Sentences with phrase «assess cognitive performance»

The authors used a telephone - based tool to assess cognitive performance.

Using neuropsychological testing to assess cognitive performance, the researchers found a relationship between the amount of white matter injury and changes in reaction time and the ability to switch between mental tasks.

Not exact matches

Over the period from 8 to 18 years, sample members were assessed on a range of measures of cognitive and academic outcomes including measures of child intelligence quotient; teacher ratings of school performance; standardized tests of reading comprehension, mathematics, and scholastic ability; pass rates in school leaving examinations; and leaving school without qualifications.

Cognitive performance and other clinical measures, including the United Parkinson Disease Rating Scale (UPDRS), Mini-Mental State Exam (MMSE), and Hoehn and Yahr scales, were assessed at the beginning of the study and subsequently every 6 months, with an average follow - up time of 1.8 years and maximum of 8 years.

Your call for caution in the use of functional magnetic resonance imaging (fMRI) as a research tool for assessing and explaining brain function was timely (19 October, p 32), particularly as it is widely used to pinpoint male - female differences in cognitive abilities and performance.

The ONTRAC trial assessed ADHD symptom severity using a parent rating scale, and measured cognitive performance on tests of attention, response inhibition and working memory.

What makes this study unique is that it's the first to incorporate a «train for transfer» approach — essentially a training intervention designed to have participants practice performing real - world prospective memory tasks in simulated everyday settings and assess whether the cognitive gains transfer to successful performance at home.

Results show that in comparison to women who experienced menopause after the age of 50, those with a premature menopause had a more than 40 % increased risk of poor performance on tasks assessing verbal fluency and visual memory and was associated with a 35 % increased risk of decline in psychomotor speed (coordination between the brain and the muscles that brings about movement) and overall cognitive function over 7 years.

This indicates that BICAMS may be useful for predicting performance on everyday activities, as well as for assessing cognitive abilities.

Other confounding factors including demographic data, cognitive status, vitality, mood, physical performance, and use of medication (cholinesterase inhibitors, calcium channel blockers [CCBs], diuretics, alpha blockers and anticholinergic drugs) were assessed.

Cognitive performance, mood, and symptoms of dehydration were assessed during each experiment, 3 times at rest and during each of 3 exercise sessions.

Cognitive performance was assessed using serial Mini-Mental-State-Examinations (MMSE) up to nine times a year.

To gain a better understanding of these difficulties, the Suárez - Orozcos conducted a study looking at three different levels of engagement including behavioral, cognitive, and relational to assess changes in immigrant children's performance over five years.

School psychologist — A person licensed by the Board of Psychology to practice school psychology with demonstrated competencies in assessing students» cognitive abilities, academic performance, interpersonal emotional / social functioning and sensory - motor functioning, as well as the understanding of the knowledge, skills, and processes for direct and indirect interventions.

Ok - I wrote a response but before posting it thought I might try cheating first, by asking you a question: Is there any evidence on any association between age and performance on the assessments you use to assess cognitive profile (assessments of the sort you use as tools to determine a causal role for cognitive profile in increasing polarization)?

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

Method: Participants completed three measures: the Adolescent Personal Style Inventory was used to measure the Big Five personality factors: Agreeableness, Conscientiousness, Emotional Stability, Extraversion, and Openness; the Performance Anxiety... Questionnaire — used to assess somatic and cognitive symptoms of performance anxiety; and the Marching Arts Satisfaction — used to assess for the physical, social, and contextual environments of drum and bPerformance Anxiety... Questionnaire — used to assess somatic and cognitive symptoms of performance anxiety; and the Marching Arts Satisfaction — used to assess for the physical, social, and contextual environments of drum and bperformance anxiety; and the Marching Arts Satisfaction — used to assess for the physical, social, and contextual environments of drum and bugle corps.

Questionnaire — used to assess somatic and cognitive symptoms of performance anxiety; and the Marching Arts Satisfaction — used to assess for the physical, social, and contextual environments of drum and bugle corps.

Precochlear implant patients» cognitive functioning was assessed via the Mullen Scales of Early Learning or the Leiter International Performance Scale - Revised, depending on the child's age at the time of testing.