Cognitive characteristics of children with high mathematics achievement before they start formal schooling.

This 5-year longitudinal study examined whether high mathematics achievers in primary school had cognitive advantages before entering formal education. High mathematics achievement was defined as performing above Pc 90 in Grades 1 and 3. The predominantly White sample (M in preschool: 64 months) included 31 high achievers (12 girls) and 114 average achievers (63 girls).

Longitudinal pathways of numerical abilities in preschool: Cognitive and environmental correlates and relation to primary school mathematics achievement.

Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated with them.

Psychological outcomes, knowledge and preferences of pregnant women on first-trimester screening for fetal structural abnormalities: A prospective cohort study.

Introduction: The primary aim of this study is to investigate the impact of a 13-week anomaly scan on the experienced levels of maternal anxiety and well-being. Secondly, to explore women's knowledge on the possibilities and limitations of the scan and the preferred timing of screening for structural abnormalities.

Material And Methods: In a prospective-cohort study conducted between 2013-2015, pregnant women in the North-Netherlands underwent a 13-week anomaly scan.

No Association Between the Home Math Environment and Numerical and Patterning Skills in a Large and Diverse Sample of 5- to 6-year-olds.

Selecting a large and diverse sample of 5-6-year-old preschool children (179 boys and 174 girls; = 70.03 months, = 3.43), we aimed to extend previous findings on variability in children's home math environment (i.

Gender equality in 4- to 5-year-old preschoolers' early numerical competencies.

Numerical competencies acquired in preschool are foundational and predictive for children's later mathematical development. It remains to be determined whether there are gender differences in these early numerical competencies which could explain the often-reported gender differences in later mathematics and STEM-related abilities. Using a Bayesian approach, we quantified the evidence in favor of the alternative hypothesis of gender differences versus the null hypothesis of gender equality.

Dynamic testing and test anxiety amongst gifted and average-ability children.

Background: Dynamic testing has been proposed as a testing approach that is less disadvantageous for children who may be potentially subject to bias when undertaking conventional assessments. For example, those who encounter high levels of test anxiety, or who are unfamiliar with standardized test procedures, may fail to demonstrate their true potential or capabilities. While dynamic testing has proven particularly useful for special groups of children, it has rarely been used with gifted children.

Prenasal Thickness, Prefrontal Space Ratio and Other Facial Profile Markers in First-Trimester Fetuses with Aneuploidies, Cleft Palate, and Micrognathia.

Objective: To investigate the feasibility and reproducibility of the prenasal thickness (PNT)/nasal bone length (NBL) ratio, maxilla-nasion-mandible (MNM) angle, facial profile line, profile line distance, and prefrontal space ratio (PFSR) in the first trimester of pregnancy, develop normal ranges, and evaluate these markers in abnormal fetuses.

Methods: All measurements were performed on stored images by two operators. Feasibility, interoperator agreement, and prediction intervals were calculated for all measurements.

Progression paths in children's problem solving: The influence of dynamic testing, initial variability, and working memory.

The current study investigated developmental trajectories of analogical reasoning performance of 104 7- and 8-year-old children. We employed a microgenetic research method and multilevel analysis to examine the influence of several background variables and experimental treatment on the children's developmental trajectories. Our participants were divided into two treatment groups: repeated practice alone and repeated practice with training.

Increased nuchal translucency with normal karyotype and anomaly scan: what next?

Over the years, it has become clear that increased nuchal translucency is a marker for chromosomal abnormalities, and it is also associated with a wide spectrum of structural anomalies, genetic syndromes, a higher risk of miscarriage, and intrauterine fetal death. These risks are all proportionally related to the degree of nuchal translucency enlargement. After the initial assessment of increased nuchal translucency, parents should be counselled by the fetal medicine specialist about the possible outcomes and the value of additional karyotyping and array comparative genomic hybridisation.

Low uptake of the combined test in The Netherlands--which factors contribute?

Objective: The aim of this study was to evaluate which of the following factors affect the uptake of the combined test (CT) in The Netherlands: women's socio-demographic background, attitude towards Down syndrome, attitude towards termination of pregnancy, counseling process, reimbursement policy, and knowledge on the aim of the CT.

Methods: Cross-sectional survey in the Northwest (NW) and the Northeast (NE) region of The Netherlands.

Results: Analyses were based on 820 questionnaires (73% response rate).