Physically Developed and Exploratory Young Infants Contribute to Their Own Long-Term Academic Achievement

Bornstein, Marc H.; Hahn, Chun‐Shin; Suwalsky, Joan T. D.

doi:10.1177/0956797613479974

Cited by 183 publications

(149 citation statements)

References 34 publications

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“…This direction of the relationship is very much in line with previous studies investigating object exploration (Bornstein, Hahn, & Suwalsky, 2013). However, since both highly explorative foraging (i.e.…”

Section: Supplemental Analysissupporting

confidence: 91%

Early Visual Foraging in Relationship to Familial Risk for Autism and Hyperactivity/Inattention

et al. 2015

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Objective: Information foraging is atypical in both autism spectrum disorders (ASDs) and ADHD; however, while ASD is associated with restricted exploration and preference for sameness, ADHD is characterized by hyperactivity and increased novelty seeking. Here, we ask whether similar biases are present in visual foraging in younger siblings of children with a diagnosis of ASD with or without additional high levels of hyperactivity and inattention. Method: Fifty-four low-risk controls (LR) and 50 high-risk siblings (HR) took part in an eye-tracking study at 8 and 14 months and at 3 years of age. Results: At 8 months, siblings of children with ASD and low levels of hyperactivity/inattention (HR/ASD-HI) were more likely to return to previously visited areas in the visual scene than were LR and siblings of children with ASD and high levels of hyperactivity/inattention (HR/ASD+HI). Conclusion: We show that visual foraging is atypical in infants at-risk for ASD. We also reveal a paradoxical effect, in that additional family risk for ADHD core symptoms mitigates the effect of ASD risk on visual information foraging.

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Section: Supplemental Analysissupporting

confidence: 91%

Early Visual Foraging in Relationship to Familial Risk for Autism and Hyperactivity/Inattention

et al. 2015

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“…The contribution of motor abilities development (different movements, the balance, types of locomotion) to development of intellectual and academic abilities was also showed in previous research done by Bornstein et al (2013). The research followed, in a longitudinal design, the relation between motor-exploratory competence of infants and academic competences of those children later, at different ages (at 4-, 10-, and 14-year).…”

Section: Discussionmentioning

confidence: 64%

Effects of Motor Stimulation Programs on Children with Down Syndrome Development

Voicu¹,

Chera-Ferrario²

2017

The European Proceedings of Social and Behavioural Sciences

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The paper brings forward the issues of motor activities importance in the psychological development, and especially mental development of children with disabilities, from the embodied cognition theory perspective. In the context of embodied cognition approach, we expanded variable "any age" (meaning chronological age) to variable any mental age, and we assumed that if the cognitive system includes body and his conditions, than improvement of sensorimotor skills contribute to an improvement in cognitive functioning in children with development delay. This study presents some results of motor stimulation activities for 16 children with Down Syndrome, beneficiaries of the project "Development of motor skills in people with Down syndrome" implemented by Special Olympics Romania in partnership with other educational institutions. The aim of the study was to identify cognitive development valences of motor stimulation program for children with Down syndrome. Hypothesis: we suppose the motor stimulation program contributed to improvement of cognitive functioning in children with Down Syndrome. The study was conducted on two groups, one of 10 children (ages 5-8 years), and the other of 6 children (aged 9-14 years). Research showed improved cognitive functioning in both groups, but to a greater extent in children from the first group, which underscores the importance of early intervention in the recovery of children with retarded development. The study values embodied cognition theory for the opening of new directions for designing educational programs for children with Down syndrome, in particular, but also for other categories of children with intellectual disabilities.

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“…Failure to move in a typical manner in early childhood is a predictor of difficulties later in life [9]. "Infants who were more motorically mature and who explored more actively at 5 months of age achieved higher academic levels as 14-year-olds."…”

Section: The Primacy Of Movement In Developmentmentioning

confidence: 99%

The Primacy of Movement in Development

Solomon¹,

Aptowitzer²

2017

J Child Adolesc Behav

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Physically Developed and Exploratory Young Infants Contribute to Their Own Long-Term Academic Achievement

Cited by 183 publications

References 34 publications

Early Visual Foraging in Relationship to Familial Risk for Autism and Hyperactivity/Inattention

Early Visual Foraging in Relationship to Familial Risk for Autism and Hyperactivity/Inattention

Effects of Motor Stimulation Programs on Children with Down Syndrome Development

The Primacy of Movement in Development

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