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Author Shaheen, S. file  url
Title How child's play impacts executive function--related behaviors Type Journal Article
Year 2014 Publication Applied Neuropsychology. Child Abbreviated Journal Appl Neuropsychol Child  
Volume 3 Issue 3 Pages 182-187  
Keywords Attention Deficit Disorder with Hyperactivity/rehabilitation; Autistic Disorder/physiopathology/rehabilitation; Child; Child, Preschool; Developmental Disabilities/physiopathology/rehabilitation; *Evidence-Based Medicine; Executive Function/*physiology; Humans; Infant; Kinesthesis; Learning/*physiology; Play Therapy/*methods; *Play and Playthings; Treatment Outcome; Teams; Tools of the Mind; executive function; interventions; play; self-regulation  
Abstract Executive functions refer to an array of organizing and self-regulating behaviors often associated with maturation of the prefrontal cortex. In fact, young children with rudimentary neurodevelopment of the prefrontal cortex develop ways to inhibit impulses and regulate behavior from a very early age. Can executive functioning be impacted by intervention, practice, or training? What interventions impact development of executive function in childhood, and how can these be studied? Several programs are reviewed that propose to positively impact executive/self-regulation skills. Evidence-based programs are contrasted with popular programs that have little empirical basis but have apparent wide acceptance by educators and families. As self-regulation has critical implications for later school and life success, interventions may well attenuate the negative consequences of attention-deficit hyperactivity disorder, brain injury, and social stressors. Programs with active play components may be more successful in eliciting improved executive function (defined here as self-regulation) because of the importance of motor learning early on and because of the social motivation aspects of learning. Caution is advised in the recommendation of programs where there is little empirical basis to support program claims. Carefully planned outcome studies can help bring the most effective components of programs to the mainstream.  
Call Number Serial 2007  
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Author Messier, J.; Ferland, F.; Majnemer, A. file  url
Title Play Behavior of School Age Children with Intellectual Disability: Their Capacities, Interests and Attitude Type Journal Article
Year 2008 Publication Journal of Developmental and Physical Disabilities Abbreviated Journal J Dev Phys Disabil  
Volume 20 Issue 2 Pages 193-207  
Keywords Children; Intellectual disability; Play; Ludic behavior  
Abstract This study describes play of intellectually disabled children. A sample of 27 school aged children from five to seven years of age was evaluated using the Knox Preschool Play Scale and Ferland Assessment of Ludic Behavior. Play capacities and Ludic attitude were described and analyzed in relation to intellectual capacities. Children demonstrated good abilities in use of objects and space in both assessments. Furthermore, four out of six elements of the Ludic attitude: curiosity, initiative, pleasure, and spontaneity were present irrespective of IQ level. However, sense of humor and enjoyment of challenge were less present. Interestingly, the Imitation dimension showed relative weakness suggesting that this learning method may not be optimal in the school setting. The results highlight the strengths and limitations in play behaviors of children with intellectual disability.  
Call Number Serial 1651  
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Author Seok, S.; DaCosta, B. file  url
Title Distinguishing Addiction From High Engagement: An Investigation Into the Social Lives of Adolescent and Young Adult Massively Multiplayer Online Game Players Type Journal Article
Year 2014 Publication Games and Culture Abbreviated Journal Games and Culture  
Volume 9 Issue 4 Pages 227-254  
Keywords massively multiplayer online games MMOGs online video games addiction high engagement  
Abstract This study investigated certain social aspects of young massively multiplayer online game (MMOG) players’ lives in the context of pathological gameplay while distinguishing addiction from high engagement. Online gameplay frequency and demographic information were also examined. Of the 1,332 sampled, those classified as addicted self-reported the largest percentage of (a) playing online games, (b) scheduling their lives around their gameplay, (c) playing games instead of spending time with family and friends, (d) getting into verbal and physical altercations, and (e) playing to interact with friends and strangers. Statistical analysis, however, revealed no significant differences between the groups, perhaps supporting the idea that players progress through a phase of high engagement before reaching the stage of addiction and that those highly engaged might already show traits or behaviors very similar to, if not the same as, those addicted with regard to certain aspects of their social lives.  
Call Number Serial 1488  
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