Sentences with phrase «as attentional»

Temperament traits are constitutionally - based individual differences in emotional reactivity (speed and intensity of surgency and negative affectivity) and self - regulation of emotion, which includes strategies that modulate reactivity, such as attentional control and the inhibition of dominant responses (Rothbart et al., 2006).

In the classroom, children's trauma symptoms may be understood as attentional deficits, learning disabilities, or behavioural or conduct problems (Downey, 2007).

As the attentional levels get more complex, we can consider how it might be possible to support memory and attention to make the work less difficult.

Social scientists refer to this gradual loss of interest in a topic as attentional decay.

They took advantage of a phenomenon known as attentional blink in which people who attend to two familiar images in quick succession will often fail to notice the second.

However, we have also noted the importance of individual characteristics, such as attentional impulsiveness — i.e. the tendency to take sudden decisions — and of characteristics related to the disease, such as its duration and the reduction in the pharmacological load.»

Not exact matches

Your brain does not form memories as a video recorder would just record scenes; they are affected by attentional processes and are consolidated and reconsolidated over time.

Understanding Child Study as a Case for Professional Learning Communities — Marisha Plotnik Does Our Educational System Contribute to Attentional and Learning Difficulties in Our Children?

I usually start with sleep, as chronic sleep deprivation is inextricably linked with emotional and attentional dysregulation.

Gagne and UTA graduate student Catherine Spann recently published their research as «The Shared Etiology of Attentional Control and Anxiety: An Adolescent Twin Study» in the Journal of Research on Adolescence.

Traumatic brain injury can lead to attentional and memory deficits as well as increased anger, impulsivity and irritability — which make for a poor match with the corrections world.

«Participants» memory and attentional resources were diminished as their attention was increasingly allocated to the taboo word,» Christianson said.

«Not only are there applications for healthy people to better realize their potential, but EEG - neurofeedback work has been extended to pathology, as in the case of children with attentional disabilities and [transcranial magnetic stimulation] for depression,» notes psychologist John Gruzelier of Goldsmiths College in London, who has been working on training musicians to control their own brain waves, thereby improving performance.

In other words, it is as if we have a sense of how much attentional resources we have «left over» and [then we] allocate these resources to working out some problem or anticipating what we have to do in the near future.»

It is intended for children with attentional difficulties or patients recovering from brain injuries such as concussions.

This disorder has occurred following trauma, such as during advanced stages of typhoid and multiple sclerosis, and has been linked with brain regions such as the parietal cortex and the prefrontal cortex — «the parietal cortex is typically involved in attentional processes, and the prefrontal cortex is involved in delusions observed in psychiatric conditions such as schizophrenia,» Mobbs explains.

Moreover, increasing numbers of individuals with few or no attentional problems — such as college students trying to stay awake and alert to study — are using stimulants, according to ongoing studies.

Social network proximity was also associated with neural response similarity within areas involved in attentional allocation, such as the right superior parietal cortex30, 31, and regions in the inferior parietal lobe, such as the bilateral supramarginal gyri and left inferior parietal cortex (which includes the angular gyrus in the parcellation scheme used32), that have been implicated in bottom - up attentional control, discerning others» mental states, processing language and the narrative content of stories, and sense - making more generally33, 34,35.

We found that typical attentional effects are revealed as a slow trend in behavioral time courses.

In a series of studies, we employed time - resolved behavioral measurements to access how attentional behavioral performances (e.g., reaction time, percent correct) change as a function of time.

Low vagal tone is associated with poor emotional and attentional regulation, inflammation, depression, and is even used as a measurement for a person's sensitivity to stress.

As you improve your attentional capacities, you may notice that your emotional tolerance for negative experiences and memories expands.

My 14 year old daughter and I worked very closely with Angela for almost 3 months now, to help heal an intestinal imbalance which was causing severe mood and attentional issues as well as an uncontrolled craving for carbs and weight gain.

Something as simple as going to the park every weekend or walking the dog on a nightly basis can restore «attentional functioning» and create a sense of belonging and identity among family members.

There are still some professionals who doubt that ADHD is a «real» disorder, and cite poor parenting practices, for example, as an alternate explanation for the attentional and behavioral problems of ADHD children.

Fourthly, features of attentional difficulties were identified as major risk markers and should be monitored routinely.

«I welcome people with a wide range of life issues, including depression, anxiety, relationship difficulties and general stress, as well as children and adolescents with behavioral, emotional and attentional problems.

Attentional avoidant biases as mediators in the association between experiential avoidance and blood pressure in dementia family caregivers

As neuroscientists focus on the nature of attention, they commonly describe different but related attentional subsystems in the brain.

Maternal minimizing / punitive responses were associated with maternal perceptions of children's low attentional control and high negative affect, as well as children's tendencies to escape rather than vent emotion when angered.

Significant advances have been made in assessment methods and age - appropriate diagnostic criteria for emotional disorders in young children.29 - 31 Differentiation between symptoms of individual anxiety disorders (e.g., separation anxiety, generalized anxiety) has been found as early as two years of age.6 One novel assessment tool for children aged 3 - 5, the Preschool Anxiety Scale — Revised, captures these various dimensions of anxiety symptoms.32 In addition, attentional bias to threat has been identified as a possible candidate for assessment of risk for anxiety disorders.33

Attentional deployment includes strategies such as distraction, i.e., focusing attention on the non-emotional aspects of a situation, and concentration, i.e., choosing activities to draw attention away from the triggers.

In this study, we manipulated partner attentional focus as a situational feature that might interact with AAS to shape the effects of partner presence on pain ratings and associated neural processing.

Evidence from behavioural genetics indicates that the S allele of the serotonin transporter gene (5 - HTTLPR) is associated with increased negative emotion, including heightened anxiety (Sen et al. 2004; Munafò et al. 2005), harm avoidance (Munafò et al. 2005), fear conditioning (Lonsdorf et al. 2009), attentional bias to negative information as well as increased risk for depression in the presence of environmental risk factors (Caspi et al. 2003; Taylor et al. 2006; Uher & McGuffin 2008; see also Munafò et al. 2009).

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.

Self - regulatory skills (such as handling frustration and disappointment and controlling impulses) and teacher preferred behaviors (such as following multi-step directions, listening skills and attentional focus, sitting appropriately, raising a hand before talking, making appropriate transitions between activities, and using materials appropriately)

As the partner struggling with the attentional issue, you may find yourself feeling guilty and reactive.

Results indicated significant interaction effects between ODD - related problems and CU, as well as between CU and anxiety, in predicting attentional orientation patterns for angry, fearful and happy faces.

Less sensitivity to others» distress as indexed by attentional avoidance of fearful faces has been suggested to facilitate a lack of inhibition of aggressive behaviors.

Results showed that, as compared to typically developing children and children with low levels of CU traits, children with conduct problems and high levels of CU traits displayed reduced attentional capture by irrelevant emotional faces.

Our second objective was to analyze whether fine - grained dimensions of reactivity (fear, anger, discomfort, sadness, activity level, approach, high intensity pleasure, impulsivity) and self - regulation (attentional shifting, attentional focusing, inhibitory control), as well as the higher order temperamental factors (negative affectivity, surgency, and effortful control) represent unique correlates of CU traits and ODD - related problems.

However, these previous results also report divergent findings, that range from attentional avoidance (see Hodsoll et al., 2014, who found that boys aged 8 — 16 with clinical levels of conduct problems and high levels of CU showed reduced attentional capture by angry faces) to attentional orientation toward angry faces (see Ezpeleta et al., 2017b, who showed that children with high but non-clinical levels of CU traits and ODD - related problems oriented their attention to angry faces to the same degree as children with low CU traits and low ODD - related problems, during an emotional version of the Go / No - Go task).

However, our findings on angry faces have revealed contradictory results as to whether CU traits and ODD - related problems are associated (or not) with attentional avoidance.

Moreover, as the fusiform gyrus is closely related to attentional bias and detection of emotional information (Amin et al., 2004), the higher one's detection level reaches, the stronger the activation in the fusiform gyrus is likely to be.

As a measuring paradigm for attentional orienting to emotional faces, we used the Dot - probe task adapted from Bradley et al. (1998).

Moreover, a study by Kimonis et al. (2006) used the Dot - probe paradigm (an attentional task that indexes attentional orientation patterns for emotional stimuli) with serious male adolescent offenders, revealing that those who had high levels of both CU traits and anxiety symptoms oriented significantly more their attention toward emotionally distressing pictures, as compared to those with high levels of CU traits but low anxiety, who were not engaged by these stimuli (Kimonis et al., 2012).

First, attentional orientation patterns, as indexed through TL - BS parameters, revealed that the direction of peaks (phasic expression of the trial - level orientation, which can be toward or away from emotional faces — Peak Toward, respectively Peak Away) varied, based on the interactions between individual differences in CU traits and ODD - related problems.

Therefore, given that only these four parameters were significantly associated with CU traits and ODD problems (teacher rate), we further conducted four separate multiple hierarchical regression analyses, one for each of these parameters, in order to examine the contributions of CU traits, anxiety, ODD - related problems and their interactions on attentional processing of emotional faces as indexed by these parameters.

Additionally, based on Rothbart's (2007) model of temperament, we analyzed whether fine - grained dimensions of reactivity (fear, anger, discomfort, sadness, activity level, approach, high intensity pleasure, impulsivity) and self - regulation (attentional shifting, attentional focusing, inhibitory control), as well as the higher order temperamental factors of negative affectivity, surgency and effortful control are associated with CU traits and ODD - related problems.

Attentional bias for valenced stimuli as a function of personality in the dot - probe task.