In children, P3 latency decreases with increasing age. This decrease could be linked with the maturation of cognitive processes. According to this hypothesis, event-related potentials P3 were recording in gifted children to research an electrophysiological correlation with the mental precocity. Auditory long latency event-related potentials were recorded in 10 gifted children (IQs over 140) and 23 control subjects. The part of variance related to age was extracted by comparing deviations from regression line as a function of age. Stimulus-evoked N1 component latency was not statistically different in the two populations. Event-related P3 component latency was significantly shorter in the gifted children at Cz (P < 0.05). Inter-peak interval N1-P3 was significantly shorter at all three recording sites (P < 0.01 at Fz and CZ, P < 0.02 at Pz). These results suggest a relationship between the P3 component and cognitive ability in children.
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http://dx.doi.org/10.1016/0387-7604(93)90061-c | DOI Listing |
Pol Merkur Lekarski
March 2025
1VASYL STEFANYK PRECARPATHIAN NATIONAL UNIVERSITY, IVANO-FRANKIVSK, UKRAINE.
Objective: Aim: The aim is to analyze the possibilities of coaching technologies for training future specialists in the field of education for sustainable development in war conditions, to characterise the role of psychoeducation in this process..
Patients And Methods: Materials and Methods: The research used a number of scientific methods: general scientific (analysis, synthesis, generalization), specific search, and analysis of the source base, made it possible to determine the general trends in the study of the problem of the psychoeducation in the process of professional training of future specialists for sustainable development in wartime conditions, analyze the achievements of Ukrainian and foreign scientists, to distinguish the common and the different in the scientific research of scientists.
PLoS One
March 2025
Department of Music, Max Planck Institute for Empirical Aesthetics, Frankfurt/M, Germany.
Musical development in childhood follows universal trajectories, such as the acquisition of basic rhythm and pitch recognition, alongside individual differences shaped by environmental, educational, and innate factors. Despite the importance of understanding these aspects for both research and educational purposes, there remains a significant gap in the availability of validated tools that can quickly and comprehensively assess musicality in children. To address this gap, this paper presents a series of studies on the development and validation of the Child Musicality Screening, a standardised instrument for the assessment of musicality in children aged 3 to 10 years.
View Article and Find Full Text PDFInt J Environ Res Public Health
February 2025
Department of Special and Gifted Education, College of Education, United Arab Emirates University, Al Ain P.O. Box 15551, United Arab Emirates.
Background: Raising children with autism spectrum disorder (ASD) has consistently been found to be challenging for parents. However, available studies have mainly focused on mothers, raising questions about fathers' involvement in raising children with ASD. Indeed, fathers' involvement has consistently been reported as fundamental to the development of children with ASD.
View Article and Find Full Text PDFBehav Sci (Basel)
January 2025
Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece.
Speech and language deficits often occur in preschool children, and empirical studies have indicated an association between language impairments and challenges in different cognitive domains. The primary aim of the current study was to evaluate the associations between speech and language deficits, executive function (EF) impairments, Attention Deficit/Hyperactivity Disorder (ADHD), and aspects of giftedness in Greek preschoolers based on assessments from their teachers. Investigating the associations between aspects of EFs, ADHD, and giftedness was another objective of the current study.
View Article and Find Full Text PDFJ Intell
January 2025
Department of Social and Developmental Psychology, Sapienza University of Rome, 00185 Rome, Italy.
Several studies have indicated that parental education predicts children's intelligence. In contrast, fewer studies have simultaneously analyzed the role of parental intelligence, education, and personality in shaping their children's giftedness. This study investigated the effects of parental education, cognitive abilities (based on CHC theory), and personality traits (based on the Five-Factor Model) on the expression of gifted children's cognitive abilities.
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