Herinrichting Lobberdensche Waard. Advies voor richtlijnen voor het milieueffectrapport.

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Coordinating postural sway: Do children with and without a neurodevelopmental disorder differ?

Children with a neurodevelopmental disorder, such as autism, ADHD and dyslexia, often experience learning problems. However, many of them also experience problems with postural control. One potential explanation is that this is the result of a deficit in the cerebellum, which may result in a timing deficit. In the present study, we examined one such timing mechanism, namely the synchronization or coordination of postural sway. In a cooperative task, postural sway of both normally developing dyads and those consisting of children with a neurodevelopmental disorder was obtained. While performing the task, the children stood on a Nintendo Wii Balance Board that recorded their postural sway. The level of synchronization or coordination of postural sway in the dyads was analyzed using Cross Recurrence Quantification Analysis and subsequently subject to a Multilevel Regression Analysis. Our results showed, as expected, that normally developing children outperformed children with a neurodevelopmental disorder in the cooperative task. However, both groups showed similar coordination of postural sway. Thus, although the outcome is different, the underlying process appears to be similar for both groups

Does Competence Determine Who Leads in a Dyadic Cooperative Task? A Study of Children with and without a Neurodevelopmental Disorder

Cooperative learning is an effective means for the acquisition of academic performance. It is an established fact that collaborating members should be operating in one another’s zone of proximal development to attain optimal performance. One variable that plays an as-yet unknown role in collaborative success is the leader-follower distinction. In the present study, leading and following behavior was determined by assessing rhythmical coordination of postural sway in typically developing children (n = 183) and children with a neurodevelopmental disorder (n = 106). Postural sway was measured using Nintendo Wii Balance Boards, and dyads performed a tangram task while standing on these balance boards, with the number of puzzles solved correctly serving as the measure of task performance. Irrespective of task performance, there was a consistent pattern of leading and following in typically developing dyads: the higher-ability child was in the lead. For children with a neurodevelopmental disorder, the pattern differed depending on task performance. While the patterns of low-performing dyads were comparable to those of typically developing children, high-performing dyads showed the opposite pattern; namely, the low-ability dyad member was in the lead. For interactions with children with a neurodevelopmental disorder and a low-level cognitive ability, it may be better to follow their lead, because it may result in better performance on their part

Psychological dynamics are complex: A comparison of scaling, variance, and dynamic complexity in simulated and observed data

The behavior of complex systems is often unpredictable, not because it is random, but because its current behavior depends on a unique history of interactions with its internal and external environment. Therefore, studying snapshots of the behavior of a complex system in a static manner, or, relying on the laws of probability to generate expectations of future behavior will be generally uninformative. In order to predict where a complex system might be going, one needs a record of where it has been