Sentences with phrase «cognitive scores by»

According to the study, which tested participants in a controlled office environment under a range of conditions, an increase in CO2 intensity of 400 ppm (parts per million) can impair people's cognitive scores by an average 21 per cent.

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.

He argued that although the drugs make little difference in patients» lives — improving cognitive test scores by only 4 percent — doctors choose to medicate them anyway because it's easy.

Students of teachers using Cognitive Tutor, a computer - based curriculum for Algebra I students developed by Carnegie Mellon University researchers, for a second year showed a meaningful improvement in test scores.

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.»

Some patients with MCI will actually have improved cognition after a year or two, if their cognitive test scores were brought down by an acute illness that gets addressed.»

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 analysis of 121 people found that those with lower vitamin B12 levels scored worse on cognitive tests, and had smaller brain volumes as revealed by MRI scans.

The participants selected had to have similar physical ability, assessed with the activities of daily living (ADL) score, and normal cognitive function or only mild cognitive disturbance as defined by a Mini-Mental State Examination > 20 (18).

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

And the evidence on the importance of teacher academic proficiency generally suggests that effectiveness in raising student test scores is associated with strong cognitive skills as measured by SAT or licensure test scores, or the competitiveness of the college from which teachers graduate.

Do schools that succeed in raising test scores do so by improving their students» underlying cognitive capacities?

Despite decades of relying on standardized test scores to assess and guide education policy and practice, surprisingly little work has been done to connect these measures of learning with the measures developed over a century of research by cognitive psychologists studying individual differences in cognition.

• 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.

Updating his findings, McLanahan and Jencks report that «A father's absence lowers children's educational attainment, not by altering their scores on cognitive tests, but by disrupting their social and emotional adjustment and reducing their ability or willingness to exercise self - control.»

By following these two steps, we were able to aggregate all available scores for each country into measures of average cognitive skill levels for each country.

Through the 1960s, African - Americans earned much less than whites — even when their cognitive abilities (as measured by test scores) were similar.

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.

An enhanced educational experience could lead to enriched cognitive abilities, as measured by test scores, and higher standards of living, as measured by political and economic freedom indices.

``... The unexamined believe that test scores describe some form of reality about learning is creating a national crisis,» reads «Cognitive Capital: Investing in Teacher Quality,» a book by Arthur Costa, Robert Garmston and Diane Zimmerman.

Moreover, a new statement by the American Statistical Association reminds us that ranking teachers based on test scores does not even work for measuring their effect on cognitive skills.

Developed through decades of research by leading language and cognitive scientists, Pearson's automated scoring engines provide consistent, accurate, and timely feedback on automated tests.

The challenges presented by deficiencies in cognitive function, emotional issues, and poverty are significant and must be recognized by leaders who are determined to continually compare test scores.

These are not fit for purpose because primary schools admitting poorer and less able pupils are forced by market pressures and invalid OfSTED judgements to inflate their scores through the use of behaviourist cramming and other teaching methods that do not result in deep learning and cognitive growth.

by instrumenting for cognitive (noncognitive) scores with the interaction of program quality and treatment status

There have even been studies by Aline and Robert Kidd that show youngsters from pet - loving families score higher in cognitive, social, and motor development.

The Climate Progress article refers to an article published in Environmental Health Perspectives: Associations of Cognitive Function Scores with Carbon Dioxide, Ventilation, and Volatile Organic Compound Exposures in Office Workers: A Controlled Exposure Study of Green and Conventional Office Environments; by Joseph G. Allen, Piers MacNaughton, Usha Satish, Suresh Santanam, Jose Vallarino1, and John D. Spengler.

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.

For example, Brent et al19 reported that in the absence of maternal depression, cognitive behavioral therapy was more effective for adolescents with major depression than either systematic behavioral family therapy or nondirective supportive therapy; the efficacy of cognitive behavioral therapy was mitigated by the presence of maternal depressive symptoms (ie, mothers with Beck Depression Inventory scores > 9 vs ≤ 9).

As we discuss below, one recent study found that family stability trumps family structure as it pertains to early cognitive development even after controlling for economic and parental resources.26 It has been shown that children living in stable single - parent families (that is, families that were headed by a single parent throughout childhood) do better than those living in unstable two - parent families (that is, families that had two parents present initially but then experienced a change in family structure).27 Another study finds that children living in stable cohabiting homes (that is, families where two parents cohabit throughout the child's life) do just as well as children living with cohabiting parents who eventually marry.28 But other research challenges the conclusion that it is family stability that is crucial for child wellbeing One study, for instance, found that children who experience two or more family transitions do not have worse behavioral problems or cognitive test scores than children who experience only one or no family transitions.

Cognitive problems were predicted by high stressor and negative coping scores and low positive personality scores.

These investigators, along with Dahl & Lochner [15], found a $ 1,000 increase in family income raised children's cognitive outcomes, such as math and reading test scores by 6 % of a standard deviation.

Children raised in families that experience multiple transitions do not consistently have higher levels of behavioral problems or lower test scores than do children in family types with one or fewer transitions, even when only child characteristics are controlled... Finally, maternal psychological well - being is shown to be an important mechanism by which family structure affects behavioral outcomes, but not cognitive ones.»

Many studies show that cognitive gains for children who attended high - quality preschool last into early elementary school and adolescence, while others have identified a convergence of achievement scores between children who attended high - quality pre-K and those who did not by third grade.

Those NICHD SECCYD children whose families were always poor scored lower on measures of academic, language, and cognitive performance, and were rated by their teachers as having more adjustment problems than other children throughout the early elementary grades.

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.

Interestingly, credit scores did not simply act as a proxy for income; instead, the link between credit scores and cardiovascular disease risk was largely explained by study members» level of human capital: their educational attainment, cognitive ability, and self - control.

Changes in depressive symptoms, rumination, cognitive reactivity, mindfulness skills, and self - compassion from pre to post treatment, grouped by the mean teacher competence score from lowest to highest.

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.

Standardised beta (β) coefficients from the regression of G1 parenting practices on G2 offspring cognitive ability z - scores by parenting behaviour