About Book

Cognitive development in the most basic sense, sense, refers to the science of examining the psychological development process of children. It studies the child's language learning skills, information processing, perceptual skills and his/her development in conceptual resources and reasoning. The study of cognitive development, especially in school-age children, has been one of the central focuses of developmental research over the last 25 years. The general orientations or investigations of cognitive development are similar for all age groups—infancy, childhood, and adulthood. The vast majority of investigations, however, involve children of school age and for those children a number of specific issues arise, including in particular the relationship between schooling and cognitive development. The book studies, analyses and upholds the pillars of cognitive development and learning and its utmost significance in modern times. It focuses on cognitive performance, child witness, instructional applications, learning demands, cognitive behavioural therapy, cognitive function and cognitive modifiability. In the book, constant effort has been made to make the understanding of the difficult concepts of this field as easy and informative as possible for the readers. The topics covered in this book provide knowledge about the various concepts and applications of cognitive development. It aims to serve as a resource guide for students and facilitate the study of this discipline.

Preface............................................................................................................v

Chapter 1 Mother-Child Mediated Learning Experience Strategies and Children’s Cognitive Modifiability: Theoretical and Research Perspectives..................................................................................................1

Abstract...................................................................................................1

1. Introduction............................................................................................1

2. MLE and cognitive modifiability: theoretical perspective............2

3. Dynamic assessment of learning potential......................................6

4. MLE and cognitive modifiability: research perspective................7

5. Discussion and conclusions..............................................................15

Acknowledgements.............................................................................17

Chapter 2 Influence of Glycaemic Control on Cognitive Function in Diabetic Children and Adolescents.......................................................................23

Abstract.................................................................................................23

1. Introduction..........................................................................................24

2. Early programming of diabetes.......................................................26

3. Cognitive dysfunction related to diabetes.....................................29

4. Glycaemic index and dietetic management in diabetic children

and adolescents...................................................................................36

5. Future prospects..................................................................................42

6. Conclusions..........................................................................................43

Acknowledgements.............................................................................45

Abbreviations.......................................................................................45

Chapter 3 Cognitive Behavioral Therapy Principles in Children: Treatment of Internalizing Disorders......................................................................51

Abstract.................................................................................................51

1. Introduction..........................................................................................51

2. Application of CBT in children........................................................54

3. Main CBT techniques used in internalizing disorders and

application examples..........................................................................59

4. Conclusion............................................................................................70

Chapter 4 Thinking and Learning Demands in Contemporary Childhood..81

Abstract.................................................................................................81

1. Introduction..........................................................................................81

2. Critical thinking in contemporary childhood................................85

3. Creative thinking in contemporary childhood..............................90

4. Problem solving in contemporary childhood................................93

5. Learning demands in contemporary childhood...........................95

6. What should parents and educators do to help contemporary

children?..............................................................................................102

7. Concluding remarks.........................................................................103

Chapter 5 The Early Childhood Educators’ Attitudes Towards Innovative

Instructional Applications about Digital Learning Activities for

Young Children.......................................................................................104

Abstract...............................................................................................104

1. Introduction........................................................................................105

2. Methods..............................................................................................111

3. Results.................................................................................................114

4. Discussion and conclusion..............................................................120

Chapter 6 Cognitive-Behavioral Therapy of Obsessive-Compulsive Disorder

in Children and Adolescents...............................................................129

Abstract...............................................................................................129

1. Introduction........................................................................................129

2. Etiology...............................................................................................131

3. Epidemiology.....................................................................................132

4. Clinical features.................................................................................134

5. Assessment.........................................................................................134

6. Comorbidities.....................................................................................135

7. Differential diagnosis........................................................................135

8. Treatment............................................................................................136

9. Conclusion..........................................................................................142

Chapter 7 Cognition and the Child Witness: Understanding the Impact of Cognitive Development in Forensic Contexts ................................155

1. Introduction........................................................................................155

2. The developing cognitive abilities of the child witness ..........156

3. Vulnerability to error and influence ............................................164

4. Conclusions........................................................................................169

Chapter 8 Distractor or Noise? The Influence of Different Sounds on Cognitive Performance in Inattentive and Attentive Children...185

1. Introduction........................................................................................185

2. The phenomenon of Stochastic Resonance..................................186

3. Individual differences in SR and the Moderate Brain Arousal

Model (MBA).....................................................................................188

4. The difference between distractors and noise.............................190

5. Methods..............................................................................................191

6. Results.................................................................................................193

7. Conclusions and future challenges................................................195

Citation......................................................................................................205

Index...........................................................................................................207

About Author

Abdelraouf Yuan obtained his Ph.D. in Early Childhood Development from Public Research University, Ankara. He is an Associate Professor at University College, Tel Aviv. His academic interests lie in metacognition, cognitive psychology and selective attention. Yuan has attended numerous educational conferences and symposiums and has presented 7 papers. He is on the editorial board of several renowned psychology journals, and authored and edited numerous articles, book chapters and over 75 technical papers and 5 reference books.