Sentences with phrase «cognitive understanding through»

An alchemist of sorts, Quaytman moved abstract painting beyond the mundane into the realm of cognitive understanding through a heightened sensory involvement with materials and an ultimate clarity of space.

Not exact matches

The Association for Behavioral and Cognitive Therapies is a multidisciplinary organization committed to the advancement of scientific approaches to the understanding and improvement of human functioning through the investigation and application of behavioral, cognitive and other evidence - based principles to the assessment, prevention, treatment of human problems and the enhancement of health and wellCognitive Therapies is a multidisciplinary organization committed to the advancement of scientific approaches to the understanding and improvement of human functioning through the investigation and application of behavioral, cognitive and other evidence - based principles to the assessment, prevention, treatment of human problems and the enhancement of health and wellcognitive and other evidence - based principles to the assessment, prevention, treatment of human problems and the enhancement of health and well - being.

- Cognitive Neuroscience The Cognitive Neuroscience emphasis seeks highly innovative and interdisciplinary proposals aimed at advancing a rigorous understanding of how the human brain supports thought, perception, affect, action, social processes, and other aspects of cognition and behavior, including how such processes develop and change in the brain and through evolutionary time.

«Finally, at the very least, understand that we all use cognitive shortcuts to get through each day,» he said.

To better understand the benefits of a new, family - based cognitive behavioral therapy and how it may work to improve sleep in children with ASD, McCrae and Micah Mazurek, associate professor of health psychology, are conducting a sleep treatment study through the Research Core at the MU Thompson Center for Autism and Neurodevelopmental Disorders.

«The exact mechanisms through which too much or too little cortisol affects cognitive functioning aren't fully understood.

Anna Huttenlocher, University of Wisconsin, USA Neutrophils in the Tumor Microenvironment Neutrophils, Wounds, and Cancer Progression Stefan Kaufmann, Max Planck Institute, Germany Pathology and immune reactivity: understanding multidimensionality in pulmonary tuberculosis Constitutive BAK activation as a determinant of drug sensitivity in malignant lymphohematopoietic cells Kathryn Moore, New York University, USA MicroRNA -33-dependent regulation of macrophage metabolism directs immune cell polarization in atherosclerosis Lalita Ramakrishnan, University of Cambridge, UK Myeloid Growth Factors Promote Resistance to Mycobacterial Infection by Curtailing Granuloma Necrosis through Macrophage Replenishment Beth Stevens, Harvard University, USA Microglia: Dynamic Mediators of Synapse Development and Plasticity Do glia drive synaptic and cognitive impairment in disease?

Within the fields of microbiology and immunology, neurologic diseases, neuropharmacology, behavioral, cognitive and developmental neuroscience, and psychiatric disorders, the center's research programs are seeking ways to: develop vaccines for infectious and noninfectious diseases; understand the basic neurobiology and genetics of social behavior and develop new treatment strategies for improving social functioning in social disorders such as autism; interpret brain activity through imaging; increase understanding of progressive illnesses such as Alzheimer's and Parkinson's diseases; unlock the secrets of memory; treat drug addiction; determine how the interaction between genetics and society shape who we are; and advance knowledge about the evolutionary links between biology and behavior.

Understand the physical, social - emotional and cognitive developmental issues specific to students in grades preK through 5, gain experience in creating age - appropriate yoga exercises that meet children's diverse needs, and design and develop lesson plans appropriate for this age group.

It was through her work at PZ that Solis expanded her own research into children's cognitive development and how they use objects to understand complex scientific phenomena such as friction, balance, and other physical concepts.

Understanding the stages of adoption and their relationships to cognitive skills may help instructors reflect on personal practice and move through the stages more quickly.

The findings show that the external information the teacher candidates received through the selected readings and demos, as well as the carefully structured synchronized observations, helped greatly in enhancing their understanding of VS. Because teacher candidates have limited cognitive skills to help them make sense of their experiences (as described by Hudson, Bergin, & Chayst, 1993), it was necessary to structure the information gathering process so the teacher candidates could be carefully guided in their learning.

Understanding the stages of adoption and their relationships to cognitive skills may help these instructors reflect on personal practice and move through the stages more quickly.

And, just for fun, here's a more immediate example: Learning Goal: After reading this blog, teachers will understand that conative and cognitive skills can be taught through subject area knowledge, and goals and scales can be used to measure student progress, and improve instruction.

«Through the dissecting and re-arranging of mass produced information based material, such as newspapers, brochures, comics and packaging, the artists fragment our visual and cognitive understanding of images and text, and force us to reconsider the familiar from a completely new perspective.»

Through playing with media in this way, Richter creates an interchange with the viewer between what they see and what they understand from their vision, toying with our cognitive reference points.

The error of conflating hydrologic processes with temperature is best understood through the cognitive processes that give rise to it.

I was reading through the sublinks [in Andy Revkin's «The Other Science Gap» column] with interest tonight, but also growing frustration — as in I can understand and agree with you and others focusing on the role partisanship and social cognitive barriers play, but I am a guy who lives in the trenches and wants to know — are there any solutions?

«Cognitive cascade» much better reflects my understanding / perception as I was reading through the piece.

• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs of emotional and developmental problems and provide viable solutions • Skilled in working with students with special needs by providing them with an environment conducive to learning and understanding of their limitations

I use a therapeutic framework highlighting understanding of the body, mind, and spiritual self through the use of mindfulness techniques, cognitive behavioral skills building, and psychoeducation.»

As a therapist, my main way of understanding how people work is through Cognitive Behavioral Therapy.

Through Cognitive Behavioral techniques we understand the connection between our thoughts and emotions.

I utilize Cognitive Behavioral, Gestalt, NLP, Trauma Reduction and several other techniques to facilitate clients» healing, insight enhancement, self - centering and self - actualization in a safe, compassionate setting.I believe that the ultimate goal of therapy and personal growth is to increase one's experience of being centered and grounded, possessing a clear understanding of the boundaries of self and others, feeling empowered and successful in their life through the acceptance of self and others, belonging in healthy relationships with a sense of freedom, joy and optimisim about life.»

The strategies and techniques involved in psychodynamic are: Interpreting symptoms Addressing Resistances Working through defenses Connecting your past to the present Emphasize a holistic understanding of the problem Working with transferential issues Cognitive behavioral therapy: Here the focus is on the present, in which the therapeutic change highlights the client s interpersonal functioning.

Dive deep into cognitive conceptualization, the cornerstone of CBT that drives treatment planning, and gain a truly integrative understanding through a series of case studies and role plays.

Cognitive Behavioral Approaches The idea that we all to some extent create our own reality and emotional life through the beliefs we hold, the automatic thoughts that emerge and the «self talk» we do about our lives is best understood and presented in the Cognitive Therapy approaches to psychotherapy.

Through a balance of Cognitive Behavioral Therapy and Creative Arts Therapy, Corinne creates an environment that leads the client to new understanding of oneself and ultimately healing.

The key treatment objectives of CARES are: (a) to enhance attention to critical facial cues signalling distress in child, parents and others, to improve emotion recognition and labelling; (b) improve emotional understanding by linking emotion to context, and by identifying contexts and situations that elicit child anger and frustration; (c) teach prosocial and empathic behaviour through social stories, parent modelling, and role play; (d) increase emotional labelling and prosocial behaviour through positive reinforcement; (e) and increase child's frustration tolerance through modelling, role - playing, and reinforcing child's use of learned cognitive - behavioural strategies to decrease the incidence of aggressive behaviours.