Sentences with phrase «early cognitive ability»

Effects held across gender and were largely unaffected by inclusion of socioeconomic status, early caregiving, and early cognitive ability as covariates in the model.

The first 5 years of life are critical for the development of language and cognitive skills.1 By kindergarten entry, steep social gradients in reading and math ability, with successively poorer outcomes for children in families of lower social class, are already apparent.2 — 4 Early cognitive ability is, in turn, predictive of later school performance, educational attainment, and health in adulthood5 — 7 and may serve as a marker for the quality of early brain development and a mechanism for the transmission of future health inequalities.8 Early life represents a time period of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range of socially stratified risk and protective factors may begin to place children on different trajectories of cognitive development.9, 10

Not exact matches

Early adversity can interfere with planning ability, cognitive flexibility, and memory, and all of those will correlate with diminished IQ.

We used data from a large cluster - randomized trial to assess the impact of a breastfeeding promotion intervention on socioeconomic inequalities in breastfeeding (exclusivity and duration) and in child cognitive ability at early school age.

In addition, breastfeeding has a cognitive benefit, particularly in terms of mental health, early brain development, optimal neuronal development, cognitive ability, school performance and linguistic ability [8].

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.

In addition, Luthar and Cicolla cite other studies showing moms of early adolescents are likely experiencing their own developmental challenges as they begin to recognize declines in physical abilities, cognitive functioning and increased awareness of mortality.

The neuroprotective effects of nicotine were studied in a randomized clinical trial involving 67 subjects in the early stages of Alzheimer's disease, where memory was slightly impaired but decision - making and other cognitive abilities remained intact.

«They had to have a recipe for the paint,» he adds, suggesting that these early artists had cognitive abilities similar to ours.

Other measures such as cognitive (i.e. IQ) ability, early linguistic skills, measures of the environment such as socio - economic status, and whether there is a family member with reading problems or dyslexia are all common early factors used to assess risk of developing reading difficulties.

«That early humans had sophisticated cognitive abilities comes as no surprise,» she says.

Intervening in childhood or early adolescence may prevent cognitive abilities from worsening and this may even delay or prevent illness onset.»

What further impressed and surprised the researchers: The strength of the relationship between cognitive abilities and early life social and environmental conditions.

As a result, selective pressures for large brains and early birth can become self - reinforcing — potentially creating species like humans with qualitatively different cognitive abilities than other animals.

Two new studies link patterns of polyunsaturated fatty acids in the blood to the integrity of brain structures and cognitive abilities that are known to decline early in aging.

However, even though an adolescent with good language and cognitive skills may experiment with drinking earlier than his / her less advanced peer, better verbal and intellectual abilities have [also] been found to be protective against developing severe problems with alcohol and other substances in adulthood.»

A drug called PBT2, developed by Australian company Prana Biotechnology, appears to improve cognitive abilities in patients with early - stage Alzheimer's disease and reduce protein buildup blamed for the debilitating neurological disorder, researchers report in The Lancet Neurology.

A drug called PBT2, developed by Australian company Prana Biotechnology, appears to improve cognitive abilities in patients with early - stage Alzheimer's disease.

«Our results clearly demonstrate associations between early vitamin B12 status and various measures on development and cognitive functioning, as for example the ability to interpret complex geometrical figures, and the ability to recognize other children «s emotions,» says Kvestad.

Early detection of Alzheimer's and other dementias is critical for optimal treatment since some of the treatments are most effective before cognitive abilities significantly decline.

The Hereditary Disease Foundation facilitates collaborative and innovative scientific research to further the understanding of Huntington's disease, a genetic disorder that strikes in early - to mid-adulthood, destroying brain cells, and bringing on severe and progressive declines in personality, cognitive ability, and mobility.

Non-cognitive skills may also be more malleable and thus amenable to intervention than cognitive ability, particularly beyond infancy and early childhood.

Early remediation of reading problems might aid not only the growth of literacy, but also more general cognitive abilities that are of critical importance across a person's lifetime.»

They can and should start learning about metacognition and how to use cognitive, communication, and interpersonal skills at an early age and apply these abilities across all core subjects and in life lessons.

The quality and quantity of language that children hear in their first three years contributes to their cognitive development, and the interactions children have with language in their earliest years form the foundation of their ability to be able to read and to comprehend what they read later on.

How much of the income - based gaps in cognitive ability and academic achievement could be closed by a two - year, center - based early childhood education intervention?

In the early 1900s, dozens of intelligence tests were developed in Europe and America claiming to offer unbiased ways to measure a person's cognitive ability.

All of these factors, Perrera writes, «can directly or indirectly affect early brain development, the cognitive and behavioral functioning of children and their ability to learn.»

The early onset of cognitive disorders can significantly affect a multiple concussion victim's quality of life, ability to work, relationships, and more.

• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs of emotional and developmental problems and provide viable solutions • Skilled in working with students with special needs by providing them with an environment conducive to learning and understanding of their limitations

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

For more on this, take a look at the Heckman Equation: invest in early education for disadvantaged children and develop cognitive skills, social abilities and health behaviours early.

In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107

The report provided a series of strategies and areas for future research including possible research on the impact of diversionary programs on Indigenous young people with a cognitive disability and / or mental health issue; the links between early disengagement with the education system and early contact with the juvenile justice system; the impact of Otitis Media on cognitive ability and early disengagement with the education system and early offending behaviour.

Due to plasticity of a child's brain, many of these cognitive abilities could be developed or strengthened if shortcomings are determined at an early age.

The idea that parents and caregivers might proactively build the rudiments of resilience is not without precedent.67, 68 Vygotsky suggested that the role of parents, caregivers, and teachers is to work within the child's zone of proximal development so the child will learn to master skills that were previously beyond their independent ability.69 This is the theory behind both Reach Out and Read70, 71 and more recent efforts to decrease obesity by nurturing the foundational motor skills needed for an active lifestyle.72 — 74 The current challenge, then, is for pediatricians, home visitors, and early educators to collaboratively increase the capacity of caregivers and communities to nurture those rudimentary but foundational SE, language, and cognitive skills as they emerge developmentally.

In the long term, those participating children are more likely to be employed and less likely to be dependent on government assistance.9 The positive effects are larger, and more likely to be sustained, when programs are high quality.10 In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.14

Many factors including maternal age and household composition, maternal and early childhood health, key elements of the home environment (family routines, parent - child interaction, parent aspirations), and experiences in preschool and early learning activities partially mediate SES gradients in US children's cognitive ability at kindergarten entry.

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.

Problems with communication, specifically non-verbal cognitive ability, are a strong predictor of externalising behaviour problems.3 Children with ASD exhibit more severe internalising and externalising behaviours than non-ASD children, as well as a high prevalence of aggressive behaviour.3 These behavioural challenges can often cause caregivers more distress and mental health problems than the core ASD symptoms.4, 5 Increased child behaviour problems and parental (especially maternal) psychological distress compared with children without autism is established early in life — by the time that children are aged 5 years.6 These co-occurring, behaviour problems are of concern in early childhood because of the importance of these early years for longer term child developmental outcomes.7

Thus, early signs of cognitive ability and maturity, children's work - related and learning - related social skills and self - regulatory skills have been identified as factors that contribute to and define «school readiness».

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.

A decomposition methodology examined the contribution from different sources in explaining the SES gradient in early cognitive outcomes.34 Similar to the methodology used in the UK Millennium Cohort Study, we focus on the quintile 1 — quintile 5 (Q1 — Q5) and quintile 1 — quintile 3 (Q1 — Q3) gaps and calculate the percentile points and the percentage of the raw gaps explained by each candidate explanatory factor and each domain of factors.2 This was done by taking the product of the mean gap in each explanatory factor (mean difference between Q1 — Q5 and Q1 — Q3) by the β coefficients from linear regression models that predict reading and math ability from SES and all candidate explanatory factors.

This paper discusses (a) the role of cognitive and noncognitive ability in shaping adult outcomes, (b) the early emergence of differentials in abilities between children of advantaged families and children of disadvantaged families, (c) the role of families in creating these abilities, (d) adverse trends in American families, and (e) the effectiveness of early interventions in offsetting these trends.

@article -LCB- ART001533917 -RCB-, author ={ 박지현 and Hana Song -RCB-, title = -LCB- The effects of a self - regulation ability improvement program on young children's cognitive and emotional self - regulation abilities and on reduction in aggression -RCB-, journal = -LCB- Korean Journal of Early Childhood Education -RCB-, issn = -LCB- 1226 - 9565 -RCB-, year = -LCB- 2011 -RCB-, volume = -LCB- 31 -RCB-, number = -LCB- 1 -RCB-, pages = -LCB- 157 - 182 -RCB-, doi = -LCB- 10.18023 / kjece.2011.31.1.008 -RCB-, url = -LCB- http://dx.doi.org/10.18023/kjece.2011.31.1.008 -RCB-

The effects of a self - regulation ability improvement program on young children's cognitive and emotional self - regulation abilities and on reduction in aggression Korean Journal of Early Childhood Education [Internet].

TY - JOUR AU - 박지현 AU - Hana Song TI - The effects of a self - regulation ability improvement program on young children's cognitive and emotional self - regulation abilities and on reduction in aggression T2 - Korean Journal of Early Childhood Education PY - 2011 VL - 31 IS - 1 PB - The Korean Society For Early Childhood Education SP - 157 - 182 SN - 1226 - 9565 AB - This study was conducted to ascertain how a self - regulation ability enhancement program could effect 4 to 5 year - old children's recognition of their cognitive and emotional regulation abilities.

Early behavioural research pointed to the negative impact of «coercive» parenting practices in escalating negative child behaviours (Patterson 1989), and more recent research has shown that positive, proactive parenting (involving praise, encouragement and affection) is strongly associated with high child self - esteem, cognitive ability and social and academic competence, and is protective against later disruptive behaviour and substance misuse (Kumpfer 2004; Byford 2012).

AEDI scores range from 0 (low ability) to 10 (high ability) for each of five early childhood development domains: (1) physical health and well - being; (2) social competence; (3) emotional maturity; (4) language and cognitive skills; and (5) communication skills and general knowledge.

3 FACTORS WHICH HELP OR HINDER IMPROVEMENT 3.1 Introduction 3.2 Key findings 3.3 Domains of influence on cognitive development 3.3.1 Demographic characteristics 3.3.2 Family composition 3.3.3 Parenting factors 3.3.4 Experience of childcare and pre-school 3.3.5 Child health and early development 3.3.6 Parenting support 3.3.7 Maternal health and health behaviours 3.3.8 Material and economic circumstances 3.4 Summary of single domain effects 3.5 Combined domain effects 3.5.1 Summary of combined domain effects 3.5.2 Explaining the effect of education on gaps in ability