Sentences with phrase «demonstrate higher cognitive»

Soon even these are passed, as the very young child begins to demonstrate the higher cognitive functions that are found only at the top of the continuum.

People who had healthier diets as kids, they say, demonstrate higher cognitive ability as well as better social skills — both of which are useful among adults in the workplace.

Not exact matches

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.

When kids eat breakfast they demonstrate broader vocabularies, improved memory and faster speed on cognitive tests, and they score higher in both reading and math.

«The results suggest that we should expect that women demonstrate relative strength in particular cognitive functions while men in others, even in societies with higher living conditions and more gender equal educational opportunities,» explains Weber.

«These results demonstrate that pain responses can be shaped by learning that takes place outside conscious awareness, suggesting that unconscious learning may have an extensive effect on higher cognitive processes in general,» says Karin Jensen.

These results, the authors conclude, demonstrate that «higher cognitive functions are not a privilege of the vertebrates.»

Recent estimates suggest that as many as 1.9 million children younger than 18 years have a sport - or recreation - related concussion each year in the United States.1 This injury is biomechanically induced, with symptoms resulting from neuronal dysfunction due to functional and neurometabolic alterations rather than gross structural abnormalities.2 Compared with boys involved in similar activities, girls experience higher rates of sport - related concussion,3 - 7 report more severe symptoms,8 - 11 demonstrate worse cognitive impairment,8 - 10, 12 and take longer to recover.11 The neural mechanisms behind these postconcussion sex differences are poorly understood but have been attributed to differences in neuroanatomy and physiology, 13 cerebral blood flow, 14 and the female sex hormones estrogen and progesterone.15 - 17

Members of the selection panel will assume that if the candidate is so smart, as demonstrated by high cognitive test results, they will be an effective manager and have the capacity to deal with people.

In this section of the review, we include research on on - demand performance assessments that require students to demonstrate higher - order cognitive processes and to provide some extended responses to comprehension questions or to write in response to a prompt.

The cognitive rigor of college and career ready standards and assessments expect students to demonstrate higher levels of thinking as categorized by Bloom's Revised Taxonomy and communicate depth of knowledge as designated by the four DOK levels established by Dr. Norman A. Webb.

Learn how to develop learning experience that promote cognitive rigor by challenging students to demonstrate higher order thinking and communicate depth of knowledge.

He works closely with K — 12 schools across the nation developing active and authentic teaching and learning experiences that address the cognitive rigor of college and career ready standards by challenging and engaging students to demonstrate higher - order thinking and communicate depth of knowledge.

Learn how to use the Cognitive Rigor Questions Framework developed by MAVERIK EDUCATION LLC to create good questions that promote cognitive rigor by challenging students to demonstrate higher order thinking and communicate depth of kCognitive Rigor Questions Framework developed by MAVERIK EDUCATION LLC to create good questions that promote cognitive rigor by challenging students to demonstrate higher order thinking and communicate depth of kcognitive rigor by challenging students to demonstrate higher order thinking and communicate depth of knowledge.

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students

Children gain from participating in high - quality care in the short and long - term, as demonstrated by improved cognitive and social outcomes, better academic performance through school, and better health, employment outcomes, and criminal justice involvement reduction as adults.

Risk of relapse among patients diagnosed with major depressive disorder is high (> 50 % of those recovering from a first episode of depression, and approximately 80 % of those with a history of two or more episodes), 1 and this risk increases with each successive depressive episode.2 Several clinical trials have demonstrated that mindfulness - based cognitive therapy (MBCT) significantly reduces relapse risk among patients with three or more prior depressive episodes.3 Yet, MBCT contains multiple therapeutic elements, and the specific efficacy of the mindfulness training element in MBCT is unknown.

Studies of high intensity EBHV programs focused on at - risk families have found that these programs have positive impacts on maternal care, as demonstrated by increased maternal responsiveness, warmth / sensitivity toward the child, and maintaining focus on the child; subsequently improving the cognitive and social behavioral functioning of the child (Guttentag et al., 2014; Black et al., 2007).

An estimated 1,560 children died because of maltreatment, with the highest rates of victimization in the first year of life — 20.6 per 1,000 children.1 Research demonstrates that outcomes for children who survive child maltreatment (defined as neglect, abuse, or a combination of the two) are poor, with performance below national norms in a range of outcomes areas, including psychosocial and cognitive well - being and academic achievement.2, 3,4 The costs to society overall of these children not reaching their full potential and the lower than expected productivity of adult survivors of abuse are estimated at as much as $ 50 - 90 billion per year in the U.S. 5,6 These findings underscore the need for strategies to prevent child maltreatment in order to improve outcomes for children, families and communities.

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).

As research across neuroscience, developmental psychology, and economics demonstrates, early social - emotional, physical, and cognitive skills beget later skill acquisition, setting the groundwork for success in school and the workplace.15 However, an analysis of nationally representative data shows that 65 percent of child care centers do not serve children age 1 or younger and that 44 percent do not serve children under age 3 at all.16 Consequently, child care centers only have the capacity to serve 10 percent of all children under age 1 and 25 percent of all children under age 3.17 High - quality child care during this critical period can support children's physical, cognitive, and social - emotional development.18 Attending a high - quality early childhood program such as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and developmenHigh - quality child care during this critical period can support children's physical, cognitive, and social - emotional development.18 Attending a high - quality early childhood program such as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and developmenhigh - quality early childhood program such as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and development.19

Several decades of research clearly demonstrate that high - quality, developmentally appropriate early childhood programs produce short - and long - term positive effects on children's cognitive and social development... A growing body of research indicates that more developmentally appropriate teaching in preschool... predicts greater success in the early grades

Mothers at a higher risk of child abuse, for example, are more likely to attribute negative traits to children who demonstrate ambiguous behaviour, and see this behaviour as intentional.16 Bugental and her colleagues have administered a cognitive retraining intervention program for parents which aims to alter such biases.

For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.

Neuroimaging studies have also demonstrated that suppression is associated with higher activation in the amygdale and insula [31], [32], and in regions implicated in cognitive control, namely prefrontal and anterior cingulated cortices [33], [34].