Sentences with phrase «executive function refers»

Executive function refers to a set of psychological processes governing emotional regulation, organization, and planning.

Executive function refers to the self - regulatory skills children need to manage attention, thought, emotion, and behavior in order to pursue goals.

Executive function refers to a set of mental skills that essentially help you get things done — including focus and attention, self - control and flexible thinking.

Executive functions refer to systems in the brain that increasingly come to control information processing and behaviour in the course of development.1, 4 Commonly, three basic executive functions are distinguished: working memory (also called updating), inhibitory control and flexibility (also called shifting), but there is a debate whether these functions are already distinguishable in young children.5 Working memory refers to the ability to hold a limited amount of information temporarily active for processing and updating.

Not exact matches

Public Power Corporation chief executive Manolis Panagiotakis referred on Thursday to the prospect of a considerable reduction in the utility's operating costs as well as extensive changes in its organization and function after the completion of its new business plan currently being drafted by consultant McKinsey & Company.

My therapist refers to this as «executive functioning».

According to a new study, women experiencing difficulty with time management, attention, organization, memory, and problem solving — often referred to as executive functions — related to menopause may find improvement with a drug already being used to treat attention deficit hyperactivity disorder (ADHD).

The researchers specifically looked at executive functioning, which refers to a range of cognitive processes that are essential for cognitive, social and psychological functioning.

The emergence of a new field in oncology addressing cognitive deficits in cancer patients is justified by the existence of deficits in memory, concentration and attention, as well as executive functions before, during and after treatments, symptoms often referring to the «chemofog» or «cancerfog».

(«Executive Functions» refers to functions that are involved in the management of cognitive processes i.e. planning and problem solving skills) While aerobic exercise was found to be more beneficial, brain function was also seen in strength Functions» refers to functions that are involved in the management of cognitive processes i.e. planning and problem solving skills) While aerobic exercise was found to be more beneficial, brain function was also seen in strength functions that are involved in the management of cognitive processes i.e. planning and problem solving skills) While aerobic exercise was found to be more beneficial, brain function was also seen in strength training.

Working memory is part of our executive function and if often referred to as our «mental workspace» where information is stored and used for a short time i.e. a few seconds.

The second category, self - management, refers to observable manifestations of what has been referred to as executive functions or self - regulation, i.e., the student's ability to take control over what would otherwise be automatic reactions by planning, focusing attention, reframing experiences, and using mental tools.

Introduce students to the concept of executive functions, put it to work, referring frequently to these learning tools in positive, productive classroom interactions.

In the 1970s and»80s, British psychologist Alan Baddeley and colleagues developed a model of working memory that brings together how the brain accepts sensory input, processes both visual - spatial and verbal data, and accesses long - term memory; and how all of that input is processed by a function they referred to as central executive.

Evaluations may also include tests of other cognitive functions, such as memory, language, executive functions (which refer to the ability to plan, organize, and carry out one's tasks), attention, and other functions.

Teachers identify problems with paying attention, managing emotions, completing tasks, and communicating wants and needs verbally as major determinants of whether a child is ready to succeed in the school setting... Scientists who study executive function skills refer to them as the biological foundation for school readiness.

Together, the two co-chairs and the bureau members function as an executive committee, while the team of scientists drafting individual chapters of each working group's assessment is sometimes referred to as the scientific core.

The judicial tribunals on which this book focuses are the same executive branch organizations that, as noted above, were called «judicial tribunals» in the McRuer Report; the same organizations that, in 1990, Ed Ratushny's Report on the Independence of Federal Administrative Tribunals and Agencies described as «tribunals which are adjudicative» and for which it recommended the label «tribunal» be exclusively reserved; and the same organizations that in 1991 the late Chief Justice of Canada Antonio Lamer, in a keynote speech to the conference of the Council of Canadian Administrative Tribunals, referred to as bodies that are «created to operate essentially as adjudicators... in a manner that is similar to the function of the judiciary... [and] expected to dispense justice in the same sense as the courts of law.»

These skills, sometimes referred to as «executive functioning,» are thought to provide the underpinnings for skills such as self - discipline and the ability to shift concentration between tasks.

Depending on the research tradition, learning related skills are referred to either as executive functions, self - regulation ability, or metacognitive and meta - emotional skills, but these different concepts are clearly related.

A large percentage of children referred for therapy (about 50 % in my practice) have executive functioning deficits.

From a socio - cultural viewpoint, cognitively responsive behaviours (e.g. maintaining versus redirecting interests, rich verbal input) are thought to facilitate higher levels of learning because they provide a structure or scaffold for the young child's immature skills, such as developing attentional and cognitive capacities.9 Responsive behaviours in this framework promote joint engagement and reciprocity in the parent - child interaction and help a child learn to assume a more active and ultimately independent role in the learning process.10 Responsive support for the child to become actively engaged in solving problems is often referred to as parental scaffolding, and is also thought to be key for facilitating children's development of self - regulation and executive function skills, behaviours that allow the child to ultimately assume responsibility for their well - being.11, 12