Sentences with phrase «general cognitive abilities»

Not only general cognitive abilities, but relevant prior instruction, motivation, and specific inter - actions of these and other learner characteristics with features of the curriculum and instruction will affect academic growth.»

The relationships between the development of mathematical concepts and general cognitive abilities across the primary years

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.»

These effects were much stronger than the influence of children's vocabulary and general cognitive abilities in the preschool period.

Brainol is a mental performance supplement that is used for improving focus, memory, energy, and its users» general cognitive abilities.

Indeed, it remains a hotly debated topic as to whether human language evolved from other animal communication systems for the purpose of communication, or as an independent outcome of selection for enhanced general cognitive abilities (sensu Donaldson et al. 2007).

However, in addition to their very extroverted natures, as adults Williams patients also possess unusually adept language skills given their level of general cognitive abilities.

But Brunel University researchers found that it took anywhere from 3,000 to 24,000 hours for someone to become a chess master, depending on general cognitive abilities.

Intelligence is a general cognitive ability that, among other things, involves the ability to reason, plan, solve problems, -LSB-...]

Intelligence is a general cognitive ability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience.

Specifically, the research suggests that emotions influence adolescents» achievement over and above the effects of general cognitive ability and prior accomplishments, the authors note.

This finding agrees with results of large - scale meta - analyses by the University of Iowa industrial psychologist Frank Schmidt demonstrating that general cognitive ability — the psychological trait underlying IQ — is the single best predictor of performance in the workplace.

Here, we present a large (n = 107,207) genome - wide association study (GWAS) of general cognitive ability («g»), further enhanced by combining results with a large - scale GWAS of educational attainment.

We identified 70 independent genomic loci associated with general cognitive ability.

The authors found association between total caffeine intake (through coffee, tea, and dietary caffeine) and general cognitive ability and memory.

Aside from increasing general cognitive ability, it can also protect the neural pathways from long - term oxidative stress and the build - up of plaque.

Performance on all 4 tests were combined to obtain a global intelligence score, which was regarded as a measure of general cognitive ability (50).

This too was an initiative based not on «telling by the teacher and listening by the pupils», but on the development of general cognitive ability through metacognition, pupil to pupil and pupil to teacher debate.

These results were highly similar when general cognitive ability was added as a covariate.

We analyzed all children born in Sweden between 1983 and 2009 to investigate the effect of SDP on multiple indicators of adverse outcomes in three areas: pregnancy outcomes (birth weight, preterm birth and being born small for gestational age), long - term cognitive abilities (low academic achievement and general cognitive ability) and externalizing behaviors (criminal conviction, violent criminal conviction and drug misuse).

At both time points children completed a battery of tasks designed to measure general cognitive ability (e.g., non-verbal reasoning) and EF (e.g., inhibition, cognitive flexibility, working memory).

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.

Examination of the tests of indirect effects revealed that general cognitive ability at Time 2 (as measured by the Matrix Reasoning task) did not mediate the relation between negative parent - child interaction and academic achievement, B = − 0.01, SE = 0.02, Z = − 0.63, p = 0.53, or the link between parental scaffolding and academic achievement, B = − 0.83, SE = 0.73, Z = − 1.13, p = 0.26.

To examine the specificity of EF as a mediator of the effects of negative parent - child interaction and parental scaffolding on academic ability, we tested a second longitudinal model in which general cognitive ability (as measured by the Matrix Reasoning task) was entered as a mediator between negative parent - child interaction, parental scaffolding and academic ability instead of EF.

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.

The third model, the Mediation Model, suggests that parental behaviors indirectly influence children's academic ability via more specific cognitive mechanisms (e.g., EF or general cognitive ability).

However, we took steps to reduce potential confounds by including a range of covariates in our models and controlled for individual differences in earlier verbal ability, general cognitive ability and EF (as well as parental education, child age, and formal schooling) in each of our models.

Importantly, for the first time, our findings showed that EF and not general cognitive ability played a specific role in the relation between parental scaffolding, negative parent - child interaction and children's academic ability.

Our models revealed that children's EF (but not general cognitive ability) mediated the relations between parental scaffolding and negative parent - child interactions and children's early academic ability.

We calculated partial correlations controlling for individual differences in age and general cognitive ability (as measured by the Matrix Reasoning task) at Time 2.

Our results showed that these three dimensions of parental behavior were unrelated, but each dimension exhibited weak associations with individual differences in children's academic ability (even when age and general cognitive ability were taken into account).

Moreover, it is unclear from existing work whether EF in particular (rather than general cognitive ability) accounts for the relations between parental behavior and children's academic ability.

Not exact matches

The term IQ, or Intelligence Quotient, generally describes a score on a test that rates the subject's cognitive ability as compared to the general population.

Part of the problem is what Page has termed «cognitive polyphasia» - the ability of the general public to want more than one thing.

The researchers hope the study will lead to a better understanding of how skilled livestock are in their aptitude to solve problems and interact with humans based on their cognitive abilities — and to an improvement in animal welfare in general.

General intelligence is usually defined as the ability to do well on multiple cognitive tasks, from math skills to problem solving.

«I don't believe crows have a greater general intelligence than apes but it appears that in this very specific area of cognitive ability crows seem to have an advantage,» says Kacelnik.

«By providing evidence for flexible use of future planning in animals, we can assume that, in some species, the cognitive abilities are based on general intelligence,» Boeckle added.

It's a perfect example of a very common effect that hypothyroidism has on brain function and cognitive ability in general.

While it was used for general health, it was also used to improve cognitive abilities and increase longevity.

After general knowledge, the next best predictor is fine - motor skill, which is correlated with the development of «executive function,» a cognitive ability.

Economists Eric Hanushek and Ludger Woessmann concluded that the two tests measure «a common dimension of skills,» and that the scores can be aggregated to form a single national - level indicator of cognitive ability predicting economic growth.6 Psychologist Heiner Rindermann referred to that common dimension as a «g - factor,» standing for general intelligence.

The Criteria Cognitive Aptitude Test (CCAT) is a general pre-employment aptitude test that measures problem - solving abilities, learning skills, and critical thinking.

The Criteria Cognitive Aptitude Test (CCAT) is a general pre-employment aptitude test that measures your problem - solving abilities, skill learning capabilities, and critical thinking.

Utilized in the hiring process, the Criteria Cognitive Aptitude Test (CCAT) is a general pre-employment aptitude test that measures your problem - solving abilities, skill learning capabilities, and critical thinking.

• 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

Research findings indicate that learned behaviors in competence, motivation, general attitude towards learning, attention, persistence, social skills, and motivation have a distinctive and unique relationship with academic achievement beyond cognitive ability and academic competence.

Children who received the high treatment supports had better general cognitive functioning, spatial abilities, non-verbal reasoning skills, and basic numeracy skills.

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.

Videotaped interactions, parental characteristics, family functioning, cognitive ability, general impairment, and services use, attitudes, and barriers18 will be reported in later articles.