Suchergebnisse

(1) Background: Undernutrition and micronutrient deficiency have been consistently linked to cognitive impairment among children and young adults. As a primary source of dietary animal protein, beef consumption holds the potential to improve diet quality and positively influence cognitive function. This study systematically reviewed evidence linking beef intake to cognition among children and young adults. (2) Methods: A literature search was conducted in seven electronic bibliographic databases for studies assessing the impact of beef consumption on cognition. (3) Results: We identified eight studies reporting results from five unique interventions. Two interventions were conducted in Kenya, two in the U.S. and one in four countries including Guatemala, Pakistan, Democratic Republic of the Congo and Zambia. Only one intervention employed a non-feeding control arm and found beef consumption to improve cognitive abilities compared to the control. However, the other interventions comparing beef consumption to other food types found no consistent result. (4) Conclusions: Evidence pertaining to the impact of beef consumption on cognition remains limited due to the small and heterogeneous set of studies. Future research should adopt a population representative sample and longer follow-up period, employ a non-feeding control arm and comprehensively measure nutrient intakes among study participants.

(1) Background: Undernutrition and micronutrient deficiency have been consistently linked to cognitive impairment among children and young adults. As a primary source of dietary animal protein, beef consumption holds the potential to improve diet quality and positively influence cognitive function. This study systematically reviewed evidence linking beef intake to cognition among children and young adults. (2) Methods: A literature search was conducted in seven electronic bibliographic databases for studies assessing the impact of beef consumption on cognition. (3) Results: We identified eight studies reporting results from five unique interventions. Two interventions were conducted in Kenya, two in the U.S. and one in four countries including Guatemala, Pakistan, Democratic Republic of the Congo and Zambia. Only one intervention employed a non-feeding control arm and found beef consumption to improve cognitive abilities compared to the control. However, the other interventions comparing beef consumption to other food types found no consistent result. (4) Conclusions: Evidence pertaining to the impact of beef consumption on cognition remains limited due to the small and heterogeneous set of studies. Future research should adopt a population representative sample and longer follow-up period, employ a non-feeding control arm and comprehensively measure nutrient intakes among study participants.

AbstractThe purpose of this study was to examine the social cognitions of peer‐identified socially withdrawn children. Participants included 457 children from grades four, five and six (54% females, 46% males). Children completed a selection of self‐ and peer‐report measures including: (1) peer‐rated behavioral nominations; (2) hostile intent biases and social responses to ambiguous situations; (3) social goals and self‐efficacy; and (4) a newly developed measure of causal attributions. An extreme groups procedure was used to identify three groups of children: (1) socially withdrawn (n=50); (2) aggressive (n=53); and (3) a comparison group (n=206). As compared with their peers, withdrawn children displayed a pattern of self‐defeating attributions for social situations, reported lower efficacy for assertive goals, and indicated a preference for non‐assertive, withdrawn strategies to deal with hypothetical conflict situations. Findings are discussed with respect to implications for interventions, and directions for further research are presented.

This study tested two alternative hypotheses by comparing spatial role taking, social role taking, and referential communication in congenitally visually impaired and sighted children, aged 7-9. The first hypothesis suggests that visually impaired children need not differ from sighted children in cognitive social functioning if they have had significant verbal interaction with others. The second hypothesis suggests that visually impaired children perform social cognitive tasks less adequately than do sighted children because their opportunities to participate in games are restricted. The findings of the study support the first hypothesis with one significant difference: visually impaired children said more than did sighted children in their initial descriptions of abstract forms.

In this study we investigated the television cognition of 53 "left-behind" children. We examined explicit cognition using the Television Virtual and Real Life Questionnaire (Geng & Zhou, 2011) and used the Brief Implicit Association Test (BIAT; Sriram & Greenwald,
2009) to examine implicit cognition toward television virtual and real life. The results showed that the left-behind children in our study had weak explicit abilities to discriminate between television virtual and real life and had relatively strong implicit abilities to discriminate between
television virtual and real life. In other words, their explicit and implicit discrimination abilities were different. Based on our findings, we give suggestions about education aimed at improving the television cognition of left-behind children.

Successful social and emotional adjustment in adulthood is determined by the social cognitive ability of a person. The development of social cognition is very crucial during childhood. Children spend most of their active hours at school and hence the school curriculum, schooling, and teaching methodology influence social cognition to a great extent. Semi- urban and rural children have distinct social environments and hence distinct social needs and learning needs. Both these groups have limited social learning opportunities when compared with their urban counter parts. In this case school experiences become the most influencing social environment. This paper aims at comparing and analyzing the influence of the child centered Nali Kali method of teaching in the government schools of Karnataka and the teacher centered Talk Chalk method of teaching usually adopted by other schools on the development of social cognitive abilities in primary school, semi urban and rural children. The study also emphasizes on the demographic and gender differences in the way the two methods influence the social cognition in children. The study further probes into the different activities and concepts in teaching methodologies which foster the growth of social cognitive abilities.

This study was undertaken to describe how Caribbean Latina mothers understand distress in children, the behaviors that they attribute to it, and the labels that they use to express their cognitions. Findings from 62 mothers of young children with disruptive behaviors indicated that mothers made attributions about anxiety in 40% of the children with a high likeli-hood of clinical anxiety. Hyperactive and restless behavior, but not children's fears, was understood by mothers to reflect anxiety. References to ' nervios' could be categorized into: an illness condition, a crisis condition, and a temperament type. Only temperament usage was applied to children.