Sentences with phrase «better spatial learning»
Mice bred to have autismlike symptoms were injected with low doses of antianxiety drugs and showed notable behavioral shifts: improved social interaction, decreased repetitive behaviors and better spatial learning.
https://www.scientificamerican.com/ Not exact matches
«This is a well - established method for measuring spatial learning and memory,» study first author Takeru Shima says.
However, at age 9 months and 12 months, mice on the extra virgin olive oil - enriched diet performed significantly better on tests designed to evaluate working memory, spatial memory, and learning abilities.
«By refining the spatial pattern of mass loss in the world's second largest — and most unstable — ice sheet, and learning how that pattern has evolved, we are steadily increasing our understanding of ice loss processes, which will lead to better - informed projections of sea level rise.»
In a test of spatial learning and memory, the mice with extra klotho performed twice as well.
The idea that the activity of a place cell is predictive and can be modified by learning and the behavior of other animals may make it easier to conceptualize an all - encompassing framework that ties together the hippocampus» role in spatial navigation with its well - established role in learning and memory formation.
According to one study, mice that had been supplemented with maca for five weeks showed far better coordination, spatial learning and memory than those fed a normal diet.
Advanced students — many of whom would do «just fine» in less innovative classrooms — learn to work more efficiently in their best subjects and find confidence and success in areas outside their perceived strengths (e.g., a highly skilled math student can learn how to apply her visual - spatial strengths to expository writing, improving her performance in English class).
Connecting gestures with the mathematical concepts being learned by students creates an opportunity for the information to be retained as well as increases the ability for spatial learning (Abrahamson, McDougall, Ross)(Newcombe 2010).
This research is potentially important for not only better understanding the ways in which children's science learning develops but also the generative role that local places and digital spatial tools can play in children's learning.
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /
Both hippocampal synaptic density and LTP as well as contextual fear conditioning and spatial learning vary as a function of maternal care in the rat [10], [15].
Acquiring spatial reasoning skills in early childhood is considered one of the best predictors of future potential STEM learning, but how can educators support children to develop these skills?