Sentences with phrase «during social interactions with»

Threatened by the unexpected: Physiological responses during social interactions with expectancy - violating partners.

«For example, you can imagine that the more sensitive someone is to social rewards, the better they feel during social interactions with familiar faces.

Not exact matches

The pendulum has been swinging rapidly during the past two years with respect to understanding buyer behavior and interactions in the social age.

This group of women are very different, yet we have become friends because we stay at home with our children and realized we needed a social outlet and interaction with other women during the day.

Usually, children with this disorder are unable to communicate in any way during social interactions or events.

UNSETTLING it may be, but following the gaze of a virtual face during a brain scan is helping to unravel brain activity that is key to complex human social interactions: activity that may be atypical in people with autism.

One theory of autistic savantism suggests that during fetal development or early in life, some developmental abnormality affects the brain's left side, resulting in the difficulties that many autistic people have with words and social interaction, functions typically processed by the left hemisphere.

Eating together, providing social support and interaction during meals could help people with dementia avoid dehydration and malnutrition — according to new NIHR - funded research from the University of East Anglia.

«Although most preterm children catch up with their full term peers during early elementary school, future interventions to improve friendships and social interaction skills should start before school entry to prevent later psychopathology and behaviour problems.»

The condition can present itself during any social situation; from everyday interactions at work, school and even while shopping, to social events, including parties and activities with peers.

With the aim of creating an innovative book based learning game with interactive inputs to help special needs children develop social interaction and communication skills, the augmented reality gameBook Tobias's Adventure During A Visit To A Zoo Park was creaWith the aim of creating an innovative book based learning game with interactive inputs to help special needs children develop social interaction and communication skills, the augmented reality gameBook Tobias's Adventure During A Visit To A Zoo Park was creawith interactive inputs to help special needs children develop social interaction and communication skills, the augmented reality gameBook Tobias's Adventure During A Visit To A Zoo Park was created.

The Abecedarian Program also had a focus on quality with ideal caregiver - child ratios (1 - to - 3 for infants and toddlers and 1 - to - 6 during preschool), and a curriculum focused on children's language, cognitive, and social emotional development through high quality caregiver - child interactions.

As his curiosity goes into hyperdrive during his adolescent months, tire him out with lots of social interaction and high - impact activities on non-concrete surfaces.

Please discuss concerns and risks of dog group play with your veterinarian as Paw's - n - Claw's is not liable for injuries during social play interactions.

Biting and chewing behaviors start very early in puppyhood; indeed, puppies start mouthing during their first social interactions with their mom and littermates.

The «Temperament Correct» pit bull: seeks out human interaction; is responsive, biddable and eager to please; may be genetically predisposed to aggression towards other dogs or animals; is appropriately submissive; is well balanced and optimistic; enjoys handling; presents good eye contact; is able to be calm in the presence of other dogs on leash or — if initially leash reactive - can learn how to tolerate their presence; is willing to connect with handler during high arousal; can be handled safely even in times of high arousal; accepts a reasonable amount of confinement; drops arousal levels quickly when removed from a stressful situation; is social with people of all types; is responsive and good natured; is never aggressive towards humans.

Writing in the chapter «Social and communication behaviour of companion dogs» in The Domestic Dog: Its Evolution, Behaviour, and Interactions With People edited by James Serpell, John W.S. Bradshaw and Helen M.R. Nott wrote: «It is possible that humans have selected dogs to bark more readily in order to draw attention to potential hazards or problems («watchdog barking») and also during the pursuit of prey, directing the hunter towards the kill.

Volunteer to give items or activities to our shelter dogs that provide them with social interaction, mental stimulation, and exercise in order for them to remain psychologically and behaviorally healthy during their time with us.

etc) to be reinforcing if we pair this often enough with Primary Reinforcers (food, social interaction, play) during training.

The all encompassing WTM Social Media Programme has been designed to connect with the thousand's of people and companies that make up the online travel community, to encourage interaction year - round and especially during World Travel Market 2011.

Dave, your «alternative world» would be one in which Homo Sapiens had evolved differently with less self - gratification in short term thinking and more in long term thinking which quite likely would have inhibited the ability to survive the environment present during that time when the «higher» brain functions and complex social interactions were themselves emerging.

• 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

Less - intensive interventions that provide parent training also may be useful for younger children with ASDs, particularly for improving social communication, language use, and, potentially, symptom severity and family functioning, but the current evidence base for such treatment remains insufficient.17, 18,27 Although parent - training programs can modify parenting behaviors during interactions, data are limited about their contribution to specific improvements in the short - term and long - term beyond simple language gains for some children.

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.

Greater cell phone use has been associated with greater loneliness and poorer social skills than for those who have more face - to - face communication interactions.1 For example, a survey of over 3,400 North American girls aged 8 - 12 years old found that the more social media use, text messaging, and cell phone / video use the girls had, the more negative their social well - being (e.g., less healthy friendships).2 Even among strangers, having a cell phone (vs. notepad) on a desk during a «get - to - know - you» conversation was related to less closeness and lower relationship quality after the discussion.

The Case for High Nurturance Nurturing behaviors of parents that predict social competence include affectionate and friendly interaction with the child; consideration for the child's feelings, desires and needs; interest in the child's daily activities; respect for the child's points of view; expression of parental pride in the child's accomplishments; and support and encouragement during times of stress in the child's life.

Depression, reflected in prolonged sadness and feelings of despair, is associated with less engaged, stimulating and proactive parenting, and with a range of social and cognitive problems in young children during infancy, toddlerhood and the preschool years.4 Because young children are so dependent on their mothers for cognitive stimulation and social interaction, they are more likely to be vulnerable to the impact of maternal depression than school - age children or adolescents.

At a second point in time, their brains were scanned while they participated in a virtual social task in the scanner, during which they were gradually excluded from the social interaction; this paradigm has previously been found to provoke significant social distress that is correlated with activity in the dorsal anterior cingulate cortex (dACC)(31), a brain region associated with monitoring threat.

During infancy, parents provide primarily for infants» basic needs for sustenance, protection, comfort, social interaction and stimulation; by toddlerhood, as children begin to walk and talk, parents must also set age - appropriate limits on exploration while encouraging cognitive, social and language development.1 The challenges of parenting young children are best met when the mother has adequate emotional support and help with child care and is emotionally stable herself.

Given their typical age of onset, a broad range of mental disorders are increasingly being understood as the result of aberrations of developmental processes that normally occur in the adolescent brain.4 — 6 Executive functioning, and its neurobiological substrate, the prefrontal cortex, matures during adolescence.5 The relatively late maturation of executive functioning is adaptive in most cases, underpinning characteristic adolescent behaviours such as social interaction, risk taking and sensation seeking which promote successful adult development and independence.6 However, in some cases it appears that the delayed maturation of prefrontal regulatory regions leads to the development of mental illness, with neurobiological studies indicating a broad deficit in executive functioning which precedes and underpins a range of psychopathology.7 A recent meta - analysis of neuroimaging studies focusing on a range of psychotic and non-psychotic mental illnesses found that grey matter loss in the dorsal anterior cingulate, and left and right insula, was common across diagnoses.8 In a healthy sample, this study also demonstrated that lower grey matter in these regions was found to be associated with deficits in executive functioning performance.

This study examined whether 19 - month - old infants» social understanding was related to their interaction behavior during dyadic cooperation with a peer.

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.

Abstract: This study examined whether 19 - month - old infants» social understanding was related to their interaction behavior during dyadic cooperation with a peer.

According to this perspective, during social interactions, peers evaluate and respond to individual characteristics in manners that are consistent with cultural belief systems in the society and express corresponding attitudes (e.g., acceptance, rejection) toward children who display the characteristics.

Early social communicative behaviors of preschoolers with autism spectrum disorder during interaction with their mothers.

During social interactions emotional expressions reflect what goes on between individuals; parent and child dynamically and reciprocally alter their emotions with respect to the ongoing and anticipated emotions of each other (Butler 2011; Fogel 1993; Hinde 1997; Morelen and Suveg 2012).

For example, we found children with ADHD to be extremely poor monitors of their own social behavior as reflected in self - evaluations that were discrepant from actual performance.15 Specifically, during a laboratory interaction task, boys with ADHD, as compared to control boys, reported themselves as having done better in an interaction with an unfamiliar boy even though objective coders rated their performance as significantly worse.

Other investigators have reported an inability on the part of children with ADHD to respond appropriately during lab tasks requiring the shifting of social roles — eg, from TV talk show «host» to «guest» 6 or from «astronaut» to «mission control» in a space game.16 These results suggest the need for a greater emphasis on accurate self - evaluation, self - monitoring, and appropriate response to social cues — skills necessary to effective functioning in ongoing and constantly changing interactions.

For example, in their adapted Social Information Processing model, Lemerise and Arsenio (2000) suggest that emotions related to children's peer relations interact with the child's social cognitive processes, and permeate each step of the social information processing (SIP) process during peer interactions (Crick and Dodge 1994; Lemerise and Arsenio Social Information Processing model, Lemerise and Arsenio (2000) suggest that emotions related to children's peer relations interact with the child's social cognitive processes, and permeate each step of the social information processing (SIP) process during peer interactions (Crick and Dodge 1994; Lemerise and Arsenio social cognitive processes, and permeate each step of the social information processing (SIP) process during peer interactions (Crick and Dodge 1994; Lemerise and Arsenio social information processing (SIP) process during peer interactions (Crick and Dodge 1994; Lemerise and Arsenio 2000).

Furthermore, adults who perceived their daily social interactions to be more comforting and supportive showed dampened ACC activation during exclusion (Eisenberger et al. 2007) and young adults who spent more time with friends during late adolescence showed a similar pattern of reduced ACC and insula activity during exclusion (Masten et al. 2012).

For example, behavioral inhibition in and of itself was not related to high social anxiety during adolescence, but in interaction with poor social skills it could lead to a particularly poor outcome.

Spence et al. (1999) compared a group of social phobic children with a control group (age range 7 — 14 years) on a measure of social competence with peers, as rated by a parent, and during natural observation of their interactions with peers at school.