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Neuropsychological Status From Preschool Age up to Adolescence: Evidence From Typical Children and Children With Disabilities
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Author(s): Kalliopi Megari (Department of Psychology, CITY College, University of York Europe Campus, Thessaloniki, Greece)and Evanthia Smyrli (Department of Psychology, CITY College, University of York Europe Campus, Thessaloniki, Greece)
Copyright: 2025
Pages: 22
Source title:
Exploring Cognitive and Psychosocial Dynamics Across Childhood and Adolescence
Source Author(s)/Editor(s): Maria Sofologi (University of Ioannina, Greece), Dimitra Katsarou (University of the Aegean, Greece)and Efthymia Efthymiou (Zayed University, UAE)
DOI: 10.4018/979-8-3693-4022-6.ch002
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Abstract
According to Piaget's theory, there are four distinct neurodevelopment stages, each of which corresponds to a specific age group and is distinguished by a particular number of cognitive attainments. The stages are as follows: a) sensorimotor; b) preoperational; c) concrete operational; and d) formal operational. Four primary domains are used to track development from infancy to adolescence: a) speech and language; b) gross and fine motor abilities; c) social and emotional skills; and d) cognitive ability. By recognizing the normal growth milestones in every category, we may comprehend the variations linked to different abnormal developing patterns. In numerous cognitive domains, children with disabilities may have delays or deficits during childhood that may last into adulthood. Numerous studies have examined the changes in brain activity that corresponds with the acquisition of cognitive skills at each developmental stage. Some of these studies suggest that children with a variety of neuropsychological developmental disorders show neurocognitive deficits in areas like verbal communication, attention, memory, and specific executive functions, while language and visuospatial abilities vary.
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