Sentences with phrase «cognitive scores at»

Increased cardiovascular fitness, as measured by Wmax / kg by using an ergometer cycle, was associated with better cognitive scores at age 18 y.

Not exact matches

A study at the University of London found that participants who multitasked during cognitive tasks experienced IQ score declines that were similar to what they'd expect if they had smoked marijuana or stayed up all night.

Studies show that children who eat breakfast at the start of their school day have higher math and reading scores, and demonstrate a sharper memory and faster speeds on cognitive tests.

Studies show that infants who have received mothers milk have higher scores measuring visual acuity and cognitive development, including IQ, said Paula Meier, director for clinical research and lactation at Rush - Presbyterian - St.

Significant Evidence - Based Research Findings of Infant Massage: • Supports parent - infant interaction • Facilitates weight gain in preterm infants1 • Lowers levels of cortisol, the stress hormone • Increases muscle tone • Improves sleep and awake patterns • Shortens lengths of stay in hospitals • Improves cognitive and motor development at eight months of age • Infant massage is an inexpensive tool • Can be used as part of the developmental care plan of preterm infants • Recent research shows there are significant benefits to infant massage that out weigh over-stimulation • Properly applied techniques produce increased benefits, such as improved developmental scores and earlier discharge2

Another study tracking 108 French - Canadian children found that kids who were securely - attached at age 6 scored higher on communication, cognitive engagement, and motivation to master new skills at age 8 (Moss et al 1998).

They found that the babies of nursing moms who had consumed at least one alcoholic drink each day did not differ in measures of cognitive development from babies of teetotaling moms, but that they did score lower on tests of motor skills.

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.

Findings from the National Early Head Start Research and Evaluation project, a rigorous Congressionally - mandated study, indicate that the program had modest but positive impacts on EHS children at age three in cognitive, language, and social - emotional development, compared to a control group.xxiii In addition, their parents scored higher than control group parents on such aspects of the home environment as parenting behavior and knowledge of infant - toddler development.

Estimated cognitive test mean score differences according to breastfeeding status at age 6 months are given in Table 5.

In Table 4, we give fully adjusted associations of any and exclusive breastfeeding with all cognitive test scores at ages 3 and 7 years.

That 2005 Economic Journal study of American women who returned to work within 12 weeks showed that infants whose mothers went back even earlier were likely to have more behavioral problems and lower cognitive test scores at age 4.

Compared with those who received no hormone treatment, athletes in the two estrogen treatment groups taken together had significantly better verbal memory and cognitive flexibility scores at the end of six months than their pre-treatment scores, the investigators reported.

This might account for the fact that the gap in higher cognitive ability has closed by the time both groups of children had reached the age of 11 with only slightly better scores for artificially conceived children at this later stage.»

Children from families of low socioeconomic status generally score lower than more affluent kids on standardized tests of intelligence, language, spatial reasoning, and math, says Priti Shah, a cognitive neuroscientist at the University of Wisconsin who was not involved in the study.

What's more, a follow - up study found that more typical brain responses correlated «with near perfect accuracy» with higher scores on a range of cognitive tests at age 4, and even higher scores at age 6, Kuhl says.

The benefits weren't just exclusive to seniors, either; in the two included studies that looked at young adults, cognitive scores improved in people 19 to 40, as well.

A 2002 study conducted by researchers at the Indiana University School of Medicine found that elderly patients who consumed the highest levels of selenium had higher cognitive test scores than those who consumed the lowest levels of the element.

The children of women who ate fish two or more times per week while pregnant revealed higher cognitive scores than the children whose mothers ate less than 2 servings per week or none at all.

A compelling way to see this is to look at the relationship across schools between the average test - score gain students make between the 4th and 8th grade and our summary measure of their students» fluid cognitive ability at the end of that period (see Figure 2).

Fluid cognitive skills are also related to the rate at which students improve their test - score performance over time.

• Each year of attendance at an oversubscribed charter school increased the math test scores of students in the sample by 13 percent of a standard deviation, a roughly 50 percent increase over the progress typical students make in a school year, but had no impact on their fluid cognitive skills.

While it's certainly true that test scores can tell us something important about a teacher, what is troubling for the test - score types is that it looks like (1) non-cognitive scores are better predictors of later life success (completing high school, taking the SAT, and going to college) and (2) that it is not the same set of teachers that is good at raising both cognitive and non-cognitive measures.

Using data from a variety of sources, including the National Longitudinal Survey of Youth, the High School and Beyond study, and the National Longitudinal Study of the High School Class of 1972, Jacobsen and his colleagues at Mathematica essentially confirm Neal and Johnson's findings, providing additional evidence that most of the remaining wage gap is due to differences in cognitive skills, as measured by test scores.

Just like when students predict their overall score, asking students to state their confidence on individual questions continues to reinforce student ownership of questions at a cognitive level.

In New York City, thousands of students fall into one of three unique student population categories: English Language Learners, who speak a language other than English at home and score below proficient on English assessments when they enter the school system; District 75 students, who have significant cognitive and physical impairments and require a specialized school setting; and special education students, who have an identified disability and an individualized education plan.

This young man showed cognitive strengths on the Stanford - Binet while achievement scores in reading and spelling were only at grade level.

find that the Tulsa state - funded «universal» pre-K program, compared to Tulsa's Head Start programs, has about twice the immediate effects on cognitive test scores at kindergarten entrance.

A total of 13 per cent of the intervention group children scored below average for cognitive development at age four compared to 57 per cent for the control group.

The magnitudes of the emotional support and cognitive stimulation scores were meaningful, with a 1 - SD increase in each of these scores at age 4 years associated with a 33 % decrease in the odds of being a bully in grade school.

The AEDC data are collected by teachers who complete an online checklist for each child in their first year of formal full - time school (∼ 5 years old) covering the five ECD areas previously noted of physical development, social competence, emotional maturity, language, and cognitive development (eg, academic learning), and general knowledge and communication.17 Children are scored on each of these domains, and categorised as «developmentally vulnerable» (≤ 10th centile), «developmentally at risk» (between 10th and 25th centiles) and «developmentally on track» (≥ 25th centile) 17 Children who are developmentally at risk on one or more ECD domain (ie, DV1) is typically reported in AEDC publications.

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

The pre — post effect size (d) was 0.95, and pre — follow - up was 1.08, comparable to effect sizes published investigating face - to - face mindfulness interventions for depressive symptoms in those with diabetes, PTSD and cancer15, 56, 57 and online cognitive therapy interventions for depressive symptoms in a moderately depressed sample.27, 36 The change in PHQ - 9 is higher than effect sizes found for IAPT depression and anxiety treatment where follow - up was at 4 and 8 months (0.46 and 0.63, respectively) 3 where the IAPT sample started with higher baseline depression scores.

Shirley Liu and Frank Heiland find that among couples unmarried at the time of the child's birth, marriage improved cognitive scores for children whose parents later married.41 Terry - Ann Craigie distinguishes among stable cohabiting unions, stable single - mother homes, and stable married - couple families, as well as unstable cohabiting families and unstable married - couple families.

According to a stepped care approach (based on the patient's Edinburgh Postnatal Depression Scale (EPDS) score), facilitated self - help with the coach or individual cognitive behavioural therapy sessions with the clinical psychologist will be offered.135 Common elements are: (1) challenge most unhelpful negative cognitions, (2) schedule at least one pleasurable activity per day, (3) increase social contacts, (4) improve sleep routine, (5) identify most stressful situations and apply cognitive behavioural strategies to improve their management.135 136 Patients who require a psychiatric evaluation will be referred to a psychiatry liaison service.

She finds no difference in children's vocabulary scores at age three between stable two - parent families (whether cohabiting or married) and stable single - mother families, but she finds that scores are lower in unstable families (whether cohabiting or married) than in stable families.42 Carey Cooper and co-authors also highlight the role that partnership instability plays in the link between family structure and child cognitive development, although these links are much weaker than those they find for behavioral development (discussed below).43

On the basis of his clinical history, as well as from observational data and questionnaires (his standard score at KADI [27] was 114, indicating a high probability of Asperger Syndrome), and the results of the cognitive and social cognition (see below) assessment, SC received a diagnosis of Asperger Syndrome, according to the DSM IV - TR criteria [3](N.B..

Looking at outcome areas, twenty - one of the reports were concerned with subjects» scores on measures of cognitive and / or affective empathy.

Cognitive behavior therapy showed a lower rate of MDD at the end of treatment compared with NST (17.1 % vs 42.4 %; P =.02), and resulted in a higher rate of remission (64.7 %, defined as absence of MDD and at least 3 consecutive Beck Depression Inventory scores < 9) than SBFT (37.9 %; P =.03) or NST (39.4 %; P =.04).

Robert Eres et al. at Monash University (2015) used voxel - based morphometry (VBM) to demonstrate that people with high scores for affective empathy had greater gray matter density in the insula, while those with high scores for cognitive empathy had greater density in the midcingulate cortex and adjacent dorsomedial prefrontal cortex (MCC / dmPFC).

She analyzed data on four variables for the children: reading and math test scores; a measure of behavioral problems; and a measure of home environment, which looked at levels of cognitive stimulation and emotional support.

At the final 12 month assessment the percentage of patients who had attained normal functioning (score 80 or more) on the Karnofsky scale was significantly greater in the group who had received cognitive behaviour therapy (χ2 = 11.3, df = 1; P < 0.001).

By school entry, 43 — 47 % of Aboriginal children have markers of developmental vulnerability.12, 13 In 2009, the first - ever national census of childhood development at school entry showed that Aboriginal children were 2 — 3 times more likely than non-Aboriginal children to be developmentally vulnerable — defined as an Australian Early Development Census (AEDC) score below the 10th centile — on one or more domains.14 The Longitudinal Survey of Australian Children reported similar disparities for cognitive outcomes among Aboriginal children aged 4 — 5 years, although the number of Aboriginal children was very small and not representative of the Aboriginal population.15 There is currently a dearth of empirical research that identifies the drivers of positive early childhood health and development in Aboriginal children, or characterises vulnerable developmental trajectories.

Results indicated that children who were enrolled in EHS had higher cognitive skill scores at three years of age than their peers who were not in EHS.

The primary outcome measure will be scores on the self - report version of the SDQ, a measure of psychopathology in young people with excellent psychometric properties25 and test — retest reliability.26 One previous pilot study has investigated the effect of cognitive training on psychopathology in at - risk young people using the SDQ.19 According to this study, there was a between - group effect size of 0.36 for the SDQ.

The present study assessed whether low scores of affective and cognitive empathy at wave 1 (t1) can predict involvement in cyberbullying five months later (t2).

The present study assessed whether low scores of affective and cognitive empathy at wave 1 (t1) can predict involvement in cyberbullying

Results from global and verbal scores of cognitive tests at military conscription (mandatory for all Swedish men during these years) were compared between three groups (born 1968 — 1976): 746 adoptees born in South Korea, 1548 adoptees born in other non-Western countries and 330 986 non-adopted comparisons in the same birth cohort.

Each test was made generation - fair for G2 by replacing outdated words such as «muslin» with words of comparable difficulty.5 For each generation, scores from these tests were standardized to a mean of 0 and a standard deviation of 1, summed to create a total score representing overall cognitive ability at 8 years, then re-standardized.

Studies suggest that breastfed children are significantly less likely than are their bottle - fed peers to be obese; develop asthma; have autoimmune diseases, such as Type 1 diabetes; and be diagnosed with childhood cancers.7 Moreover, infant feeding practices appear to be associated with cognitive ability during childhood: Full - term infants who are breastfed, as opposed to bottle - fed, score three to six points higher on IQ tests.8 Family support providers can influence the initiation and continuation of breastfeeding by promoting, teaching, and supporting nursing; states can maximize potential benefits by tracking how many mothers start and continue breastfeeding for at least three months.