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.
Other studies have noted that microbiota have an important influence on
the development of cognitive processes in young mice (1).
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 Quarterl
cognitive development, according to the 2013 article «Preschool Classroom Processes as Predictors of Children's Cognitive Self - Regulation Skills Development» in the «School Psychology Quarte
development, according to the 2013 article «Preschool Classroom
Processes as Predictors
of Children's
Cognitive Self - Regulation Skills Development» in the «School Psychology Quarterl
Cognitive Self - Regulation Skills
Development» in the «School Psychology Quarte
Development» 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.