Sentences with phrase «cognitive resources at»

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That can be exploited most effectively when combined with the principle of «cognitive load,» which holds that «the more operations our brain has to perform at any one time, the greater the drain on available resources.»

«VR, especially immersive VR, draws heavily on the limited cognitive resource of attention by drawing the user's attention away from the hospital environment and the medical procedures and into the virtual world,» said Gold who is also a professor of Anesthesiology, Pediatrics, and Psychiatry & Behavioral Sciences at the Keck School of Medicine of USC.

«Our partnership with families who have a child with Down syndrome and our investment in a comprehensive clinical data and biorepository will continue to provide resources to study not only heart defects, but also other Down - syndrome associated medical conditions such as cognitive function, leukemia, and dementia,» says co-author Stephanie Sherman, PhD, professor of human genetics at Emory University School of Medicine.

Krueger remembers a popular debate among social psychologists over which metaphor best drives home the depth of the mind's failings: Should researchers view the mind as a «cognitive miser,» emphasizing our limited resources and reliance on irrelevant clues, or is the mind more accurately depicted as a «totalitarian ego,» pursuing self - esteem at the cost of self - deception?

The research comes out of the ReSource Project at the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig, Germany, and looked at the effects of three different meditation techniques on the brains and bodies of more than 300 volunteers over 9 months.

However, at 36 months of age, those who received the intervention caught up with children from high - resource families, while those who did not receive the intervention remained behind in their cognitive development.

programs explore everything from international education policy to cognitive development and education technology — and take full advantage of Harvard's extensive intellectual and professional resources, including coursework at other Harvard graduate schools and rewarding field internships in Cambridge, Boston, and beyond.

https://dibels.uoregon.edu/ MOTIf: A new resource for LDA and other professionals The Macquarie Online Test Interface (MOTIf), developed by Anne Castles and Genevieve McArthur from Macquarie University, is a resource that allows cognitive tests developed by researchers at Macquarie to be administered online.

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

In the long term, those participating children are more likely to be employed and less likely to be dependent on government assistance.9 The positive effects are larger, and more likely to be sustained, when programs are high quality.10 In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.14

Employees who trust their supervisors are free to direct valuable cognitive resources toward tasks at hand rather than using those resources toward monitoring the motives and intent of their supervisor (Mayer and Gavin 2005).

Solution Focused Therapy and Cognitive Behavioral Therapy are my primary resource for use with children, adolescents and their families in their homes, at schools, and in office settings.

For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.

year Publication year, N total sample size, #ES amount of effect sizes, AC child age category of the child at the start of the program, Design research design, PCDC parent child development centers, CB community - based, CPEP child — parent enrichment project, FGDM family group decision making, HS healthy start, PCIT parent — child interaction therapy, CBFRS community - based family resource service, PUP parents under pressure, SEEK safe environment for every kid, HF healthy families, STEP systematic training for effective parenting, TPBP teen parents and babies program, TEEP Turkish early enrichment project, IFPS intensive family preservation services, ACT adults and children together, CBT cognitive behavioral therapy, PSBCT parent skills with behavioral couples therapy, PCTT parents and children talking together, FIRST family information, referral and support team, NFP nurse family partnership, HSYC healthy steps for young children, REACH resources, education and care in the home, PMD parents make the difference, CPC child — parent center, MST - BSF multisystemic therapy — building stronger families, PriCARE primary child — adult relationship enhancement, SSTP stepping stones Triple P, CAMP Colorado adolescent maternity program, STEEP steps toward effective and enjoyable parenting, FGC family group conferences, MST - CAN multisystemic therapy for child abuse and neglect, PAT parent as teachers, CM case management, CPS child protective services, NS not specified, QE quasi-experimental, RCT randomized controlled trial, R risk group, GP general population, M maltreating parents

Assessments of cognitive and socioemotional competence at 4 years and kindergarten age suggested a protective effect of secure infant attachment but little benefit from secure preschool attachment.This study was supported by Grants MCJ - 540615 and R40 MC 00091 from the Maternal and Child Health Bureau (Title V, Social Security Act), Health Resources and Services Administration, Department of Health and Human Services and by Grant MH48395 from the National Institute of Mental Health, Department of Health and Human Services.

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).