Sentences with phrase «affective development»

Attachment theory and research has established for itself a central place in the study of human social and affective development.

, Affective development in infancy (pp. 95 - 124).

Consultation with school administrators and teachers on affective development issues as they may relate to the education of gifted students.

Effects of computer assisted mathematics instruction on disadvantaged pupils» cognitive and affective development.

Learning to Care: Classroom Activities for Social and Affective Development.

At Bank Street College, teacher educator and director of research Barbara Biber extolled the virtues of a program that applied «the concept of the unified nature of cognitive and affective development... on the teacher - training level» and was based on «a process of integrating new knowledge with an old self.»

Not exact matches

Where Callahan focuses on «potential for development,» others speak of capacity for «cognitive - affective» behavior.

The development of affective responsiveness in infant monkeys.

Immordino - Yang is an affective neuroscientist and human development psychologist who studies the development of social emotion and self - awareness across cultures, connections to social resilience and morality, and implications for education.

A former public junior high school science teacher, she earned her doctorate in Human Development and Psychology at Harvard University in 2005 and completed her postdoctoral training in affective neuroscience in 2008.

Statistically significant hazard ratios for specific groups of psychiatric disorders were found for schizophrenia and psychoses (1.27, 1.16 - 1.38), affective disorders (1.32, 1.25 - 1.39), anxiety and other neurotic disorders (1.37, 1.32 - 1.42), mental and behavioural syndromes including eating disorders (1.13, 1.04 - 1.24), mental retardation (1.28, 1.17 - 1.40), mental development disorders including autism spectrum disorders (1.22, 1.16 - 1.28), and behavioural and emotional disorders including attention deficit hyperactivity disorder (ADHD)(1.40, 1.34 - 1.46), when compared with rates in naturally conceived children.

Daniel S. Pine, National Institute of Mental Health, Section on Development and Affective Neuroscience

This makes honey especially important as there is widespread development of antibiotic - resistant bacteria and honey is consistently affective against these strains in trials.

Engaging learners is more difficult when Learning and Development creates «just - in - case» or «pushed» content and provides affective context, as opposed to the simplistic «pulled» content or affective context that learners bring when they seek data as needed.

Thus, I nudge students to optimize those areas that afford development of their potential in the cognitive and affective domains.

An assistant professor of education at the Rossier School, Immordino - Yang is an affective neuroscientist and human development psychologist who studies the neural, psychophysiological and psychological bases of social emotion, self - awareness and culture and their implications for development and schools.

Admittedly, the critical pedagogues have squarely confronted two of the most enduring issues surrounding the work of education: 1) To what extent should the mission of public schools be focused on character development, societal reform, and other such affective goals, as opposed to cognitive development and academic preparation?

The doctoral program in Language & Literacy Education offers candidates the opportunity to develop specialized knowledge in either language or literacy acquisition and development grounded in an understanding of cognitive, linguistic, cultural, social, economic, and affective factors as they relate to language and literacy learning.

Planned, sequential PK - 12 physical education provides psychomotor, cognitive and affective content and learning experiences that promote optimum personal development.

(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.

Our graduates are prepared to meet the holistic needs of diverse bodies of students, attending to their cognitive, affective, spiritual, and physical development with a balanced approach that promotes universal and optimal academic achievement and student health and well - being.

The doctoral program in Language and Literacy Education offers candidates the opportunity to develop specialized knowledge in either language or literacy acquisition and development grounded in an understanding of cognitive, linguistic, cultural, social, economic, and affective factors as they relate to language and literacy learning.

SEL programs cultivate the development of five interrelated sets of cognitive, affective, and behavioral competencies: self - awareness, self - management, social awareness, relationship skills, and responsible decision - making.

Incorporate objectives for affective and personal development.

We will also highlight one framework for structuring afterschool programming that will successfully help children cultivate strong social and behavioral skills, which we are defining as «the cognitive, affective, and behavioral competencies necessary for a young person to be successful in school, work, and life» («Supporting Social and Emotional Development Through Quality Afterschool Programs» 2).

The company's biopharmaceutical research and development efforts in the affective (psychiatric) disorders, Alzheimer's / dementia, cardiovascular, diabetes, hepatitis, HIV / Acquired Immunodeficiency Syndrome (AIDS), oncology, immunologic disorders and fibrotic disease areas.

«This period is especially important for the development of a stable emotional temperament and affective tone.

Relocating to San Antonio in 2000, Dallas took time off from business activities to spend with his young son and to self - study in the growing convergence of the cognitive, behavioral, affective, social, relational, and neural sciences and the practical application of those sciences in the field of individual, group, and organizational development.

There is a still - prevalent trend in painting to discuss abstract and minimalist composition as accomplished through a series of logical moves — the development of formulas and blueprints more associated with «design» than any kind of affective reaction.

Observe and council with Restaurants to development affective daily structure and producers

This year the central topic of the summer school, organized by the Swiss Center for Affective Sciences, is «The development of emotions».

The school participants will be able to reflect upon the different theories concerning the development of emotion, and to investigate related themes like emotion regulation, affective social learning, the role of imagination, play and humor in our affective education, the development of social and moral emotions, the role of emotional learning in the shaping of our evaluative outlook, and psychopathologies of emotion development.

In humans, both the HPA system and the autonomic nervous system show developmental changes in infancy, with the HPA axis becoming organized between 2 and 6 months of age and the autonomic nervous system demonstrating relative stability by 6 to 12 months of age.63 The HPA axis in particular has been shown to be highly responsive to child - caregiver interactions, with sensitive caregiving programming the HPA axis to become an effective physiological regulator of stress and insensitive caregiving promoting hyperreactive or hyporeactive HPA systems.17 Several animal models as well as human studies also support the connection between caregiver experiences in early postnatal life and alterations of autonomic nervous system balance.63 - 65 Furthermore, children who have a history of sensitive caregiving are more likely to demonstrate optimal affective and behavioral strategies for coping with stress.66, 67 Therefore, children with histories of supportive, sensitive caregiving in early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthma.

The Preschool PATHS Program draws on the A-B-C-D (Affective - Behavioural - Cognitive - Dynamic) model of development, which places importance on the developmental integration of affect, behaviours and cognitive understanding as they relate to social and emotional competence.

Development of a multi-factorial approach to treat mood (affective) disorders in the primary care setting.

The chapters in the second part of the book on Developmental Affective Neuroscience and Developmental Neuropsychiatry address the science that underlies regulation theory's clinical models of development and psychopathogenesis.

Stress regulation in children is important for understanding the development and prevention of psychiatric disorders.1 Environmental factors that operate at key points in development may shape affective and behavioral regulation and hypothalamic - pituitary - adrenal (HPA) axis function in children, much as environmental factors have been shown to shape HPA regulation in rodents and nonhuman primates.2 Early experiences in rodents exert lifelong organizing effects on stress responsivity.

Attentional orienting skills, in particular, have been identified as a critical component of the regulatory process, since orienting has the direct effect of amplifying, at a neural level, the stimuli toward which attention is directed, changing the affective experience of the individual.17 Thus, orienting skills assist in the management of both negative and positive emotions, and consequently in the development of adaptive control of emotion and behaviour.

As with development in other domains, mastery of early skills related to emotional development, such as affective regulation, impacts a child's ability to navigate future developmental challenges.

The subjective, heterogeneous nature of CFS makes it likely that a complex interaction of physiological, cognitive, behavioural, affective, and social factors are responsible for both its development and maintenance.

He further suggests that as insecure attachments produce deficits in affective functioning — precisely empathetic functioning and modulation of unpleasant emotional states — they create an ideal risk factor for the development of CD / ODD [49].

The Healing Power of Emotion: Affective Neuroscience, Development & Clinical Practice By Diana Fosha, Daniel J. Siegel & Marion Solomon (2009).

, The healing power of emotion: Affective Neuroscience, Development, Clinical Practice (pp. 172 - 203).

, The healing power of emotion: Affective neuroscience, development, clinical practice (pp. 172 - 203).

The PATHS ® curriculum is based on the ABCD (Affective — Behavioral — Cognitive — Dynamic) model of development, which places primary importance on the developmental integration of affect, behavior, and cognitive understanding as they relate to social and emotional competence.

We further hypothesized that youth more advanced in pubertal development would show increased neural response to peer rejection and acceptance (above and beyond the effects of age) in regions involved in social and affective processing.

Jennifer S. Silk, Greg J. Siegle, Kyung Hwa Lee, Eric E. Nelson, Laura R. Stroud, Ronald E. Dahl; Increased neural response to peer rejection associated with adolescent depression and pubertal development, Social Cognitive and Affective Neuroscience, Volume 9, Issue 11, 1 November 2014, Pages 1798 — 1807, https://doi.org/10.1093/scan/nst175

Speaks to how traumas have the potential to disrupt the development of both affective and behavioral regulation skills as well as attachment to others

The primary aim is to improve affective self - regulation through development of mindful attention and decentering from thoughts and emotions.

Thus, the combination of a predisposition towards low emotionality and a style of parenting that is disregarding of emotion, would seem to be particularly conducive to the development of an interpersonal - affective style that is less focused on other people's feelings and lacking in moral emotions, such as guilt.