Sentences with phrase «cognitive achievements in»
If anything the evidence indicates that the great cognitive achievement in human evolution was cortical plasticity, which allows for rapidly adaptive changes to the environment, both across evolutionary time and [across] individual lifetimes.
https://www.scientificamerican.com/ Not exact matches
And it «increasingly appears critical for understanding some of the surprising, ironic, and self - defeating cognitive, emotional, and behavioral findings seen in the achievement realm.»
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 studentIn 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 studentin bridging the achievement gap between poor and more affluent students.
In - born characteristics like intelligence and cognitive skills do play a role in a child's school success; a child must be able to learn in order to achieve academic achievemenIn - born characteristics like intelligence and cognitive skills do play a role in a child's school success; a child must be able to learn in order to achieve academic achievemenin a child's school success; a child must be able to learn in order to achieve academic achievemenin order to achieve academic achievement.
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.
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.
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.
While Duncan and Magnuson indicate that family income has a preponderant causal effect on both children's cognitive and economic development and on their academic achievements, they also suggest that economic improvement will not, in itself, necessarily resolve psychosocial development and behavioural problems.
The design of this study made it possible to examine 1) the extent to which benefits of breastfeeding on cognitive ability and achievement were evident throughout middle childhood, adolescence, and into young adulthood; and 2) the extent to which breastfeeding was related to a range of indices of academic achievement that included performance on standardized tests, teacher ratings of academic achievement, and levels of success in examinations on leaving school.
Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualifications.
When compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive development and behavior, higher IQs and language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.
Goal I: Within the context of each Head Start and Early Head Start family's culture, enrolled children will demonstrate progress in healthy social, emotional, physical, and cognitive development and in the achievement of social competence.
Enrolled children demonstrate significant gains in healthy social, emotional, physical, and cognitive development and the achievement of social competence.
«It is concluded that breastfeeding is associated with small but detectable increases in child cognitive ability and educational achievement.
Physical punishment is associated with a range of mental health problems in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.37
while clinging to his truck in a playgroup, it's not so much a selfish refusal to share as it is a 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.
Over the last 2 decades, there has been an accumulation of evidence suggesting that breastfeeding may lead to small but detectable improvements in childhood cognitive ability or educational achievement.
Sleep disorders often appear at one time with separation from the mother and with achievement of major milestones in cognitive and motor development.
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].
This drive for academic achievement leads to high attainment in international academic assessments but has contributed to the curtailment of nocturnal sleep on school nights to well below the recommended eight to ten hours of sleep, putting students at risk of cognitive and psychological problems.
The first subproject looks at how changes in physical activity and fitness affect cognitive function, academic achievement and educational attainment at different stages of a person's life.
Our aim is to explore how physical activity and fitness are linked to academic achievement, cognitive functions, brain properties and executive functions at different ages, both in children and adults.»
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.
There is a tendency to highlight the importance of cognitive achievements and the family's socioeconomic background for people's success in the future, but this study shows that children's self - regulation, which comprises children's social skills and processing of emotions, directs the future development in a profound way in different domains of life.
«Where a child grows up in impoverished conditions... with limited cognitive stimulation, high levels of stress, and so forth, that person is more likely to grow up with compromised physical and mental health and lowered academic achievement,» said Martha Farah, director of the Center for Neuroscience and Society at the University of Pennsylvania.
Awarded for outstanding achievement in advancing knowledge and understanding of the brain and nervous system, including molecular, cellular, systems, neurogenetics, developmental, cognitive, computational, and related facets of the brain and nervous system.
«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.
Considering that the average lifespan of a raven in the wild is just 10 — 15 years, their cognitive achievements are all the more remarkable.
Her awards include the Women in Neuroscience Mika Salpeter Lifetime Achievement Award (2002), the Gruber Award in Neuroscience (2013), and the George A. Miller Award from the Cognitive Neuroscience Society (2012).
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.
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.
The research, published in Child Development, found the cognitive advantages of bilingualism tend to help with academic achievement only if English skills are sufficient at school entry for the child to be fully engaged.
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.
In other words, these schools have figured out ways to raise students» academic achievement well above what is expected given the students» baseline fluid cognitive skills.
First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).
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.
In contrast, after accounting for prior achievement and demographics, the school attended explains just 2.3 percent of our summary measure of fluid cognitive ability.
«What Effective Schools Do: Stretching the cognitive limits on achievement,» by Martin West, Chris Gabrieli, Matthew Kraft, Amy Finn, and John Gabrieli, is available on http://educationnext.org and will appear in the Fall 2014 issue (late August) of Education Next.
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.
«The mistaken idea that reading is a skill,» notes cognitive scientist Daniel Willingham, «may be the single biggest factor holding back reading achievement in the country.
In a classroom this means higher levels of achievement, potential cross-ethnic friendships, life - long interaction, enhanced communication and cognitive skills, and critical thinking.
Cognitive scientist Daniel Willingham, an expert in the field, explains that it is not catering to the individual child's learning style that affects achievement, but rather the utilising of the modality that best supports specific content that determines whether it is mastered.
Preliminary Evidence from California's CORE Districts Brookings, 3/17/16 «A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills,» writes Associate Professor Martin West.
In «The Logic of Interdisciplinary Studies,» a research report by Sandra Mathison and Melissa Freeman presented at the annual meeting of the American Educational Research Association in 1997, the authors wrote, «Interdisciplinary, integrated, and integrative studies represent an opportunity to have more meaningful relations with students; teach cognitive skills associated with «real life» (e.g., cooperation, problem solving, ability to see connections); motivate students; increase student achievement; promote positive attitudes toward subject matter; create more curricular flexibility; diminish scheduling problems; and integrate new and rapidly changing information with increased time efficiency.&raquIn «The Logic of Interdisciplinary Studies,» a research report by Sandra Mathison and Melissa Freeman presented at the annual meeting of the American Educational Research Association in 1997, the authors wrote, «Interdisciplinary, integrated, and integrative studies represent an opportunity to have more meaningful relations with students; teach cognitive skills associated with «real life» (e.g., cooperation, problem solving, ability to see connections); motivate students; increase student achievement; promote positive attitudes toward subject matter; create more curricular flexibility; diminish scheduling problems; and integrate new and rapidly changing information with increased time efficiency.&raquin 1997, the authors wrote, «Interdisciplinary, integrated, and integrative studies represent an opportunity to have more meaningful relations with students; teach cognitive skills associated with «real life» (e.g., cooperation, problem solving, ability to see connections); motivate students; increase student achievement; promote positive attitudes toward subject matter; create more curricular flexibility; diminish scheduling problems; and integrate new and rapidly changing information with increased time efficiency.»
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).
where Yis alternatively represents an outcome — academic achievement, cognitive ability, and academic effort — for the ith child and in school s. Asianis is a dichotomous variable indicating that child i is Asian (vs. white).
Although academic achievement and cognitive ability measurements are highly correlated, they differ in source of information.
Results show that cognitive activation strategies and, to a lesser extent, active learning strategies, have a strong association with students» achievement in mathematics.