The Experts below are selected from a list of 237 Experts worldwide ranked by ideXlab platform
John H. Himes - One of the best experts on this subject based on the ideXlab platform.
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Stunting and Mental Development in children
Nutrition Research, 1996Co-Authors: Sally Grantham-mcgregor, Susan P. Walker, John H. Himes, Christine A PowellAbstract:Stunting is the nutritional indicator most consistently correlated with children's Mental Development. In Third World countries stunting is usually associated with poor Development in young children, and delayed neurosensory integration, low IQ and school achievement in older children. Moreover, stunting in young children predicts poor later Development. Generally, when social background is controlled for, the association between stunting and poor Development remains. In a recent Jamaican study, nutritional supplementation given to stunted children for 2 years produced an improvement in psychomotor Development. Supplementation and linear growth had shared and independent effects on change in Development. There was also a significant relationship between change in Development and growth over the 2 year period. It is therefore probably that at least part of the poor Development found in stunted children is due to poor nutrition.
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nutritional supplementation psychosocial stimulation and Mental Development of stunted children the jamaican study
The Lancet, 1991Co-Authors: Sally Granthammcgregor, Susan P. Walker, Christine Powell, John H. HimesAbstract:Abstract There is little unequivocal evidence that nutritional supplementation of undernourished children has a beneficial effect on their Mental Development. The effects of nutritional supplementation, with or without psychosocial stimulation, of growth-retarded (stunted) children aged 9-24 months were assessed in a study in Kingston, Jamaica. 129 children from poor neighbourhoods were randomly assigned to four groups—control, supplemented only, stimulated only, and supplemented plus stimulated. A group of matched non-stunted children (n = 32) was also included. The supplement comprised 1 kg milk-based formula per week for 2 years, and the stimulation weekly play sessions at home with a community health aide. The children's Development (DQ) was assessed on the Griffiths Mental Development scales. Initially the stunted groups' DQs were lower than those of the non-stunted group, and those of the control group declined during the study, increasing their deficit. Stimulation and supplementation had significant independent beneficial effects on the children's Development. Estimates of the supplementation effect ranged from 2·2 (95% confidence limits — 1·4, 5·7) for the hand and eye subscale to 12·4 (5·4, 19·5) for the locomotor subscale and those for the stimulation effect from 6·4 (2·8, 10·0) for hand and eye to 10·3 (3·3, 17·3) for locomotor. The treatment effects were additive, and combined interventions were significantly more effective than either alone. These findings suggest that poor Mental Development in stunted children is at least partly attributable to undernutrition.
Susan P. Walker - One of the best experts on this subject based on the ideXlab platform.
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Stunting and Mental Development in children
Nutrition Research, 1996Co-Authors: Sally Grantham-mcgregor, Susan P. Walker, John H. Himes, Christine A PowellAbstract:Stunting is the nutritional indicator most consistently correlated with children's Mental Development. In Third World countries stunting is usually associated with poor Development in young children, and delayed neurosensory integration, low IQ and school achievement in older children. Moreover, stunting in young children predicts poor later Development. Generally, when social background is controlled for, the association between stunting and poor Development remains. In a recent Jamaican study, nutritional supplementation given to stunted children for 2 years produced an improvement in psychomotor Development. Supplementation and linear growth had shared and independent effects on change in Development. There was also a significant relationship between change in Development and growth over the 2 year period. It is therefore probably that at least part of the poor Development found in stunted children is due to poor nutrition.
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nutritional supplementation psychosocial stimulation and Mental Development of stunted children the jamaican study
The Lancet, 1991Co-Authors: Sally Granthammcgregor, Susan P. Walker, Christine Powell, John H. HimesAbstract:Abstract There is little unequivocal evidence that nutritional supplementation of undernourished children has a beneficial effect on their Mental Development. The effects of nutritional supplementation, with or without psychosocial stimulation, of growth-retarded (stunted) children aged 9-24 months were assessed in a study in Kingston, Jamaica. 129 children from poor neighbourhoods were randomly assigned to four groups—control, supplemented only, stimulated only, and supplemented plus stimulated. A group of matched non-stunted children (n = 32) was also included. The supplement comprised 1 kg milk-based formula per week for 2 years, and the stimulation weekly play sessions at home with a community health aide. The children's Development (DQ) was assessed on the Griffiths Mental Development scales. Initially the stunted groups' DQs were lower than those of the non-stunted group, and those of the control group declined during the study, increasing their deficit. Stimulation and supplementation had significant independent beneficial effects on the children's Development. Estimates of the supplementation effect ranged from 2·2 (95% confidence limits — 1·4, 5·7) for the hand and eye subscale to 12·4 (5·4, 19·5) for the locomotor subscale and those for the stimulation effect from 6·4 (2·8, 10·0) for hand and eye to 10·3 (3·3, 17·3) for locomotor. The treatment effects were additive, and combined interventions were significantly more effective than either alone. These findings suggest that poor Mental Development in stunted children is at least partly attributable to undernutrition.
Verena V. Hafner - One of the best experts on this subject based on the ideXlab platform.
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Intrinsic Motivation for Autonomous Mental Development
IEEE Transactions on Evolutionary Computation, 2015Co-Authors: Pierre-yves Oudeyer, Véréna Hafner, Frederic Kaplan, Verena V. HafnerAbstract:Exploratory activities seem to be intrinsically re- warding for children and crucial for their cognitive Development. Can a machine be endowed with such an intrinsic motivation system? This is the question we study in this paper, presenting a number of computational systems that try to capture this drive towards novel or curious situations. After discussing related research coming from developMental psychology, neuroscience, developMental robotics, and active learning, this paper presents the mechanism of Intelligent Adaptive Curiosity, an intrinsic motivation system which pushes a robot towards situations in which it maximizes its learning progress. This drive makes the robot focus on situations which are neither too predictable nor too unpredictable, thus permitting autonomous Mental Development. The complexity of the robot's activities autonomously increases and complex developMental sequences self-organize without being constructed in a supervised manner. Two experiments are presented illustrating the stage-like organization emerging with this mechanism. In one of them, a physical robot is placed on a baby play mat with objects that it can learn to manipulate. Exper- iMental results show that the robot first spends time in situations which are easy to learn, then shifts its attention progressively to situations of increasing difficulty, avoiding situations in which nothing can be learned. Finally, these various results are discussed in relation to more complex forms of behavioral organization and data coming from developMental psychology.
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Intrinsic Motivation Systems for Autonomous Mental Development
IEEE Transactions on Evolutionary Computation, 2007Co-Authors: Pierre-yves Oudeyer, Frdric Kaplan, Verena V. HafnerAbstract:Exploratory activities seem to be intrinsically rewarding for children and crucial for their cognitive Development. Can a machine be endowed with such an intrinsic motivation system? This is the question we study in this paper, presenting a number of computational systems that try to capture this drive towards novel or curious situations. After discussing related research coming from developMental psychology, neuroscience, developMental robotics, and active learning, this paper presents the mechanism of Intelligent Adaptive Curiosity, an intrinsic motivation system which pushes a robot towards situations in which it maximizes its learning progress. This drive makes the robot focus on situations which are neither too predictable nor too unpredictable, thus permitting autonomous Mental Development. The complexity of the robot's activities autonomously increases and complex developMental sequences self-organize without being constructed in a supervised manner. Two experiments are presented illustrating the stage-like organization emerging with this mechanism. In one of them, a physical robot is placed on a baby play mat with objects that it can learn to manipulate. ExperiMental results show that the robot first spends time in situations which are easy to learn, then shifts its attention progressively to situations of increasing difficulty, avoiding situations in which nothing can be learned. Finally, these various results are discussed in relation to more complex forms of behavioral organization and data coming from developMental psychology
Sally Granthammcgregor - One of the best experts on this subject based on the ideXlab platform.
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nutritional supplementation psychosocial stimulation and Mental Development of stunted children the jamaican study
The Lancet, 1991Co-Authors: Sally Granthammcgregor, Susan P. Walker, Christine Powell, John H. HimesAbstract:Abstract There is little unequivocal evidence that nutritional supplementation of undernourished children has a beneficial effect on their Mental Development. The effects of nutritional supplementation, with or without psychosocial stimulation, of growth-retarded (stunted) children aged 9-24 months were assessed in a study in Kingston, Jamaica. 129 children from poor neighbourhoods were randomly assigned to four groups—control, supplemented only, stimulated only, and supplemented plus stimulated. A group of matched non-stunted children (n = 32) was also included. The supplement comprised 1 kg milk-based formula per week for 2 years, and the stimulation weekly play sessions at home with a community health aide. The children's Development (DQ) was assessed on the Griffiths Mental Development scales. Initially the stunted groups' DQs were lower than those of the non-stunted group, and those of the control group declined during the study, increasing their deficit. Stimulation and supplementation had significant independent beneficial effects on the children's Development. Estimates of the supplementation effect ranged from 2·2 (95% confidence limits — 1·4, 5·7) for the hand and eye subscale to 12·4 (5·4, 19·5) for the locomotor subscale and those for the stimulation effect from 6·4 (2·8, 10·0) for hand and eye to 10·3 (3·3, 17·3) for locomotor. The treatment effects were additive, and combined interventions were significantly more effective than either alone. These findings suggest that poor Mental Development in stunted children is at least partly attributable to undernutrition.
Rca Sengers - One of the best experts on this subject based on the ideXlab platform.
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The phenylalanine response curve in relation to growth and Mental Development in the first years of life
Acta Paediatrica, 1994Co-Authors: Lw Schot, W.h. Doesburg, Rca SengersAbstract:: Thirty-three children with classical phenylketonuria were treated from 9 to 21 days of age onward. The standard for phenylalanine concentration was 0.2-0.5 mmol/l. During the first years of life phenylalanine concentrations were measured once every two to six weeks. For each child these values were graphically plotted in a so-called phenylalanine response curve. Growth and Mental Development indices were assessed at about one and two years of age. Measurements for weight, height and head circumference were normal at one month of age, showed a significant decline at the age of one year but were restored for normal values at the age of two. No associations were found with phenylalanine parameters. Mental Development indices at one and two years were not different from normal. Significant negative correlations were found between Mental Development indices at one year and phenylalanine values above 0.5 mmol/l. Changes in Mental Development indices between the first and second years of life are significantly related to the phenylalanine levels during the second year of life.
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The phenylalanine response curve in relation to growth and Mental Development in the first year of life.
Acta paediatrica (Oslo Norway : 1992). Supplement, 1994Co-Authors: Lw Schot, W.h. Doesburg, Rca SengersAbstract:Thirty-three children with classical phenylketonuria were treated from 9 to 21 days of age onward. The standard for phenylalanine concentration was 0.2-0.5 mmol/l. During the first years of life phenylalanine concentrations were measured once every two to six weeks. For each child these values were graphically plotted in a so-called phenylalanine response curve. Growth and Mental Development indices were assessed at about one and two years of age. Measurements for weight, height and head circumference were normal at one month of age, showed a significant decline at the age of one year but were restored for normal values at the age of two. No associations were found with phenylalanine parameters. Mental Development indices at one and two years were not different from normal. Significant negative correlations were found between Mental Development indices at one year and phenylalanine values above 0.5 mmol/l. Changes in Mental Development indices between the first and second years of life are significantly related to the phenylalanine levels during the second year of life.
