Sentences with phrase «cognitive test scores of»

We use a representative panel data set containing cognitive test scores of 4 - 6

Not exact matches

Not only did eating chocolate immediately boost participants» test scores, the study revealed that eating small amounts of chocolate daily boosted cognitive performance over a long period of time.

And whereas some psychologists find that high scores on certain cognitive tests correlate in older people with the ability to keep their spirits up, other researchers hypothesize that happiness in later life is an effect of cognitive losses — which force older people to concentrate on simpler, happier thoughts.

Jackson had access to each student's scores on the statewide standardized test, and he used that as a rough measure of their cognitive ability.

Children who were breastfed for any amount of time scored higher on the cognitive, receptive communication and fine motor portions of the test than children who weren't breastfed.

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.

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.

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.

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualifications.

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.

People with mild cognitive impairment were defined as those who have a slight decline in cognition, mainly in memory in terms of remembering sequences or organization, and who score lower on tests such as the California Verbal Learning Test, which requires participants to recall a list of related words, such as a shopping list.

In the California Verbal Learning Test, on a scale of 0 to 80, with 80 reflecting the best memory, the healthy participants had an average score of 55.8, whereas those with mild cognitive impairment scored an average of 40.5.

After controlling for factors known to influence brain volume and cognitive test scores, such as age and gender, the researchers found that a higher self - reported frequency of game playing was significantly associated with greater brain volume in several regions involved in Alzheimer's disease (such as the hippocampus) and with higher cognitive test scores on memory and executive function.

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.

Late - term infants outperformed full - term infants in all three cognitive dimensions (higher average test scores in elementary and middle school, a 2.8 percent higher probability of being gifted, and a 3.1 percent reduced probability of poor cognitive outcomes) compared to full - term infants.

In June, researchers reported that office workers scored higher on tests of cognitive function when the room was better ventilated, but many studies have found that background noise impairs cognitive performance.

Moreover, the researchers report, lithium chloride - treated mice were much less likely to show the 25 percent drop in memory and cognitive test scores seen in untreated mice given the same amount of alcohol.

The researchers from the University's Department of Social Policy and Intervention, and the Swedish Institute for Social Research, Stockholm, studied the test scores measuring cognitive ability of children aged between 10 and 13, and found they had a strong effect on a child's subsequent educational performance.

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.

Nearly half of them reported «serious» forgetfulness in the study, and the women who described the most problems with concentration and memory also scored worse on the cognitive tests.

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.

Then they estimated the relationship between people's neighborhood scores and their performance on cognitive tests over two years, factoring in issues like age, gender, education and wealth, that might influence people's cognitive scores independently of neighborhood characteristics.

«Strikingly, further analysis showed a strong association between DNA methylation levels of these markers in monocytes and neuropsychological test function, measured using a composite score of multiple cognitive domains,» said Dr. Maunakea, Assistant Professor, Department of Native Hawaiian Health, JABSOM and co-senior author of the study.

Decline in cognitive test scores over 10 years (% change = change / range of text × 100) as function of baseline age cohort in men and women, estimated from linear mixed models.

The study subjects underwent a series of cognitive tests in which both groups scored within the normal range, indicating that none of the participants were displaying signs of dementia or other forms of cognitive decline.

Second, when we looked for significant predictors of the final cognitive test score, the rate of atrophy was one of the three main factors determining the final MMSE and TICS - M scores.

Although the study was not powered to detect an effect of treatment on cognition (findings to be reported separately), in a post hoc analysis, we noted that final cognitive test scores were correlated to the rate of atrophy.

An analysis of published studies found no evidence that low - dose aspirin buffers against cognitive decline or dementia or improves cognitive test scores.

Individuals having higher scores were also those who showed a slower rate of decline in cognitive tests, even when other factors, like education level, which could account for the result, were considered.

Four years later, the people with the highest level of four out of five of the B12 markers also had the best scores on their cognitive tests.

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.

In one study, elderly patients with vitamin D deficiency scored lower on cognitive tests than those with adequate levels of the vitamin.

When older people (50 + years) had higher intakes of chocolate and wine (both being a rich source of flavanols) they had better scores on cognitive tests and slower declines in performance.

Performance on all 4 tests were combined to obtain a global intelligence score, which was regarded as a measure of general cognitive ability (50).

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.

Indeed, the strength of the correlation between fluid cognitive skills and test - score growth in oversubscribed charter schools is statistically indistinguishable from the correlations we observe among students in open - enrollment district schools and exam schools.

Finally, while exam - school students have considerably higher fluid cognitive skills (as would be expected of students who gain admission via test scores and grades), attending one of these locally renowned schools in the company of other bright students confers no systematic advantage.

Each dot represents a school, and the diagonal line shows the overall relationship between test - score gains and fluid cognitive ability across the full sample of schools.

We use simple correlation coefficients to measure the strength of the relationship between fluid cognitive skills and test scores.

While these schools succeed in generating test - score gains for students of all cognitive abilities, it is still the case that students with strong fluid cognitive skills learn more.

The correlations between our summary measure of fluid cognitive ability and test - score gains in math and reading were 0.32 and 0.18, respectively.

They show that the schools that are most effective in raising student test scores do so in spite of the strength of the underlying relationship between math achievement and fluid cognitive skills.

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.

A high degree of correlation between measures of fluid cognitive skills and test scores is not news.

Such «selection effects» could in theory account for the apparent school impacts on test scores, or even the apparent absence of impacts on fluid cognitive skills.

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).

The correlations between our measures of fluid cognitive skills and 8th - grade math test scores are positive and statistically significant, ranging from 0.27 for working memory to 0.53 for fluid reasoning.

• 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.