Wa(h)re Politik?

Kusche, Isabel

doi:10.1007/978-3-531-90311-8_14

Cited by 6 publications

(4 citation statements)

References 11 publications

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“…The obtained results are in line with the extant body of research on preschool programs aiming to improve EFs in children. Evaluation studies of teacher trainings, e.g., Tools of the Mind [ 39 ] and Promoting Alternative Thinking Strategies (PATHS) [ 71 ], indicate that modifications in daily teaching practice can lead to small but significant gains in preschooler’s self-regulation skills and EFs. Curricula that practice diverse skills and all EFs all day long in preschool could produce widespread cognitive benefits [ 72 ].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of a teacher training program to enhance executive functions in preschool children

et al. 2018

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BackgroundExecutive functions (EFs) play a critical role in cognitive and social development. During preschool years, children show not only rapid improvement in their EFs, but also appear sensitive to developmentally appropriate interventions.AimEMIL is a training program for German preschool teachers that was developed and implemented to improve the EFs of preschoolers. The aim of the present study was to evaluate its effects on the EFs of children between three and six years old.MethodThe teacher training (eight sessions, 28.5 hours) was implemented in four preschools. The EFs of children of the intervention group (n = 72, 32 girls, Mage = 48 months) and the control group of four other matched preschools (n = 61, 27 girls, Mage = 48 months) were tested before, during, and after the intervention using different measures assessing working memory, inhibitory control, and cognitive flexibility.ResultsThe intervention group showed significant gains on three out of seven EF tests (behavioral inhibition, visual-spatial working memory, and combined EFs) compared to the control group. Post hoc analyses for children with low initial EFs scores revealed that participation in the intervention led to significant gains in inhibitory control, visual-spatial working memory, and phonological working memory as well as a marginally significant difference for combined EFs. However, effect sizes were rather small.ConclusionThe results suggest that teacher training can lead to significant improvements in preschooler’s EFs. Although preliminary, the results could contribute to the discussion on how teacher training can facilitate the improvement of EFs in preschool children.

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Section: Discussionmentioning

confidence: 99%

Evaluation of a teacher training program to enhance executive functions in preschool children

et al. 2018

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“…Via an emotion listing task (adapted from the Kusche Affective Interview–Revised, Kusche, Beilke, & Greenberg, 1988) we assessed children's emotion vocabulary. Children were asked to list as many emotion words as they knew, and were prompted with “anymore?” when they stopped spontaneously listing words.…”

Section: Methodsmentioning

confidence: 99%

Relationship between language competence and emotional competence in middle childhood.

Beck¹,

Kumschick²,

Eid³

et al. 2012

Emotion

133

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Research on children's emotional competence has received considerable attention in the last decade, including the role of language. Language competence (LC) and emotional competence (EC) comprise multiple components. These components and their specific interrelations have not been studied sufficiently. In our study, we examined relations between multiple components of LC and EC in a sample of 210 school-age children. Five measures represented LC: receptive vocabulary, verbal fluency, literacy, narrative structure, and the narrative use of evaluative devices. Four measures represented EC: expressive emotion vocabulary, declarative emotion knowledge, awareness of mixed emotions, and facial emotion recognition. Results showed strong positive correlations between LC and EC ranging between r = .12 and r = .45. In particular, receptive vocabulary and literacy were closely related to emotion knowledge and awareness of mixed emotions. A confirmatory factor analysis revealed that there is a common general ability factor for LC and EC. We discuss why receptive vocabulary and literacy might be so strongly related to emotion knowledge in school-age children. Our findings have implications for developmental psychologists, educational research, and speech-language pathologists.

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“…compounds previously considered quite specific for tylamine and putrescine, but the differences for the this enzyme(22,23). Pargyline should now be condiamine did not attain statistical significance.…”

mentioning

confidence: 82%

Action of inhibitors on monoamine and diamine metabolism in the rat

Missala¹

1977

Can. J. Biochem.

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The effects of a series of inhibitors of monoamine oxidase (EC 1.4.3.4) and diamine oxidase (EC 1.4.3.6) and of two chelating agents were studied in rats, with respect to the catabolism of labeled pentylamine and putrescine to radioactive carbon dioxide. D-Tranylcypromine, clorgyline, and deprenyl inhibited oxidation of the monoamine, with essentially no effect on putrescine, under our test conditions. Aminoguanidine inhibited putrescine but not pentylamine oxidation. Iproniazid, isoniazid, and Lilly 51641 affected the catabolism of both amines. Pargyline inhibited putrescine oxidation, apparently in a reversible manner.

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Wa(h)re Politik?

Cited by 6 publications

References 11 publications

Evaluation of a teacher training program to enhance executive functions in preschool children

Evaluation of a teacher training program to enhance executive functions in preschool children

Relationship between language competence and emotional competence in middle childhood.

Action of inhibitors on monoamine and diamine metabolism in the rat

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