yang ditempatkan di lembaga-lembaga--T-REC-komunitas reptil-semarang--KSE-komunitas satwa eksotik

Permainan komputer mengurangi masalah yang terkait dengan ADHD pada anak-anak--T-REC-komunitas reptil-semarang--KSE-komunitas satwa eksotik

Anak-anak yang terpapar dengan beberapa bahasa dapat menjadi komunikator yang lebih natural--T-REC-komunitas reptil-semarang--KSE-komunitas satwa eksotik

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