Sentences with phrase «cognitive learning capacity»
The workshop will explore the connections between a sense of identity and cognitive learning capacity by examining growing bodies of scientific evidence that underpin both KidsMatter and the Early Years Learning Framework.
https://www.kidsmatter.edu.au/ Not exact matches
If psychologists could help people expand their working - memory capacity or make it function more efficiently, everyone could benefit, from chess masters to learning - disabled children, says Torkel Klingberg, MD, PhD, an assistant cognitive neuroscience professor at the Karolinska Institute in Sweden.
«The craft of popular moviemaking is based on hard - won, practice - forged, psychological principles that have evolved over a long time, fitting stories and their presentation to our cognitive and perceptual capacities,» adds Armstrong, who suggests that professional psychologists can learn much from studying the structure of filmmakers» products.
Fish exposed to higher carbon dioxide levels — which are expected to increase in the oceans for several decades — showed impaired cognitive function, learning difficulties, slowed visual capacity and altered sense of smell and sound.
What are the most important cognitive capacities that should underpin your students» learning across their classes and through their school experience?
Extraneous content takes up the limited cognitive load capacity without contributing to the learning objectives.
Clark & Mayer demonstrated that graphics must be present next to the text mentioned, as distance generates increased cognitive load, to the already knowledge - limited capacity of active memory, with the direct consequence of dissuading the learner from active learning.
If we really want to prepare our students for their futures and «build a strong platform for healthy development and effective learning... then we must pay as much attention to children's emotional wellbeing and social capacities as we do to their cognitive abilities and academic skills» (National Scientific Council on the Developing Child, p. 7).
Teachers from districts throughout the Eastern Upstate TC Network practice specialized strategies designed to build students» cognitive capacity in this distance - learning enabled collaborative action research project.
Rather the researchers believe that study data suggest that there are a number of relationships characterized by different cognitive capacities and ways of thinking in the arts that have impact on learning in the arts and other subjects.
Children who enter kindergarten with delayed development of EF maintain the capacity for continued neural development and enhanced cognitive learning.
This in turn reduces cognitive load and increases the capacity to learn and remember.
So you've got a window in the first 5 years in which the foundations are set for a child's capacity to relate, to be available to learning, cognitive and language skills, how they might learn interactions with their peers and other people.
The idea that parents and caregivers might proactively build the rudiments of resilience is not without precedent.67, 68 Vygotsky suggested that the role of parents, caregivers, and teachers is to work within the child's zone of proximal development so the child will learn to master skills that were previously beyond their independent ability.69 This is the theory behind both Reach Out and Read70, 71 and more recent efforts to decrease obesity by nurturing the foundational motor skills needed for an active lifestyle.72 — 74 The current challenge, then, is for pediatricians, home visitors, and early educators to collaboratively increase the capacity of caregivers and communities to nurture those rudimentary but foundational SE, language, and cognitive skills as they emerge developmentally.
Children's cognitive development (covering their memory span, learning capacity and cognitive processing speed) is proceeding rapidly as they begin to form basic concepts of time, number and logic.
DBT is not recommended for clients with prominent psychotic symptoms (e.g., diagnosis of schizoaffective disorder or schizophrenia), current alcohol or substance abuse, or significant cognitive or intellectual impairments as these symptoms may interfere with the capacity to learn and implement DBT skills.
From a socio - cultural viewpoint, cognitively responsive behaviours (e.g. maintaining versus redirecting interests, rich verbal input) are thought to facilitate higher levels of learning because they provide a structure or scaffold for the young child's immature skills, such as developing attentional and cognitive capacities.9 Responsive behaviours in this framework promote joint engagement and reciprocity in the parent - child interaction and help a child learn to assume a more active and ultimately independent role in the learning process.10 Responsive support for the child to become actively engaged in solving problems is often referred to as parental scaffolding, and is also thought to be key for facilitating children's development of self - regulation and executive function skills, behaviours that allow the child to ultimately assume responsibility for their well - being.11, 12
The main results can be summarized as follows: (1) Synchrony during early mother - child interactions has neurophysiological correlates [85] as evidenced though the study of vagal tone [78], cortisol levels [80], and skin conductance [79]; (2) Synchrony impacts infant's cognitive processing [64], school adjustment [86], learning of word - object relations [87], naming of object wholes more than object parts [88]; and IQ [67], [89]; (3) Synchrony is correlated with and / or predicts better adaptation overall (e.g., the capacity for empathy in adolescence [89]; symbolic play and internal state speech [77]; the relation between mind - related comments and attachment security [90], [91]; and mutual initiation and mutual compliance [74], [92]-RRB-; (3) Lack of synchrony is related to at risk individuals and / or temperamental difficulties such as home observation in identifying problem dyads [93], as well as mother - reported internalizing behaviors [94]; (4) Synchrony has been observable within several behavioral or sensorial modalities: smile strength and eye constriction [52]; tonal and temporal analysis of vocal interactions [95](although, the association between vocal interactions and synchrony differs between immigrant (lower synchrony) and non-immigrant groups [84]-RRB-; mutual gaze [96]; and coordinated movements [37]; (5) Each partner (including the infant) appears to play a role in restoring synchrony during interactions: children have coping behaviors for repairing interactive mismatches [97]; and infants are able to communicate intent and to respond to the intent expressed by the mother at the age of 2 months [98].