Sentences with phrase «different cognitive learning»

Not exact matches

The walker can be adjusted and your baby will have 12 different songs that they can choose from when it comes to learning and improving their cognitive skills.

Different activities, both individual and group, are also a great way to help your toddler learn new skills, to add structure to your toddler's day, to promote gross and fine motor skills, and to support cognitive development.

Adam Gazzaley, professor of neurology, physiology and psychiatry at the University of California, San Francisco and executive director of Neuroscape, has developed video games designed to improve memory, attention and learning that adjust to a player's performance and focus on different cognitive systems.

The authors conclude «we think that video games are mainly recreational activities and the cognitive stimulation provided is very different from school learning.

In addition to revealing the functions of different areas within the prefrontal cortex, studies have also demonstrated the flexibility of the region, which has helped experts optimize cognitive therapy techniques to enable patients with brain damage to learn new skills and compensate for their impairments.

Participants in a control group practiced a different technique known as cognitive reappraisal, in which they learned to generate fewer negative thoughts.

The study, which will appear in an upcoming issue of the journal Psychological Science, is the first to document two different but related cognitive phenomena simultaneously: so - called «extreme forgetting» — when kids learn two similar things in rapid succession, and the second thing causes them to forget the first — and delayed remembering — when they can recall the previously forgotten information days later.

This is the first to document two different but related cognitive phenomena simultaneously: so - called «extreme forgetting» — when kids learn two similar things in rapid succession, and the second thing causes them to forget the first — and delayed remembering — when they can recall the previously forgotten information days later.

Cognitive understanding of how students learn; emotional preparation to relate to many students whose varied needs are not always evident; content knowledge from which to draw different ways to present a concept; and, finally, the ability to make teaching decisions quickly and act on them.

In this way, we approach the teaching - learning process from the adjacent dialectic in the multidisciplinary issues that Global Education enables us to build and diffusion of the knowledge, which causes cognitive conflicts between the different educational actors and, consequently, meaningful and pragmatic learning about the various problems of the globalized world of the XXI century.

Cognitive learning can be made more relevant in eLearning by allowing learners access to different mediums of learning.

Using arts - based pedagogies or arts - inquires goes beyond singing the times - tables or watching a topical DVD, it is about framing learning experiences to connect the cognitive with the emotive, to critically examine assumptions, understandings and beliefs, to view things from different perspectives, and create a space for experimentation where alternative views can be explored.

«Messy play» - a learning mechanism whereby children are encouraged to get stuck in to exploring the world through various different textures (such as sifting through a sandpit with their hands, mushing mud through their palms or squelching goo between their fingers)- is essential for their social, emotional and cognitive development.

«Classroom participation is associated with the generation and promotion of higher order thinking skills, and this cognitive stimulation provides students with a different environment which promotes positive and effective learning experiences...».

Although academics, including cognitive scientists, neuroscientists, and education researchers, have waged fierce debates about what these different needs are — some talk about multiple intelligences and learning styles whereas others point to research that undermines these notions — what no one disputes is that each student learns at a different pace.

Although complexity and difficulty are necessary components of an intended curriculum, the Depth of Knowledge or complexity of a curriculum standard or cognitive learning objective is dynamic and encompasses the multiple dimensions of an objective ranging from the «level of cognitive complexity of information students should be expected to know, how well they should be able to transfer this knowledge to different contexts, how well they should be able to form generalizations, and how much prerequisite knowledge they must have in order to grasp ideas» (Webb, 1997, p. 15).

Based on the latest research, we create a diverse learning environment that has cognitive and social - emotional benefits for all because the future depends on students learning from different perspectives, experiences, and ideas.

http://ldx.sagepub.com/cgi/content/abstract/30/1/80 HOW WE LEARN - ASK THE COGNITIVE SCIENTIST The Usefulness of Brief Instruction in Reading Comprehension Strategies Author: Daniel T. Willingham American Educator (American Federation of Teachers), Winter 2006 - 07 Results from 481 studies on 16 different categories of strategies conclude that; «Teaching children strategies is definitely a good idea.»

Rather the researchers believe that study data suggest that there are a number of relationships characterized by different cognitive capacities and ways of thinking in the arts that have impact on learning in the arts and other subjects.

Cognitive flexibility explains how teacher candidates, having engaged with the SWAP during their teacher preparation coursework, might learn to adapt those practices to diverse learners in different classroom contexts.

By the end of this training, participants will recognize what are the 8 different kinds of good questions that promote cognitive rigor and how they can use these good questions to set the instructional focus and serve as assessments to deeper student - centered learning experiences.

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.

For meaningful learning to occur (knowledge is transferred to a different situation, or, in our case, into the workplace), certain cognitive processes must occur.

Since learning is not a linear activity and every child has different cognitive development and in most part, how the students learn depends on their grade level.

The machine - learning tool they created was not only able to classify existing patients based on their different levels of cognitive impairment, but was also able to predict Alzheimer's disease in previously undetected cases.

A recent investigation from the UK Millennium Cohort Study found that a variety of parenting, home learning, and early education factors explained a small portion of the socioeconomic status (SES) gradients in children's cognitive ability by age 5.2 Although some US studies have examined selected factors at different stages of childhood, 24 — 27 few have had comprehensive data to examine the socioeconomic distribution of a wide variety of risk and protective factors across early childhood and their role as potential independent mediators of the SES gradients in cognitive ability at kindergarten entry.

In the UK Millennium Cohort study, parenting, home learning, and family interaction factors explained 16 % to 17 % of the SES gradients in cognitive ability by age 5 and preschool and early child care 2 % to 3 %.2 Perhaps owing to different or more comprehensive measures, health, home environment, and early education factors had a larger impact in ECLS - B.

Children's development of the cognitive and social skills needed for later success in school may be best supported by a parenting style known as responsive parenting.1 Responsiveness is an aspect of supportive parenting described across different theories and research frameworks (e.g. attachment, socio - cultural) as playing an important role in providing a strong foundation for children to develop optimally.2 - 4 Parenting that provides positive affection and high levels of warmth and is responsive in ways that are contingently linked to a young child's signals («contingent responsiveness») are the affective - emotional aspects of a responsive style.5 These aspects, in combination with behaviours that are cognitively responsive to the child's needs, including the provision of rich verbal input and maintaining and expanding on the child's interests, provide the range of support necessary for multiple aspects of a child's learning.6