Sentences with phrase «between cognitive achievement»

Extensive research on the relationship between cognitive achievement (IQ scores, grades in school) and breastfeeding has shown the greatest gains for those children breastfed the longest.

Not exact matches

In his first book, about the antipoverty work of the Harlem Children's Zone, Tough stressed the importance of early cognitive development in bridging the achievement gap between poor and more affluent students.

To address the issues above, this paper reports on the results of an 18 - year longitudinal study of the relationships between infant feeding practices and later cognitive ability and academic achievement in a birth cohort of > 1000 New Zealand children studied from birth to age 18 years.

The pervasive associations found between breastfeeding and measures of cognitive ability and academic achievement were, in part, explained by the fact that the outcomes described in Table 1 were all significantly correlated.

There was no evidence to suggest that the associations between breastfeeding and academic achievement or cognitive ability could be explained further by the inclusion of such confounding factors into the models.

Given the correlations between cognitive ability and academic achievement throughout childhood and into young adulthood, it is evident that if breastfeeding is associated with one of these outcomes, it is likely to be associated with others.

Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success After Adjustment for Covariates

Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success

Change in physical achievement between ages 15 y and 18 y predicted cognitive performance at age 18 y. Moreover, cardiovascular fitness during early adulthood predicted socioeconomic status and educational attainment later in life.

They show that the schools that are most effective in raising student test scores do so in spite of the strength of the underlying relationship between math achievement and fluid cognitive skills.

A new study from Harvard Graduate School of Education's Project Zero found demonstrable links between experiences with music and drama and increases in certain cognitive skills, but also showed no connection in many areas between arts education and students» academic achievement.

Today, many believe that the continuing difference between the earnings of black and white workers is due in good part to differences in their educational achievement, as measured by tests of cognitive ability.

This included: attendance levels (studies show a positive relationship between participation in sports and school attendance); behaviour (research concludes that even a little organised physical activity, either inside or outside the classroom, has a positive effect on classroom behaviour, especially amongst the most disruptive pupils); cognitive function (several studies report a positive relationship between physical activity and cognition, concentration, attention span and perceptual skills); mental health (studies indicate positive impacts of physical activity on mood, well - being, anxiety and depression, as well as on children's self - esteem and confidence); and attainment (a number of well - controlled studies conclude that academic achievement is maintained or enhanced by increased physical activity).

A majority of studies also found a strong positive relationship between class - time opportunities for physical activity and indicators of cognitive skills, and academic behavior / achievement.

They also review evidence that shows a positive correlation between students» levels of physical fitness and their academic achievement and evidence indicating that regular breaks for physical activity improve cognitive functioning.

Current federal special education law, IDEA, states that the use of severe discrepancy (the difference between cognitive or IQ scores and educational achievement scores) must not be required for identification of SLD including dyslexia.

Recent theoretical work suggests that bullying might arise out of early cognitive deficits — including language problems, imperfect causal understanding, and poor inhibitory control — that lead to decreased competence with peers, which over time develops into bullying.14, 15 A small number of studies provide circumstantial evidence that such a hypothesis might have merit7: 1 study found a link between poor early cognitive stimulation and (broadly defined) inappropriate school behavior, 16 and another found cognitive stimulation at age 3 years to be protective against symptoms of attention - deficit disorder at age 7 years.17 A study of Greek children found that academic self - efficacy and deficits in social cognition were related to bullying behavior.18 A large US national survey found that those who perceive themselves as having average or below - average academic achievement (as opposed to very good achievement) are 50 % to 80 % more likely to be bullies.8 Yet these studies are based on cross-sectional surveys, with the variables all measured at a single point in time.

Many studies show that cognitive gains for children who attended high - quality preschool last into early elementary school and adolescence, while others have identified a convergence of achievement scores between children who attended high - quality pre-K and those who did not by third grade.

Low - income children too often begin school without the basic behavioral, emotional, and cognitive skills that they need to thrive academically — putting them at an immediate disadvantage and contributing to the large gap that develops in school achievement between low - income children and their more affluent peers.

The most recent follow - up study reported associations between duration of breastfeeding and childhood cognitive ability and academic achievement extending from 8 to 18 years in a New Zealand cohort of 1000 children.19 This study found that these effects were significant after controlling for measures of social and family history, including maternal age, education, SES, marital status, smoking during pregnancy, family living conditions, and family income, and measures of perinatal factors, including gender, birth weight, child's estimated gestational age, and birth order in the family.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.

We analyzed all children born in Sweden between 1983 and 2009 to investigate the effect of SDP on multiple indicators of adverse outcomes in three areas: pregnancy outcomes (birth weight, preterm birth and being born small for gestational age), long - term cognitive abilities (low academic achievement and general cognitive ability) and externalizing behaviors (criminal conviction, violent criminal conviction and drug misuse).

Examination of the tests of indirect effects revealed that general cognitive ability at Time 2 (as measured by the Matrix Reasoning task) did not mediate the relation between negative parent - child interaction and academic achievement, B = − 0.01, SE = 0.02, Z = − 0.63, p = 0.53, or the link between parental scaffolding and academic achievement, B = − 0.83, SE = 0.73, Z = − 1.13, p = 0.26.

First, children's sustained attention and impulsivity at age 4.5 years partially mediated the relation between parenting quality (as measured by a composite index of physical and social resources in the home, observer ratings of parental sensitivity and cognitive stimulation) at 4.5 years and children's academic achievement (as measured by performance on standardized reading and mathematics tests) at age 6 (NICHD Early Child Care Research Network, 2003).