Sentences with phrase «cognitive test development»

His lab is also involved in new cognitive test development and in telemedicine applications of neuropsychology.

Not exact matches

While cognitive tests have a slightly closer correlation with job success, personality tests are useful both as a basis for interview questions and for subsequent development.

Sterling spent the next year creating the toy, studying gender differences and cognitive development in children, writing a business plan and doing in - home testing with a prototype with more than 100 boys and girls in three schools and more than 40 homes.

The development of computerized neurocognitive tests such as ImPACT have been a big advance in terms of making sure an athlete has recovered their cognitive function necessary to return to play or work, but the usual and primary treatment remains rest, with follow - up testing using the ImPACT paradigm, and return to play or work following the algorithm of the ImPACT program based on test results.

Psychologists also tested children's cognitive abilities, language skills and motor development at 18 months.

NEW YORK (Reuters Health)- Children who were breastfed for more than six months scored the highest on cognitive, language and motor development tests as toddlers, in a new study from Greece.

In 1989, researchers tested the cognitive and motor development of 400 1 - year - olds and then compared their results to the amount of alcohol the babies» mothers had consumed while breast - feeding.

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.

Our results are consistent with several larger studies3 - 14 in various communities in developed countries, using a number of developmental tests, which have shown a positive association between breast feeding and cognitive development of the child, even after adjustment for confounding factors.

Some have speculated that a postpartum diet high in DHA contributes to the cognitive development, as measured by IQ tests.

The study, appearing in the journal Child Development, indicates that infants receiving formula supplemented with DHA performed better on a cognitive test than infants who were given formula without it.

How blind and deaf people approach a cognitive test regarded as a milestone in human development has provided clues to how we deduce what others are thinking.

, 1968 Zick Rubin, «The Social Psychology of Romantic Love», 1969 Elliot Aronson, «Some Antecedents of Interpersonal Attraction», 1970 David C. Glass and Jerome E. Singer, «The Urban Condition: Its Stresses and Adaptations — Experimental Studies of Behavioral Consequences of Exposure to Aversive Events», 1971 Norman H. Anderson, «Information Integration Theory: A Brief Survey», 1972 Lenora Greenbaum, «Socio - Cultural Influences on Decision Making: An Illustrative Investigation of Possession - Trance in Sub-Saharan Africa», 1973 William E. McAuliffe and Robert A. Gordon, «A Test of Lindesmith's Theory of Addiction: The Frequency of Euphoria Among Long - Term Addicts», 1974 R. B. Zajonc and Gregory B. Markus, «Intellectual Environment and Intelligence», 1975 Johnathan Kelley and Herbert S. Klein, «Revolution and the Rebirth of Inequality: The Bolivian National Revolution», 1977 Murray Melbin, «Night as Frontier», 1978 Ronald S. Wilson, «Synchronies in Mental Development: An Epigenetic Perspective», 1979 Bibb Latane, Stephen G. Harkins, and Kipling D. Williams, «Many Hands Make Light the Work: The Causes and Consequences of Social Loafing», 1980 Gary Wayne Strong, «Information, Pattern, and Behavior: The Cognitive Biases of Four Japanese Groups», 1981 Richard A. Shweder and Edmund J. Bourne, «Does the Concept of the Person Vary Cross Culturally?»

The data came from a Midlife Development in the United States study of 1,255 middle - aged adults whose cognitive abilities were tested two years apart.

An evaluator gave each baby a widely used test — the Bayley Scales of Infant and Toddler Development — that measures cognitive, language, and motor skills.

Others, however, question whether a greater reliance on video games is in students» best interests, indicating there is little proof that skillful game play translates into better test scores or broader cognitive development.

HOW blind and deaf people approach a cognitive test regarded as a milestone in human development has provided clues to how most of us deduce what others are thinking.

To exclude the possibility that six - month old dogs fail the experiment because of a delayed physical or cognitive development, the researchers repeated the test after nine months.

Helicobacter pylori: Children infected with this ulcer - causing bacterium performed worse on IQ tests, suggesting a possible link between H. pylori infection and cognitive development.

Prior the the development of this screen, clinicians were finding that other types of common cognitive tests were not sensitive enough to detect more mild cognitive declines.

Compiled data from all 3,001 children and their families showed that Early Head Start children scored higher, on average, than their peers on standardized tests of cognitive and language development; and far fewer children tested as requiring remediation.

They also administered task - based tests to track the youngsters» cognitive and language development.

Creative programmes can offer a counter balance to testing and while their impact on academic performance is more difficult to measure their value in terms of cognitive development and emotional literacy is tangible.

This tool, called the Caregiver Reported Early Development Index (CREDI), quantifies children's motor, cognitive / language, and social - emotional skills and has been pilot tested in 16 countries.

From January to April, when delivering professional development to help close achievement gaps, in recent years we have focused on strategies such as studying and test taking skills, fluency, vocabulary development, writing and rewriting, and even for some students meta - cognitive strategies to help them understand their own learning process.

Today various educational and testing organizations in the US and other countries now use the Hess Cognitive Rigor Matrix in training materials for their professional development and curriculum work.

But now the convergence of powerful computer technologies and important developments in cognitive science holds out the prospect of a new generation of student testing — one that could significantly improve teaching and learning.

Karvonen will lead the DLM project's test development and measurement team during the next phase of development of the Dynamic Learning Maps Alternate Assessment System, a computer - based assessment for the 1 % of the K - 12 public school student population with significant cognitive disabilities for whom, even with accommodations, general state assessments are not appropriate.

These tests measure a variety of skills: creative thinking skills such as fluency, flexibility, originality, and elaboration; intellectual development based on Piaget's theory of development (Piaget, 1954; Piaget & Inhelder, 1973); language proficiency; and nonverbal perceptual skills of cognitive development.

Our questions and algorithms are unique to Sokanu, but are built on decades of study and development in cognitive ability testing.

She conducts psychological evaluations and assessment for infants, toddlers, and preschool age children concerning developmental delays, autism, mental health and behavioral concerns using assessment tools for autism symptoms, adaptive skills, social skills, cognitive development, and intelligence tests.

Psychological Evaluations use advanced interviewing techniques as well as a personalized battery of tests to answer questions about your cognitive functioning, academic achievement, social - emotional health, attention and concentration, and development in order to plan for treatment or make decisions that best fit with your strengths and weaknesses.

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

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.

Development and initial testing of a multimedia program for computer - assisted cognitive therapy

ECD programmes can take many forms, including promotion of good health and nutrition, support for safe and stimulating environments, protection from risks such as violence or abandonment, parenting support and early learning experiences, media, preschools and community groups.4 Poverty is the key underlying cause of poor child development; children living in poverty are exposed to many negative influences, including poor physical environments, inadequate nutrition, parental stress and insufficient cognitive stimulation.5 Undernutrition can influence brain development directly by affecting brain structure and function, or indirectly via poor physical or motor development, in addition to other pathways.6 — 8 Exposure to multiple co-occurring risks most likely contributes to greater disparities in developmental trajectories among children with differential exposure.9 — 12 This paper focuses on associations between specific aspects of children's physical environments — access to improved water and sanitation (W&S)-- and childhood development as measured by performance on a test of receptive language.

We focus on the development of cognitive skills where intelligence can be tested, but we ignore the development of social skills.

Children's cognitive and language development was measured by the Mental Development Index (MDI) and the Peabody Picture Vocabulary Test (development was measured by the Mental Development Index (MDI) and the Peabody Picture Vocabulary Test (Development Index (MDI) and the Peabody Picture Vocabulary Test (PPV - III).

To improve our understanding of the development of depressive symptoms, future research could test hypotheses in which factors from different levels interact, i.e., cognitions, genetics, environment, affect, negative life experiences, as suggested by the cognitive vulnerability - transactional stress model (Hankin and Abramson 2001).

In children who are having school problems, comprehensive psychoeducational testing assesses the child's development background, academic history, psychosocial adjustment and cognitive and achievement skills.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students»development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students»Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.

Data on child health and development were obtained from coded on - site interviews, cognitive assessment tests, as well as a face - to - face interviews.

Program influences on family environment (e.g., quality of home, social support), maternal competencies (e.g., maternal self - efficacy, empathy, parenting style), and child development (e.g., cognitive and motor development) were assessed from mothers» program intake in pregnancy to children's second birthday based on self - reports in regular interviews and developmental tests.

The decrease in parental risk factors between Times 1 and 2 was associated with an improvement in socio - emotional development, whereas improvement in the quality of the home environment was associated with better performance in cognitive / language tests.