Sentences with phrase «early cognitive behavior»

Not exact matches

Early business partners with IBM are developing applications that will build on the Watson cognitive software to make digital personal shoppers smarter, to make the medical device purchasing process more streamlined and a health management application that rewards positive behaviors.

For the substance - dependent person, each act of use involves a series or chain of choices and behaviors mediated by a variety of cognitions (automatic thoughts, cognitive distortions, permission - giving beliefs, core beliefs / early maladaptive schemas, etc.), which interact with emotional states and past learning, strongly reinforcing «self - medicating» for emotional and existential pain.

These behaviors, researchers say, help kids build an early vocabulary, setting the stage for better cognitive development and function later on.

Typically, though, sudden anxiety behaviors in preschool / early elementary aged children are simply another normal stage of development, an indication of cognitive growth.

Findings from the National Early Head Start Research and Evaluation project, a rigorous Congressionally - mandated study, indicate that the program had modest but positive impacts on EHS children at age three in cognitive, language, and social - emotional development, compared to a control group.xxiii In addition, their parents scored higher than control group parents on such aspects of the home environment as parenting behavior and knowledge of infant - toddler development.

And while some research has failed to find a link between spanking and cognitive outcomes (Maguire - Jack et al 2012), the link between early spanking and later behavior problems is well - established:

Internationally adopted children often suffer physical, cognitive and behavior challenges due to poor nutrition in their early years.

By identifying these factors early on, the research team hopes to have a better chance of providing effective cognitive strategies to help risk - seeking adolescents regulate their emotions and avoid risk - taking behavior and substance abuse.

The ambitious goal: to learn to identify early signs of trauma - induced brain damage from subtle changes in blood chemistry, brain imaging, and performance tests — changes that may show up decades before visible symptoms such as cognitive impairment, depression, and impulsive behavior.

A year earlier, researchers at the University of Montreal identified a Shank3 mutation in patients suffering from schizophrenia, which is characterized by hallucinations, cognitive impairment, and abnormal social behavior.

«Cognitive scientists ID mechanism central to early childhood learning, social behavior.»

Our study, along with prior studies, supports the notion that «cognitive reserve» resulting from early - life and lifelong education and cognitive stimulation may be a potent strategy for the primary prevention of dementia in both high - and low - income countries around the world.21 However, it should be noted that the relationships among education, brain biology, and cognitive function are complex and likely multidirectional; for instance, a number of recent population - based studies have shown genetic links with level of educational attainment, 22,23 and with the risk for cognitive decline in later life.24 Higher levels of educational attainment are also associated with health behaviors (eg, physical activity, diet, and smoking), more cognitively - complex occupations, and better access to health care, all of which may play a role in decreasing lifetime dementia risk.

The research answered questions related to impact of the WINGS program on children's relationships, behaviors, and person - centered competencies.The evaluation also collected an exploratory set of building block measures of early cognitive and emotional skills to better understand the underlying developmental mechanisms leading to the outcomes.

The signs of canine cognitive dysfunction are progressive with time, and are commonly missed early on in the manifestation of disease, or written off as age related quirky behavior.

• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them

On the basis of this previous theoretical and empirical work, we hypothesized that (1) early cognitive stimulation, (2) early parental emotional support, and (3) early viewing of television would predict subsequent bullying behavior, controlling for baseline bullying.

Recent theoretical work suggests that bullying might arise out of early cognitive deficits — including language problems, imperfect causal understanding, and poor inhibitory control — that lead to decreased competence with peers, which over time develops into bullying.14, 15 A small number of studies provide circumstantial evidence that such a hypothesis might have merit7: 1 study found a link between poor early cognitive stimulation and (broadly defined) inappropriate school behavior, 16 and another found cognitive stimulation at age 3 years to be protective against symptoms of attention - deficit disorder at age 7 years.17 A study of Greek children found that academic self - efficacy and deficits in social cognition were related to bullying behavior.18 A large US national survey found that those who perceive themselves as having average or below - average academic achievement (as opposed to very good achievement) are 50 % to 80 % more likely to be bullies.8 Yet these studies are based on cross-sectional surveys, with the variables all measured at a single point in time.

Furthermore, previous reviews have suggested that early infantile aggression is associated with hostile social cognitive biases and impaired self - regulation of behavior and emotions, which in turn potentially increase antisocial behavior during childhood or later in life (Shonkoff, Boyce, & McEwen, 2009; Tremblay, 2010).

Authors of individual studies have reported positive outcomes from early and intensive behavioral and developmental intervention in cognitive performance, language skills, and adaptive behavior when delivered over substantial intervals of time (ie, 1 — 2 years) compared with broadly defined eclectic treatments.

CONCLUSIONS: Studies of Lovaas - based approaches and early intensive behavioral intervention variants and the Early Start Denver Model resulted in some improvements in cognitive performance, language skills, and adaptive behavior skills in some young children with ASDs, although the literature is limited by methodologic concearly intensive behavioral intervention variants and the Early Start Denver Model resulted in some improvements in cognitive performance, language skills, and adaptive behavior skills in some young children with ASDs, although the literature is limited by methodologic concEarly Start Denver Model resulted in some improvements in cognitive performance, language skills, and adaptive behavior skills in some young children with ASDs, although the literature is limited by methodologic concerns.

Consequences can be profound in the areas of social, emotional, and cognitive impairment; adoption of high - risk behaviors; disease, disability, and social problems, and early death.

Evaluations of sustained treatment effects for other, more - intensive, early childhood interventions have yielded mixed results, with variation being attributed to unevenness in both program quality and evaluation rigor.10, 11 Less - intensive interventions, such as the Comprehensive Child Development Program, have reported no effect during or after the intervention.12 Intensive interventions with short - term effects seem to be more likely to demonstrate sustained benefits for children's cognitive and social development and parenting behaviors.11

Although not specifically tested, these findings are in line with early socio - cognitive models of learning through experience or observation [22], [55] the notion that repeated exposure to risk - glorifying media may instigate risk taking behaviors by the activation of positive risk - related cognitions, beliefs and behavioral scripts [23] and additionally, through changes in the self - concept related to risk - tasking [21].

Internationally adopted children often suffer physical, cognitive and behavior challenges due to poor nutrition in their early years.

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

I use experiential cognitive behavior techniques, solution focused techniques, and when appropriate, I probe things learned / experienced earlier in life and relate to current issues.

And while some research has failed to find a link between spanking and cognitive outcomes (Maguire - Jack et al 2012), the link between early spanking and later behavior problems is well - established:

Through our research, we address questions about the interpersonal, cognitive and neurobiological mechanisms that are responsible for the increasingly complex behaviors that children may acquire during infancy, early childhood, and into adolescence.

Cognitive impulsivity and the development of delinquency from late childhood to early adulthood: Moderating effects of parenting behavior and peer relationships.

Clinicians trained in other approaches (psychodynamic, cognitivism, cognitive - behavioural, family therapy, hypnosis, Gestalt, etc.) find that EMDR allows them to use what they already know regarding the client's history: EMDR therapy helps identify the earlier memories that cause maladaptive defenses and intra-psychic mechanisms and facilitates the processing of those memories and experiences, that are likely causing dysfunctional behavior and irrational cognitions.

In another study, a play assessment questionnaire (Calhoun, 1987) was filled out by parents to measure symbolic - cognitive play behavior, which was associated with prelinguistic development in early - identified and late - identified deaf children (Yoshinaga - Itano et al., 1998).

Despite early diagnosis and intervention, it is possible that better adaptive behavior due to higher intelligence level can deteriorate to some degree when the caregiver is clinically depressed and does not promote the deaf child's cognitive and behavioral development.

In each of our analyses we sought to examine the unique effects of parental behaviors on children's academic ability by controlling for individual differences in known correlates of academic ability such as early measures of verbal ability, general cognitive ability, and parental education.

Results suggest that aspects of early father functioning play an important role in the psychosocial, cognitive, and academic development of preschool - aged children with behavior problems.

In parallel, recent decades have seen a growth of interest in how children's early academic abilities relate to parental behaviors, on the one hand, and children's emerging executive functions (EF — the suite of cognitive processes involved in the control of thoughts and actions)(Blair and Raver, 2015) on the other hand.

The sequence in which tantrums, oppositional behavior, and physical aggression develop early; proactive aggression, the use of obscenities and vindictive behavior appear later, and blaming others, verbal aggression and insults, and homicidal threats are last to appear; reflects the children's increasing cognitive and verbal capacity.

We have shown that individual differences in children's EF (but not general cognitive ability) mediate the relations between each of two aspects of parental behavior (that is, «parental scaffolding» or the proclivity to modify instructions and support in response to children's behavior and «negative parent - child interaction» or the extent to which parents are critical, controlling and display negative affect on the other) and children's early academic ability.

Deficits in self - regulation across multiple domains of functioning, from the physiological to the cognitive, are associated with early behavior problems, and may place children at greater risk for the development of later antisocial behavior.

One interpretation of the common associations between parental behavior and both EF and children's academic ability is that the quantity and quality of parental cognitive support and / or the affective quality of parent - child interactions could foster cognitive development in a range of domains (e.g., EF, early literacy and math ability).

The main results can be summarized as follows: (1) Synchrony during early mother - child interactions has neurophysiological correlates [85] as evidenced though the study of vagal tone [78], cortisol levels [80], and skin conductance [79]; (2) Synchrony impacts infant's cognitive processing [64], school adjustment [86], learning of word - object relations [87], naming of object wholes more than object parts [88]; and IQ [67], [89]; (3) Synchrony is correlated with and / or predicts better adaptation overall (e.g., the capacity for empathy in adolescence [89]; symbolic play and internal state speech [77]; the relation between mind - related comments and attachment security [90], [91]; and mutual initiation and mutual compliance [74], [92]-RRB-; (3) Lack of synchrony is related to at risk individuals and / or temperamental difficulties such as home observation in identifying problem dyads [93], as well as mother - reported internalizing behaviors [94]; (4) Synchrony has been observable within several behavioral or sensorial modalities: smile strength and eye constriction [52]; tonal and temporal analysis of vocal interactions [95](although, the association between vocal interactions and synchrony differs between immigrant (lower synchrony) and non-immigrant groups [84]-RRB-; mutual gaze [96]; and coordinated movements [37]; (5) Each partner (including the infant) appears to play a role in restoring synchrony during interactions: children have coping behaviors for repairing interactive mismatches [97]; and infants are able to communicate intent and to respond to the intent expressed by the mother at the age of 2 months [98].