In an abstract presented at the conference, the researchers concluded that aerobic exercise «could preserve or possibly even improve brain volumes» in people with
early cognitive problems.
Not exact matches
But the conventional wisdom is that the big
problem for low - income kids is that they don't get enough
cognitive stimulation
early on.
More recent research suggests that both the quantity and quality of father - child interactions during the
early childhood years can lead to fewer behavioural
problems, greater emotional self - regulation, increased language development and improved
cognitive functioning for young children.
Scores of animal and human studies show that
early life stress, such as severe
early social deprivation, leads to long - term changes in the brain,
cognitive and social
problems, and heightened susceptibility to anxiety, depression, and drug abuse in adulthood.
A variety of studies suggest that fathers» engagement positively impacts their children's social competence, 27 children's later IQ28 and other learning outcomes.29 The effects of fathers on children can include later - life educational, social and family outcomes.1, 2,26 Children may develop working models of appropriate paternal behaviour based on
early childhood cues such as father presence, 30,31 in turn shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual behaviour32 and
earlier marriage.33 Paternal engagement decreases boys» negative social behaviour (e.g., delinquency) and girls» psychological
problems in
early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's
cognitive development.35
The good news is that with
early intervention, special education, and tutoring, the risk of
cognitive and academic
problems can be reduced, as can the severity of a learning disability.
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:
Cochrane review: behavioural and
cognitive - behavioural group - based parenting programmes for
early - onset conduct
problems in children aged 3 to 12 years (Review).
That 2005 Economic Journal study of American women who returned to work within 12 weeks showed that infants whose mothers went back even
earlier were likely to have more behavioral
problems and lower
cognitive test scores at age 4.
SCD and MCI are considered to be
early stages of the dementia process and are diagnosed based on the severity of
cognitive symptoms, including memory loss and thought - and decision - making
problems.
Cognitive problems typically are a major source of dysfunction and disability in patients and can be among the
earliest symptoms.
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.
«Our results will hopefully contribute to a better understanding of possible ways to foster optimal
early brain development and prevent emotional and
cognitive problems in youth.»
«
Early detection of individuals at high risk of developing memory and thinking
problems that we call mild
cognitive impairment (MCI) is crucial because people with MCI are at a greater risk of developing dementia.
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.»
This kind of new brain imaging study could help identify
cognitive problems and psychiatric disorders very
early and develop appropriate interventions.
Speech
problems may reflect not just less fluency and communication prowess, but also
early signs of
cognitive decline that could pave the way for Alzheimer's disease later on.
That agent, aducanumab, is designed to bind preferentially to the
early clumps of amyloid as they form plaques, and therefore may be more useful in mild or moderate patients who are already showing signs of memory loss and other
cognitive problems.
Epidemiologic evidence and animal studies demonstrate associations between
early life exposure to pesticides and pediatric cancers, decreased
cognitive function, and behavioral
problems.»
Hundreds of people reached out and said, «I'm using the Wahls protocol and it's helped this» — so Parkinson's,
early cognitive decline; fibromyalgia, depression — you know, a variety of psychiatric
problems.
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.»
But the conventional wisdom is that the big
problem for low - income kids is that they don't get enough
cognitive stimulation
early on.
For example, impactful
Early Head Start and Head Start (EHS / HS) programs effectively provide family members with support, training, and materials to help them stimulate their children's
cognitive development, handle discipline and health
problems, and develop vocational and home management skills (U.S. Department of Health and Human Services, Administration for Children and Families, 2010).
At 80,
cognitive impairment is a
problem for many (for some, much
earlier).
unless there's an obvious
problem,» says Fred Metzger, DVM, of Metzger Animal Hospital in College Station, Pa. «This is why vets need to intervene
earlier by offering preventive testing [and consultation on issues of] arthritis,
cognitive dysfunction, diet and exercise.»
«Ginkgo can be given to dogs at the
earliest signs of
cognitive problems,» says Dr. Shawn Messonnier, author of Natural Health Bible for Dogs & Cats (Prima Publishing).
Early kidney
problems can be mistaken for a lot of things,
cognitive decline (CDS aka doggie Alzheimer's) for one; so its always a good idea to run a blood panel on dogs and cats facing memory issues.
• 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.
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.
As we discuss below, one recent study found that family stability trumps family structure as it pertains to
early cognitive development even after controlling for economic and parental resources.26 It has been shown that children living in stable single - parent families (that is, families that were headed by a single parent throughout childhood) do better than those living in unstable two - parent families (that is, families that had two parents present initially but then experienced a change in family structure).27 Another study finds that children living in stable cohabiting homes (that is, families where two parents cohabit throughout the child's life) do just as well as children living with cohabiting parents who eventually marry.28 But other research challenges the conclusion that it is family stability that is crucial for child wellbeing One study, for instance, found that children who experience two or more family transitions do not have worse behavioral
problems or
cognitive test scores than children who experience only one or no family transitions.
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.
Research shows that toxic levels of stress in
early childhood can result in physiological changes that increase the risk of
cognitive and physical developmental
problems in adolescence and adulthood.
Examination of current
cognitive impairment, particularly as it relates to
early - learning
problems, may shed light on current health and social functioning.
In an
earlier open trial two
cognitive behavioural treatments — coping strategy enhancement and
problem solving — were compared.
Attachment
problems caused by neglect during infancy and
early childhood can affect a child's physical, behavioral,
cognitive, and social functioning.
Question: Are group - based behavioural and
cognitive - behavioural parenting interventions effective and cost - effective in reducing
early - onset child conduct
problems?
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 ou
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 ou
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 ou
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 ou
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 ou
problems are of concern in
early childhood because of the importance of these
early years for longer term child developmental outcomes.7
Maternal depression is demonstrated to contribute to multiple
early child developmental
problems, including impaired
cognitive, social and academic functioning.3 - 6 Children of depressed mothers are at least two to three times more likely to develop adjustment
problems, including mood disorders.3 Even in infancy, children of depressed mothers are more fussy, less responsive to facial and vocal expressions, more inactive and have elevated stress hormones compared to infants of non-depressed mothers.7, 8 Accordingly, the study of child development in the context of maternal depression is a great societal concern and has been a major research direction for
early childhood developmental researchers for the past several decades.
Antenatal depression may not only alter development of stress - related biological systems in the fetus, but may also increase risk of obstetrical complications.6 Postnatal depression may also be an
early life stressor given known associations with lower levels of sensitive, responsive care needed for infants» development of health attachment relationships, emotional regulation skills, interpersonal skills and stress response mechanisms.7 Early life stressors, such as those that might be associated with maternal depression, can influence brain development, which continues at a rapid pace at least for several years after birth.8 Problems in any of these aspects of development may disrupt the earliest stages of socio - emotional and cognitive development, predisposing to the later development of depression or other disor
early life stressor given known associations with lower levels of sensitive, responsive care needed for infants» development of health attachment relationships, emotional regulation skills, interpersonal skills and stress response mechanisms.7
Early life stressors, such as those that might be associated with maternal depression, can influence brain development, which continues at a rapid pace at least for several years after birth.8 Problems in any of these aspects of development may disrupt the earliest stages of socio - emotional and cognitive development, predisposing to the later development of depression or other disor
Early life stressors, such as those that might be associated with maternal depression, can influence brain development, which continues at a rapid pace at least for several years after birth.8
Problems in any of these aspects of development may disrupt the
earliest stages of socio - emotional and
cognitive development, predisposing to the later development of depression or other disorders.
In «Anima», the first official psychological centre in S - Petersburg with the medical license in psychotherapy founded by Dr. Elena Romanova, we developed various training and treatment programs for patients with behavioral and relationships
problems that integrated
cognitive and experiential techniques and a kind of conceptualization that was consistent with developmental theories of attachment,
early psychological traumas and object relationships.
It is designed as a preventive intervention program to strengthen the bond between parent and child and to stimulate
early language,
cognitive, and social development via positive language input, use of language and activities to encourage children's
problem solving skills, and positive discipline strategies.
It is based on the hypothesis that inaccurate and unhelpful beliefs, ineffective coping behaviour, negative mood states, social
problems, and pathophysiological processes all interact to perpetuate the illness.8 9 Treatment aims at helping patients to re-evaluate their understanding of the illness and to adopt more effective coping behaviours.7 8 9 An
early uncontrolled evaluation of this type of treatment produced promising results in many patients but was unacceptable to some.10 Two subsequent controlled trials found
cognitive behaviour therapy to offer no benefit over non-specific management.11 12 However, the form of
cognitive behaviour therapy evaluated may have been inadequate.
Those NICHD SECCYD children whose families were always poor scored lower on measures of academic, language, and
cognitive performance, and were rated by their teachers as having more adjustment
problems than other children throughout the
early elementary grades.
Bringing complete information on the IGDIs together in one convenient, expertly organized volume, this book gives
early childhood professionals specific, in - depth guidance on understanding and using all five of the IGDI tools: communication,
cognitive problem solving,
early movement, social development, and parent - child interaction.
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:
Males on this chronic physical aggression (CPA) trajectory tend to grow - up in adverse family environments [4], [7]--[9], have lower
cognitive abilities [10], tend to be rejected by their peers from
early childhood onwards [11] and have numerous physical, mental and social
problems such as accidents, hyperactivity, school failure, substance abuse and unemployment [4], [5], [10], [12]--[14].
Neuroscience and behavioral science — pointing to unparalleled
cognitive, physical, and social - emotional growth in young children — have added fuel to our story's fire: initiative, curiosity, motivation, engagement,
problem solving, and self - regulation are at their height of development in the
early years.
A variety of studies suggest that fathers» engagement positively impacts their children's social competence, 27 children's later IQ28 and other learning outcomes.29 The effects of fathers on children can include later - life educational, social and family outcomes.1, 2,26 Children may develop working models of appropriate paternal behaviour based on
early childhood cues such as father presence, 30,31 in turn shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual behaviour32 and
earlier marriage.33 Paternal engagement decreases boys» negative social behaviour (e.g., delinquency) and girls» psychological
problems in
early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's
cognitive development.35
Early training courses addressed to preschool children would help them to develop self - regulation skills (emotional,
cognitive, relational, behavioural)(Perricone Briulotta, 2012; Perricone et al. 2012a); when addressed to parents they would help to develop their parental competencies in order to face their child behavioural
problems related to everyday life; specific preschool and school educational paths addressed to teachers would help develop didactical strategies oriented to the development of
cognitive and meta -
cognitive competencies in children.