Interaction of language development and activity level on performance of first-graders.
Developmental theory suggests that language may be a compensatory factor in the cognitive functioning of hyperactive children. A comparison between first-graders of high activity level and those of low activity level provided support for this theory. Language maturity emerged as a significant variable in task performance and overall school achievement for the high-activity-level group only.
D000124:Achievement; D001288:Attention; D002648:Child; D002675:Child, Preschool; D005260:Female; D006801:Humans; D006948:Hyperkinesis / Q000523:psychology; D007804:Language Development; D008297:Male; D009043:Motor Activity; D010468:Perceptual Disorders / Q000523:psychology; D011340:Problem Solving