The purpose of this study was to fill this gap by examining the relationship between phonological memory in preschool children and their passive (watching TV) and active screen time with using of Smart Screen Technologies such as tablets and phones with a touch screen interface. Study was conducted in two stages: in Time 1, the association between children’s phonological memory, passive and active screen time and family factors was examined; in Time 2 (1 year later) the impact of passive and active screen time on a child’s individual progress in phonological memory development was evaluated. The study enrolled 122 preschool children aged 5–6 years (M = 5.72, SD = 0.33); boys (54.9%). Information on each child’s average daily passive and active screen time was obtained from a survey with the mother. The survey provided information on how much time each child spent on a typical day with passive (“traditional”) and active (interactive) use of digital devices. For family factors, we included maternal highest educational qualification, family’s financial situation. For children’s characteristics, age, gender and non-verbal fluid intelligence were included. The results indicate that time spent passively with digital devices (watching TV) is negatively related to a child’s ability to process verbal information. In contrast, the interactive time the child spent with Smart Screen Technologies is not significant and does not pose a threat to the development of phonological memory in preschool age. The study also showed that passive and active use of digital devices has no long-term impact on children’s phonological memory development progress over a year. The implications are that use of Smart Screen Technologies, which implies a higher degree of interactivity, is not associated with either short- or long-term negative effects on phonological memory development in preschool age, contrary to passive screen time exposure. The results can be applied in the elaboration of principles and programs on the use of digital devices for the entertainment and education of preschool children.
This study examined the relationship between working memory capacity and narrative abilities in 5–6-year-old children. 269 children were assessed on their visual and verbal working memory and performed in a story retelling and a story creation (based on a single picture and on a series of pictures) tasks. The stories were evaluated on their macrostructure and microstructure. The results revealed a significant relationship between both components (verbal and visual) of working memory and the global indicators of a story’s macrostructure—such as semantic completeness, semantic adequacy, programming and narrative structure—and with the indicators of a story’s microstructure, such as grammatical accuracy and number of syntagmas. Yet, this relationship was systematically stronger for verbal working memory, as compared to visual working memory, suggesting that a well-developed verbal working memory leads to lexically and grammatically more accurate language production in preschool children.
Wooden-composite plate-ribbed bent panels with structural plywood and oriented strand board sheathing with breaks are considered. An overview of studies researching and improving the effectiveness of different types of panels is presented. On the basis of the theory of calculation of composite rods by A.R. Rzha- nitsyn, a mathematical model has been compiled, which makes it possible to calculate the stress-strain state of these structures, taking into account the pre- sence of breaks in the sheathing and the flexibility of the mechanical fasteners of the sheathing and ribs. An equation for finding the coordinates of the most dangerous section of wooden ribs in the presence of breaks in the sheathing, which may not match with the middle of the span, is obtained. Panels with sheathing in a compressed zone with different locations of joints, symmetrically relative to the middle of the panel span are considered. Panels without joints in the skin are considered to compare the results. The graphs of the dependence of the maximum tensile stresses in the ribs in the most dangerous section and the maximum vertical displacements from the stiffness coefficient of the shear ties and the location of the breaks in the sheathing are presented. The values of the coefficients for the engineering design of panels, taking into account the decrease in the strength and deformation characteristics of the composite section of panels with breaks in the sheathing, as compared to panels with a solid sheathing, are obtained. The conclusions and recommendations, based on the results of the investigations, which can be used in the design of wooden-composite plate-ribbed structures, are formulated.
The aim of the study was to identify the features of the cognitive and emotional development of preschoolers, which can be crucial in child’s acceptance by peers, as well as his status in the group. Were identified factors related to the sociometric status of children and those factors for which ambiguous results were obtained (for example, speech development). As part of the empirical study, there were made the assessment of language development, executive functions (subtests of the NEPSY II), emotional (Test of Emotional Comprehension) and intellectual development (Raven’s color progressive matrices). Children also passed a sociometric test by responding to a number of questions about their peers’ choice. The study involved 252 pupils of the preparatory groups of preschool educational institutions in Moscow (50.2% of boys aged 6 to 7 years (M=83.10, SD=5.74)). The three most significant predictors of social success were shown to be story programming, emotions’ awareness, and cognitive inhibitive control. The programming of the story reflects the communicative competence of the child, his ability to build a story. Emotional development (by external cases) is one of the most important indicators of his emotional development as a whole. These results indicate that the child’s social success is influenced by the development of executive functions, emotional competence, and language competence. However, different aspects of these factors affect sociometric status differently. In the future, we consider it necessary to trace how the factors, including social play, influence the social success of children in elementary school.
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