HIV-exposed uninfected (HEU) children during the preschool and early school ages may be at-risk for neurodevelopmental challenges due to in utero and perinatal exposure to HIV and/or antiretroviral (ARV) medications. HEU children and HIV-unexposed uninfected (HUU) children from the community were recruited and tested at 3 to 4 and 5 to 6 years of…

Background: Addiction medicine still largely neglects the topic of mild and borderline intellectual disabilities (MBID), although patients with MBID are considered a risk group for substance-related problems and offending behaviour. This study aimed to explore the cognitive and adaptive impairments of inpatients in forensic addiction mental health…

It is necessary to know the influence of the current pandemic situation on children's emotional intelligence (EI). Therefore, this study aimed to analyze the difference in 34 Spanish children's EI (aged 9-10) caused by the lockdown. EI was measured with the BarOn Emotional Intelligence Inventory (EQ-i:YV). Results have revealed a reduction in EI,…

Despite earlier claims that language abilities are intact in individuals with Williams syndrome (WS), many studies have shown that language development is often delayed and atypical, that is, it develops in line with different cognitive abilities compared to typically developing populations. It is unclear, however, whether general cognitive…

A good deal of research purports that bilingualism has a positive effect on some aspects of cognitive functioning. However, this effect is not consistent, and little research examines trajectories of cognitive skill development in bilingual children. Moreover, it remains unclear whether different types of bilingualism impact how cognitive…

The presented study focuses on children aged from 5 to 6.5 who attend Czech kindergartens. Its purpose is to explore a potential positive impact of an educational game application on malleability of children's spatial skills through the application usage. The research was conducted as a pedagogical experiment in which the pre-test and post-test…

Multidimensional theory of mind assessments should include items assessing both explicit theory of mind (theory of mind knowledge) and applied theory of mind (application of theory of mind knowledge in real-life contexts). However, the two theory of mind scores cannot be interpreted collectively to identify children having mismatched explicit and…

Social mastery motivation and parental response are important correlates of children's vocabulary and self-regulation skills, but little research has examined their relationships collectively. This study investigated the direct relationships among social mastery motivation (active interaction and positive affect frequencies), parental response,…

A review of clinical records was conducted for children with developmental, emotional, and behavioral difficulties who were assessed with both the Wechsler preschool and primary scale of intelligence-third edition (WPPSI-III[superscript CDN]; Wechsler, 2004) and the Leiter international performance scale--revised (Leiter-R; Roid & Miller,…

Future students are confronted with a complex world that demands the ability to solve problems in unstructured, undefined, and unfamiliar situations. The aim of the present study was to investigate the development of problem-solving skills through the implementation of Problem-Based Learning (PBL). While previous research has primarily focused on…

Human breast milk dynamically adapts to meet the needs of healthy neurodevelopment. While a great deal of research has examined the relationship between breastfeeding, infant cognitive development and IQ, findings are inconclusive when potential confounders are adjusted for. This raises questions about the various ways in which breastfeeding and…

Rejection by peers has devastating effects on children's social-cognitive development. As language difficulties have been found to be one of the underlying causes of peer rejection, the present study focused on the relation between these two variables. Specifically, this study was the first to test a hypothesized model connecting children's level…

The perspective of emergent literacy was applied to investigate the name-writing skills of 4-year-old, low-income Mandarin Chinese-speaking children in Taiwan. One hundred and eleven children in Taiwan were recruited from 12 public preschools. Children were individually assessed with a name-writing task, the Peabody Picture Vocabulary…

The current study examines the relationship between bilingual children's dual language experience (i.e. language input, language output and vocabulary proficiency), and their social-emotional and behavioral skills. Data were analysed from 805 Singaporean bilingual preschoolers (ages 4; 1-5; 8 years), who are learning English and either Mandarin (n…

Dietary intake can affect the physical, cognitive, and socioemotional development of young children. Few studies have explored the relationships between dietary intake and the cognitive and socioemotional dimensions of school readiness. This study aimed to investigate the longitudinal associations between children's dietary intake in early…