Research on Hierarchical Agglomerative Cluster Analysis as a Trial Method Revealing Developmental Coordination Disorder (DCD) Subtypes| Chapter 2 | Current Topics in Medicine and Medical Research Vol. 7

 

The present research explored, using clustering techniques, the existence of potential cognitive-motor profiles of DCD. According to the DCD literature, dependent variables were chosen on the basis of the characteristics of children with DCD and particular problems found in the cognitive-motor domain. We followed "Transfer" neurocognitive theory (Planning, Concentration, Concurrent, Successive) and the standard-referenced Cognitive Evaluation Framework for the purpose of the analysis. Six (6) statistical sub-groups with a number of participants ranging from 5-43 students with or without DCD were built on the basis of this hierarchical agglomerative cluster study. Different clustering methods (Wards process analysis, Full Linkage method, Centroid method, K-Means iterative partitioning method and split-sample replication) and other parametric methods (MANOVA, ANOVA and discriminant analyses) were used to monitor the internal and external validity of the clustering solution. Effect of various DCD profiles In order to prevent motor learning disorders and poor academic performance, it can have greater advantages for alternative and efficient teaching approaches and early intervention programmes. Future studies may need to concentrate on the individual profiles of children across a wide spectrum of fields (motor, cognitive, social and emotional) in the assessment and design of intervention services, looking at their particular strengths and weaknesses.

Author(s) Details

Katerina Asonitou
Laboratory of Adapted Physical Activity, Developmental and Physical Disabilities, School of Physical Education and Sport Science, National and Kapodistrian University of Athens, Greece.


Gerasimos Prodromitis
Department of Psychology, Panteion University of Social and Political Sciences, Athens, Greece.

Dimitra Koutsouki
Laboratory of Adapted Physical Activity, Developmental and Physical Disabilities, School of Physical Education and Sport Science, National and Kapodistrian University of Athens, Greece.



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Learning and New Information and Communication Technologies: Uses in School, Knowledge Production and Brazilian Pedagogical Practices | Chapter 2 | Arts and Social Studies Research Vol.3

The culture of the 21st century is opening new spaces for learning and new spaces for teaching. It is
currently observed that our society was constituted in information and instant communication, given
the different technologies available for handling society in general. Technologies have favored rapid
access to information as individuals and their groups have and easy access to technological
equipment, which are many: TV, computer, mobile devices, which are associated with the use of
images, audios, videos, dimensions in 3D, among other mechanisms of human interaction. Therefore,
communication, in nowdays, presents itself as a crucial skill in the pedagogical and cultural field,
therefore, people and educational projects aimed at promoting education cannot disregard this
aspect. Thus, access to information even if is presented as open, It is not yet well articulated with
concept of pedagogical proposals that dominate the potential aggregator that Information and
Communication Technologies (ICTs). These technologies can be used training at any level of
education since the use of the New Digital Information and Communication Technologies (NTDIC)
has favor the dynamization of teaching and the production of new scientific and cultural knowledge.

Author(s) Details

Thiago de Almeida
Department of Psychology of Personality Development Learning, Institute of Psychology, University of São Paulo, USP

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/223