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The quality of the family context was assessed when children were approximately 2 years old (mean age = 26.2 months) in home visits, during which data were gathered on the quality of stimulation of both cognitive and socioemotional development and the physical and social context.
Using this approach, we preserved the same quality of stimulation for visible and invisible sessions.
Its use enables more precise recording of patient results and increased quality of stimulation.
The quality of stimulation at home was measured by a modified version of the Infant/Toddler HOME inventory [ 27, 28].
Moreover, the belt as an interactive product showed a constant and very high hedonic quality of stimulation (HQS) and consequently supported striving for personal development as defined by Hassenzahl et al. (2003) on the basis of the AtracDiff2.
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The difference might reflect the difference in the strength and quality of stimulations to the brain region.
Some considered the quality and quantity of stimulation of the child to be crucial confounders but did not consider maternal or paternal intelligence and other important factors.
Additionally, the Home Observation for Measurement of the Environment (HOME) [ 45], which assesses the quality and quantity of stimulation given to a children in the home environment, was administered at the clinics during the 16-month follow-up visit.
Several factors affect motor development among children, such as a child's characteristics (e.g. gender, age, ethnicity and somatic conditions), child-rearing practices, parental/social expectations and the quality and quantity of stimulation provided in home [ 46].
To assess the quality and quantity of stimulation given to children in the home environment, each psychologist also administered the Home Observation for Measurement of the Environment (HOME) instrument (Bradley and Caldwell 1984) at the clinics during the 16-month follow-up visit.
The Home Observation for the Measurement of the Environment inventory (HOME inventory) scale (Caldwell and Bradley 2003) score at the child's first birthday was 31, which suggested a low quality and quantity of stimulation and support available in the home environment (Table 2).
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