Sentences with phrase «development of cognitive processes»

Other studies have noted that microbiota have an important influence on the development of cognitive processes in young mice (1).

These questions are central to our understanding of politics, but we still don't understand the development of the cognitive processes which shape our political attitudes and allegiances.

Not exact matches

What Whitehead called the «genetic» and the «morphological» manner of thinking, Piaget summarized in the idea of the general method and interpretation of «genetic structuralism» (ESH 7); both explicitly assert that structure and genesis are interdependent: each structure, from the biological to the cognitive, is to be understood as the result of a process of formation, which conversely can only be understood as the continuous development of potential structures (BC 193; S 121).

For all children, the process of play is valuable in the development of physical, cognitive, social, and emotional skills.

The researchers are now in the process of evaluating the children's cognitive, motor and language development at age 1 to verify if the positive impact of exercise is sustained.

Cognitive, or brain development means the learning process of memory, language, thinking, and reasoning.

The deliverables for this project included the following: (1) a robust survey instrument, informed by adequate cognitive and usability pretesting and translated into the five UN languages beyond English; (2) development of a global sampling process; and (3) a clear plan for reaching the targeted sample, including commitments from various national and international collaborators.

The cognitive model has been validated using a database of about 1500 input sentences, based on literature on early language development, and has responded by producing a total of about 500 sentences in output, containing nouns, verbs, adjectives, pronouns, and other word classes, demonstrating the ability to express a wide range of capabilities in human language processing.

Its goal is to advance research on the neurobiological underpinnings of human emotional and cognitive processes and to contribute to the development of novel treatment options for neuropsychiatric disorders.

«Our study shows that children's cortisol activity and the experience of specific family adversities may be key processes that predict cognitive development for children from low - income backgrounds.

There is a tendency to highlight the importance of cognitive achievements and the family's socioeconomic background for people's success in the future, but this study shows that children's self - regulation, which comprises children's social skills and processing of emotions, directs the future development in a profound way in different domains of life.

A further understanding of cognitive development in young students, Orosco said, both by researchers and educators working with English - language learners, could ultimately lead to better reading instruction for all students, improved measurement processes and fewer students unnecessarily being placed in special education classes.

As illustrated by the increased prevalence of the autism phenotype in children with profound hearing loss (Snowling et al., 2003), auditory - based communication appears of crucial importance for normal cognitive development, and dysfunctional auditory processing could contribute to the social isolation of subjects with autism.

Evidence that A beta immunization also reduces cognitive dysfunction in murine models of Alzheimer's disease would support the hypothesis that abnormal A beta processing is essential to the pathogenesis of Alzheimer's disease, and would encourage the development of other strategies directed at the «amyloid cascade».

The Lu lab is interested in how activity - dependent processes during brain development fine - tune the establishment of neural circuits and how neural activity affect neural circuit wiring and cognitive behaviors.

AMHERST, Mass. — Cognitive neuroscience researcher Joonkoo Park at the University of Massachusetts Amherst, who recently received a five - year, $ 751,000 faculty early career development (CAREER) grant from the National Science Foundation (NSF) to address basic research questions about how our brains process number and magnitude and how such processes give rise to more complex mathematical thinking, has co-authored a paper that reports this week where in the brain numerical quantity evaluation is processed.

At Bank Street College, teacher educator and director of research Barbara Biber extolled the virtues of a program that applied «the concept of the unified nature of cognitive and affective development... on the teacher - training level» and was based on «a process of integrating new knowledge with an old self.»

At approximately the same time, another movement was getting underway, one inspired by some of the very things that turned Maslow off: computers and information processing, as well as very rationalistic theories such as Piaget's cognitive development theory and Noam Chomsky's linguistics.

This commission report brings together findings from the fields of neuroscience, cognitive and social psychology, human development, and emerging technologies in examining the processes of effective learning and the environments in which learning best takes place.

Tierney's dissertation research examines early identifiers of autism and the relationship between neural and cognitive processes over the course of development, particularly in children with autism.

e resource is a report of research which investigates the way school and classroom processes affect the cognitive progress and social / behavioural development of children between the ages of 6 (Year 1) and 10 (Year 5) in primary schools in England.

Her current research within the Laboratories of Cognitive Neuroscience focuses on auditory and language processing in the human brain and its applications for the development of typical and atypical language and literacy skills.

Only one in 10 elementary classrooms across the country emphasizes the development of cognitive skills; other researchers have advocated for explicit instruction of metacognitive, cognitive, and other strategies to facilitate the process of learning as a way to engage and motivate middle and high school students.

The article discusses the impact of student - teacher relationships and school environment on children's cognitive development, according to the 2013 article «Preschool Classroom Processes as Predictors of Children's Cognitive Self - Regulation Skills Development» in the «School Psychology Quarterlcognitive development, according to the 2013 article «Preschool Classroom Processes as Predictors of Children's Cognitive Self - Regulation Skills Development» in the «School Psychology Quartedevelopment, according to the 2013 article «Preschool Classroom Processes as Predictors of Children's Cognitive Self - Regulation Skills Development» in the «School Psychology QuarterlCognitive Self - Regulation Skills Development» in the «School Psychology QuarteDevelopment» in the «School Psychology Quarterly.»

FEG's process is rooted in the philosophy of meeting children's diverse learning needs and promoting their healthy cognitive and social development.

Recent developments in the cognitive sciences are unlocking the mysteries of how and where our body / brain processes emotion.

Cognitive processes in early reading development: Accommodating individual differences in a model of acquisition.

Results of brain research, much of it sponsored by the National Institutes of Child Health and Human Development (NICHD), suggest that different parts of the brain working together are responsible for complex cognitive processes and that the communication between these brain centers is required for successful learning to occur.

Such a strategy should redefine education as a process that begins at birth and encompasses all aspects of children's early development, including their physical, social emotional, and cognitive growth.

Beginnings School has integrated proven principles of teaching emotional competencies, strong social skills, and self - regulation into the development and learning process through a unique approach, begin to... ECSEL ™ (Emotional Cognitive Social Early Learning).

Developmental Review Special Edition on Dual Process Models of Cognitive Development, 31 (2 - 3), 180 — 206.

Journals & Magazines ADHD Report Anxiety, Stress and Coping Autism Childhood Contemporary Hypnosis Dementia Depression and Anxiety Drug and Alcohol Review Dyslexia Early Child Development and Care Eating Disorders Educational Assessment Journal of Gambling Studies Journal of Happiness Studies Journal of Mental Health and Aging Journal of Sex & Marital Therapy Journal of Sport and Exercise Psychology Journal of Substance Abuse Treatment Language and Cognitive Processes Loss, Grief & Care Mental Retardation and Developmental Disabilities Metaphor and Symbol Neuropsychological Rehabilitation Parenting Personal Relationships Personality and Individual Differences Psychiatric Bulletin Psychology of Men & Masculinity Psychology Today Stress and Health Substance Abuse Trauma, Violence & Abuse

Groups allow members to be exposed to the cognitive process of other counselors at various levels of development (Hillerband, 1989).

We contend that childhood temperament shapes the manner in which individuals perceive their surroundings, which influences their social interactions in a reciprocal manner and eventual social and mental health outcomes.17 This dynamic is particularly evident in early adolescence during which the emergence of the peer group as a more salient influence on development coincides with sharp increases in psychopathology, 16 particularly SAD.6, 15,18 Temperament also shapes vital cognitive processes, such as attention and certain executive processes which provide the foundation from which children perceive and respond to social cues in the environment.

Children's cognitive development is boosted when they develop skills for keeping track of their own thinking processes.

Childhood sexual abuse and childhood physical abuse are among the strongest predictors of psychiatric pathology and severity of clinical course, including suicide.2,4 - 14 The influence of childhood sexual abuse and childhood physical abuse on psychological development is thought to be mediated directly by changes in cognitive processing of threatening stimuli,15 - 18 resulting in enhanced negative affect to daily life stressors.19 Although there is a clear link between early - life adversity and psychopathology, very little is known about the molecular mechanisms responsible for the long - lasting behavioral consequences of childhood abuse.

Family stability and healthy child development Child development can be understood as the physical, cognitive, social, and emotional maturation of human beings from conception to adulthood, a process that is influenced by interacting biological and environmental processes.

Even when study is limited to family processes as influences, multivariate risk models find support.9 - 12 For example, Cummings and Davies13 presented a framework for how multiple disruptions in child and family functioning and related contexts are supported as pertinent to associations between maternal depression and early child adjustment, including problematic parenting, marital conflict, children's exposure to parental depression, and related difficulties in family processes.10, 11 A particular focus of this family process model is identifying and distinguishing specific response processes in the child (e.g., emotional insecurity; specific emotional, cognitive, behavioral or physiological responses) that, over time, account for normal development or the development of psychopathology.10

Journals & Magazines ADHD Report Anxiety, Stress and Coping Autism Childhood Contemporary Hypnosis Dementia Depression and Anxiety Dreaming Drug and Alcohol Review Dyslexia Early Child Development and Care Eating Disorders Educational Assessment Illness, Crisis & Loss Industrial - Organizational Psychologist Journal of Gambling Studies Journal of Happiness Studies Journal of Mental Health and Aging Journal of Sex & Marital Therapy Journal of Sport and Exercise Psychology Journal of Substance Abuse Treatment Language and Cognitive Processes Loss, Grief & Care Mental Retardation and Developmental Disabilities Metaphor and Symbol Neuropsychological Rehabilitation Parenting Personal Relationships Personality and Individual Differences Psychiatric Bulletin Psychology of Men & Masculinity Psychology Today ReVision: A Journal of Consciousness and Transformation Stress and Health Studies in Gender and Sexuality Substance Abuse Suicide and Life - Threatening Behavior Trauma, Violence & Abuse

Children's cognitive development (covering their memory span, learning capacity and cognitive processing speed) is proceeding rapidly as they begin to form basic concepts of time, number and logic.

At the child level, temperamental features evident in infancy and toddlerhood such as irritability, restlessness, irregular patterns of behaviour, lack of persistence and low adaptability increase the risk of behaviour problems7, 8,9 as do certain genetic and neurobiological traits.10, 11 At the family level, parenting practices including punitive discipline, inconsistency, low warmth and involvement, and physical aggression have been found to contribute to the development of young children's aggressive behaviour.12 Children who are exposed to high levels of discord within the home and whose parents have mental health and / or substance abuse issues are also at heightened risk.13 Other important correlates of aggression in children that can contribute to chronic aggression include faulty social - cognitive processes and peer rejection.14

Converging evidence reveals a significant impact of childhood trauma on neurobiological development (in terms of brain structure and function), psychological processes, hormonal and cognitive functioning, which may underlie the effect of childhood trauma on later psychological functioning.

From a socio - cultural viewpoint, cognitively responsive behaviours (e.g. maintaining versus redirecting interests, rich verbal input) are thought to facilitate higher levels of learning because they provide a structure or scaffold for the young child's immature skills, such as developing attentional and cognitive capacities.9 Responsive behaviours in this framework promote joint engagement and reciprocity in the parent - child interaction and help a child learn to assume a more active and ultimately independent role in the learning process.10 Responsive support for the child to become actively engaged in solving problems is often referred to as parental scaffolding, and is also thought to be key for facilitating children's development of self - regulation and executive function skills, behaviours that allow the child to ultimately assume responsibility for their well - being.11, 12

While the literature supports the idea that parenting knowledge, competence and efficacy are not necessarily related, 4 the processes that underpin the development of discrepancies between the cognitive, affective and skills domains are unclear.

Special areas of interest include the assessment and treatment of childhood anxiety disorders, the role of cognitive behavioral development, brain function, and cognitive processing in anxiety and depression.

The contextual social — cognitive model focuses on the contextual parenting processes, and on children's sequential cognitive processing in the development and escalation of children's behavioural problems.

[jounal] Keatin, D. P. / 1978 / Individual and developmental differences in cognitive processing components of mental ability / Child Development 49: 155 ~ 167

Besides biologically co-determined disturbances of impulse control (inhibition) and empathy (callous - unemotional traits), psychosocial factors, especially family interactions and disturbance of social cognitive information processing, are important factors in the development of the disorder.