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Biomedical subjects

A W Gottfried

Publications and source records attributed to A W Gottfried.

16 recordsLinked to original sources
PubMed1998

Role of cognitively stimulating home environment in children's academic intrinsic motivation: a longitudinal study.

The short- and long-term, and direct and indirect, relations between cognitively stimulating home environment and academic intrinsic motivation were investigated in a longitudinal study from childhood through early adolescence. Structural equations modeling was used to test the hypothesis that home environment positively predicts academic intrinsic motivation over this period. It was also hypothesized that home environmental processes would positively predict motivation controlling for socioeconomic status (SES). When children were age 8, home environment (comprising both direct observations and parent report) and SES were measured. Academic intrinsic motivation was assessed at ages 9, 10, and 13. Results supported the hypotheses. Home environment had statistically positive and significant, direct and indirect paths to academic intrinsic motivation from childhood through early adolescence, indicating both short- and long-term effects across these ages. Moreover, home environment was significant above and beyond SES. The findings revealed that children whose homes had a greater emphasis on learning opportunities and activities were more academically intrinsically motivated.

Adolescent↗
PubMed1993

Dyslexic subtypes and severity levels: are there gender differences?

The prevalence of dyslexia among 100 children participating in a longitudinal study was examined. At age 10 years, The Dyslexia Screener (TDS) test, a direct assessment of coding skills used in reading and spelling, was administered. The incidence of suspected dyslexia of borderline or worse severity among boys and girls was not significantly different, nor did males and females differ significantly in terms of TDS-suspected dyslexic types of severity levels. Results challenge the widely held belief of an increased incidence of reading disability among males and, in conjunction with findings from other recent studies, underscore the need for establishing objective and reliable screening procedures in addition to teacher referral in identifying children in need of special services. Possible factors mediating previous estimates of incidence and the implications of these findings are discussed.

Child↗
PubMed1985

Visual skills and intellectual development: a relationship in young children.

The development of convergence, ocular motilities; stereopsis and form perception for infants and young children was evaluated in a previous paper. This study examines the relationship between these visual skills and intellectual development. Young children (n = 130) were assessed longitudinally every six months from the ages of 12- to 42-months. The results showed positive and significant correlations between visual skills and intellectual development during infancy and the preschool years. Stereopsis and form perception correlated most highly and consistently with intellectual development.

Child Development↗
PubMed1985

Development of stereopsis in infants and young children.

A limited number of studies have been done on stereopsis performance and clinical testing of infants and young children. As optometrists increasingly begin to examine young children there arises a need to know if stereopsis is a developmentally derived skill and if so, what are the normal skill levels for each age. This study shows that stereoacuity response follows a developmental trend and provides preliminary data on levels of performance for infants (18-24 months) and young children (30-60 months).

Child, Preschool↗
PubMed1983

Hand preference across time is related to intelligence in young girls, not boys.

Consistency of hand preference was examined in a longitudinal study of children between 18 and 42 months of age. Results showed a sex-specific relationship between hand consistency and intellectual development. Across a variety of intellectual abilities at all ages, females with consistency of handedness were precocious compared to females without such consistency. This relationship did not hold for males.

Child, Preschool↗
PubMed1983

Infants' cross-modal transfer from solid objects to their graphic representations.

12-month-old infants were familiarized either tactually or visually with objects and then tested for visual recognition memory using either (1) the familiar and a novel object, (2) colored pictures of the objects, or (3) outline drawings of them. In Study 1, infants showed recognition memory on all 3 visual intramodal problems but showed cross-modal transfer only when objects were used as test stimuli. With increased familiarization times in Study 2, transfer from tactually presented samples to both pictorial displays was achieved, indicating that after feeling an object the infants were able to recognize it visually solely on the basis of its contour. With reduced familiarization times in Study 3, there was no evidence for transfer from visually presented samples to the 2 pictorial displays, replicating the pattern of results observed cross-modally in Study 1 and suggesting that, at least in certain respects, cross-modal and intramodal perception follow similar principles.

Depth Perception↗
PubMed1981

Physical and social environment of newborn infants in special care units.

Infants in newborn intensive and convalescent care units are exposed to large amounts of sensory stimulation of various sorts. Although infants in these units do not lack visual, auditory, and tactile stimulation, they receive relatively infrequent coordinated sensory experiences. Furthermore, there is no diurnal rhythmicity in physical and social stimulation across days.

Circadian Rhythm↗
PubMed1980

Tactile recognition memory in infants.

This experiment was conducted to determine whether infants can recognize the shapes of objects by touch alone. 25 1-year-olds were administered 2 tasks, each of which consisted of a familiarization stage followed by a recognition test stage. The familiarization stage of both tasks was identical in that infants manipulated objects in the light. The test stages differed with respect to the lighting conditions. In the first task infants manipulated familiar and novel objects in the light, and in the second task, in darkness. Behavior in darkness was videotaped by infrared recording. Recognition memory was determined by infants' differential manipulatory responsiveness to novel and familiar objects. In both the lighted and darkness tests infants engaged in significantly more manipulation, exhibited more mouthing, and displayed more hand-to-hand transfers with novel compared to familiar objects. These data provide initial evidence that infants are capable of tactile recognition memory.

Discrimination Learning↗
PubMed1977

Cross-modal transfer in human infants.

This study investigated cross-modal transfer in infants by their proclivity to respond differentially to novel and familiar stimuli after familiarization in a different sensory modality. Across a variety of stimulus shapes, 1-year-old infants significantly and reliably looked more at and reached more for the novel than the familiar stimulus subsequent to information input from tactual stimulation. Furthermore, for the first time, it is demonstrated that not only do infants gain information about the shape of objects from their oral experience with them but this information can be made available to the visual modality.

Discrimination, Psychological↗
PubMed1976

Intervention with premature human infants.

Stimulation has been given to young infants to prevent the development disabilities often associated with prematurity. A review of these experimental programs reveals a lack of knowledge as to the ecology of the premature infant. This is indicated in the assumption that premature infants are sensorily deprived and by the arbitrary differences in the nature of stimulation techniques. Despite various problems in methodological and outcome assessment, stimulated infants tend to perform at higher levels than control-group infants on measures of sensorimotor and development. It is suggested that future research should be directed toward specifying the environment and processing capacities of the premature infant, and that intervention studies should make use of the 4-group design proposed by Solomon and Lessac (1968).

Acoustic Stimulation↗