18 research outputs found
ADHD and brain anatomy:What do academic textbooks used in the Netherlands tell students?
Studies of brain size of children classified with ADHD appear to reveal smaller brains when compared to ‘normal’ children. Yet, what does this mean? Even with the use of rigorously screened case and control groups, these studies show only small, average group differences between children with and without an ADHD classification. However, academic textbooks used in the Netherlands often portray individual children with an ADHD classification as having a different, malfunctioning brain that necessitates medical intervention. This conceptualisation of ADHD might serve professional interests, but not necessarily the interests of children
Prevalência do uso de chupeta em lactentes amamentados e não amamentados atendidos em um hospital universitário
The influence of job and parental strain on typically and atypically developing children: a vicious circle?
The social-emotional functioning of young children with a significant cognitive and motor developmental delay
ADHD and Brain Anatomy: What Do Academic Textbooks Used in the Netherlands Tell Students?
Differential development of learning strategies on a Pictorial Verbal Leraning Test (PVLT) in primary-school children
Item does not contain fulltextThe aim of this study was to test the hypothesis that developmental differences exist in the use of learning strategies in primary school children. Serial and subjective clustering in a multitrial Pictorial Verbal Learning Test (PVLT) were compared in 79 children aged 6-12. Correlation analyses indicated that serial clustering yielded better performance when information was presented on the initial trials of the test. Subjective clustering was superior when information was presented repeatedly, i.e., after three or more trials. Analyses of variance indicated that subjective clustering was used more often in older children with repeated presentations. On the other hand, there was no increase in the use of serial clustering with age and with repeated presentations. The findings imply that training in the use of proper strategies could have benefit for children who use an inefficient learning strategy and/or have a learning problem. In addition, they point to the importance of the factor "age" in relation to the way information is presented to children