Not exact matches
Breastfed children had higher mean scores on tests of
cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated
as performing better in reading and mathematics by their class teachers; had higher levels of
achievement in school - leaving examinations; and less often left school without educational qualifications.
while clinging to his truck in a playgroup, it's not so much a selfish refusal to share
as it is a
cognitive achievement.
Fathers» involvement in parenting is associated with positive
cognitive, developmental, and socio - behavioural child outcomes such
as improved weight gain in preterm infants, improved breastfeeding rates, higher receptive language skills, and higher academic
achievement [33].
Importantly, other types of stress — including interpersonal stress that is not dependent on the teen (such
as a death in the family) and
achievement - related stress — were not associated with later levels of rumination or negative
cognitive style.
«Aside from the conceptual contribution, we essentially made mice cognitively accessible — and this helped overcome a major bottleneck in using mice
as cognitive models in neuroscience,» says Halassa, modestly treating a singular
achievement as a methodological tangent.
As explained in Critical Evidence: How the Arts Benefit Student
Achievement, arts instruction can develop
cognitive and social skills, increase motivation, and help form a positive school environment when integrated into the classroom curriculum.
Even so, variation in our summary measure of fluid
cognitive ability can explain
as much
as 16 percent of the total variation in reading
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).
From January to April, when delivering professional development to help close
achievement gaps, in recent years we have focused on strategies such
as studying and test taking skills, fluency, vocabulary development, writing and rewriting, and even for some students meta -
cognitive strategies to help them understand their own learning process.
If,
as research indicates and many teachers suspect, student
achievement is more highly correlated with student interests than with
cognitive ability, then we should make curriculum design based on human interests a primary focus for professional development during the next decade.
International Journal of Educational research, 31 (6), 445 — 457], the effects of self - regulated learning on academic
achievement, on
cognitive and metacognitive strategy application,
as well
as on motivation were analyzed.
The success of young people depends not just on their academic
achievement but on their
cognitive, social, emotional, physical, and ethical growth,
as well
as their civic participation.
But a teacher's
cognitive skills and literacy skills,
as measured by the SAT or other national exams, have been found to positively impact student
achievement.
The simple fact that drawing real objects is a
cognitive achievement is being forgotten today,
as modernism becomes our orthodoxy.
«I'm not talking about just supporting academic
achievement but looking at their well - being —
cognitive, social, emotional, physical and
as much
as you can do that in the elementary and secondary, it also opens opportunities for them in post-secondary.»
Psychological Evaluations use advanced interviewing techniques
as well
as a personalized battery of tests to answer questions about your
cognitive functioning, academic
achievement, social - emotional health, attention and concentration, and development in order to plan for treatment or make decisions that best fit with your strengths and weaknesses.
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.
In Denver, low - resource families who received home visiting showed modest benefits in children's language and
cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced
cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and
achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's
cognitive abilities, though the change was for the program
as a whole and not specific to home - visited families.106 Similarly, IHDP identified large
cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107
An estimated 1,560 children died because of maltreatment, with the highest rates of victimization in the first year of life — 20.6 per 1,000 children.1 Research demonstrates that outcomes for children who survive child maltreatment (defined
as neglect, abuse, or a combination of the two) are poor, with performance below national norms in a range of outcomes areas, including psychosocial and
cognitive well - being and academic
achievement.2, 3,4 The costs to society overall of these children not reaching their full potential and the lower than expected productivity of adult survivors of abuse are estimated at
as much
as $ 50 - 90 billion per year in the U.S. 5,6 These findings underscore the need for strategies to prevent child maltreatment in order to improve outcomes for children, families and communities.
Creative mate preferences
as a function of
cognitive ability, personality, and creative
achievement.
As research across neuroscience, developmental psychology, and economics demonstrates, early social - emotional, physical, and cognitive skills beget later skill acquisition, setting the groundwork for success in school and the workplace.15 However, an analysis of nationally representative data shows that 65 percent of child care centers do not serve children age 1 or younger and that 44 percent do not serve children under age 3 at all.16 Consequently, child care centers only have the capacity to serve 10 percent of all children under age 1 and 25 percent of all children under age 3.17 High - quality child care during this critical period can support children's physical, cognitive, and social - emotional development.18 Attending a high - quality early childhood program such as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and development.
As research across neuroscience, developmental psychology, and economics demonstrates, early social - emotional, physical, and
cognitive skills beget later skill acquisition, setting the groundwork for success in school and the workplace.15 However, an analysis of nationally representative data shows that 65 percent of child care centers do not serve children age 1 or younger and that 44 percent do not serve children under age 3 at all.16 Consequently, child care centers only have the capacity to serve 10 percent of all children under age 1 and 25 percent of all children under age 3.17 High - quality child care during this critical period can support children's physical,
cognitive, and social - emotional development.18 Attending a high - quality early childhood program such
as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and development.
as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in
achievement and development.19
Psychological and Neuropsychological testing, including
cognitive,
achievement, personality, and projective measures
as well
as diagnosis and recommendations
Source: U.S. Department of Health and Human Services Father involvement has a unique impact on children's outcomes, including
cognitive development,
achievement, math and reading scores,
as well
as behavior.
Psychological testing, including
cognitive,
achievement, personality, and projective measures
as well
as diagnosis and recommendations
The unfortunate outcome of the focus on the research of these individuals is that policymakers and practitioners are being given further reason to view
achievement gaps
as the
cognitive problems of individuals rather than the result of failures in the structures of our schools and societal policies.
The current study extended past research by examining the effects of two theoretically and empirically supported
cognitive vulnerabilities to depression (negative
cognitive style and rumination)
as predictors of dependent interpersonal and
achievement events, independent events, and relational peer victimization.
Internalizing behavior problems and scholastic
achievement in children:
Cognitive and behavioral pathways
as mediators of outcome
Also, while both the
cognitive advantage and family support explained impacts on early child outcomes, such
as school
achievement, family support explained more of the effects on juvenile delinquency and about equally explained the effects on school completion.
Postnatal depression, particularly in disadvantaged communities, has been shown to be associated with impairments in the child's growth, 36 and his / her social, emotional, and
cognitive development.37 By school age, children of women who suffer postnatal depression are at risk for showing externalising and internalising behavioural problems, and they have lower social skills and academic
achievement.38 A key way in which maternal depression affects children's development is by disrupting the mother - infant relationship
as well
as routine parenting functions, 37 and two studies have shown that HIV infection is associated with similar disturbances in mother - child interactions.13, 39 Currently, no studies in the HIV literature have examined maternal psychosocial functioning in relation to mother - child interactions or child development.
Alongside parents»
cognitive support, global measures of the affective quality (e.g., warmth, positivity, responsiveness) of parent - child interactions appear positively related to: (i) preschool children's early academic skills (
as measured by tests of language ability and parent - rated school - readiness)(Leerkes et al., 2011); (ii) literacy, mathematics and teacher - rated academic competence in middle childhood (e.g., NICHD Early Child Care Research Network, 2008); and (iii) academic
achievement in adolescence (Jimerson et al., 2000).
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.
Maternal educational
achievement has also been shown to have positive effects on child development outcomes, such
as cognitive development and future performance in school.
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).