Sentences with phrase «general cognitive development»

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ACC Accounting & Auditing, AFR Africa, AGE Economics of Ageing, AGR Agricultural Economics, ARA Arab World, BAN Banking, BEC Business Economics, CBA Central Banking, CBE Cognitive & Behavioural Economics, CDM Collective Decision - Making, CFN Corporate Finance, CIS Confederation of Independent States, CMP Computational Economics, CNA China, COM Industrial Competition, CSE Economics of Strategic Management, CTA Contract Theory & Applications, CUL Cultural Economics, CWA Central & Western Asia, DCM Discrete Choice Models, DEM Demographic Economics, DEV Development, DGE Dynamic General Equilibrium, ECM Econometrics, EDU Education, EEC European Economics, EFF Efficiency & Productivity, ENE Energy Economics, ENT Entrepreneurship, ENV Environmental Economics, ETS Econometric Time Series, EUR Microeconomics European Issues, EVO Evolutionary Economics, EXP Experimental Economics, FDG Financial Development & Growth, FIN Finance, FMK Financial Markets, FOR Forecasting, GEO Economic Geography, GRO Economic Growth, GTH Game Theory, HAP Economics of Happiness, HEA Health Economics, HIS Business, Economic & Financial History, HME Heterodox Microeconomics, HPE History & Philosophy of Economics, HRM Human Capital & Human Resource Management, IAS Insurance Economics, ICT Information & Communication Technologies, IFN International Finance, IND Industrial Organization, INO Innovation, INT International Trade, IPR Intellectual Property Rights, IUE Informal & Underground Economics, KNM Knowledge Management & Knowledge Economy, LAB Labour Economics, LAM Central & South America, LAW Law & Economics, LMA Labor Markets - Supply, Demand & Wages, LTV Unemployment, Inequality & Poverty, MAC Macroeconomics, MFD Microfinance, MIC Microeconomics, MIG Economics of Human Migration, MKT Marketing, MON Monetary Economics, MST Market Microstructure, NET Network Economics, NEU Neuroeconomics, OPM Open Macroeconomics, ORE Operations Research, PBE Public Economics, PKE Post Keynesian Economics, POL Positive Political Economics, PPM Project, Program & Portfolio Management, PUB Public Finance, REG Regulation, RES Resource Economics, RMG Risk Management, SBM Small Business Management, SEA South East Asia, SOC Social Norms & Social Capital, SOG Sociology of Economics, SPO Sports & Economics, TID Technology & Industrial Dynamics, TRA Transition Economics, TRE Transport Economics, TUR Tourism Economics, UPT Utility Models & Prospect Theory, URE Urban & Real Estate Economics.

ACC Accounting & Auditing, AFR Africa, AGE Economics of Ageing, AGR Agricultural Economics, ARA Arab World, BAN Banking, BEC Business Economics, CBA Central Banking, CBE Cognitive & Behavioural Economics, CDM Collective Decision - Making, CFN Corporate Finance, CIS Confederation of Independent States, CMP Computational Economics, CNA China, COM Industrial Competition, CSE Economics of Strategic Management, CTA Contract Theory & Applications, CUL Cultural Economics, CWA Central & Western Asia, DCM Discrete Choice Models, DEM Demographic Economics, DEV Development, DGE Dynamic General Equilibrium, ECM Econometrics, EDU Education, EEC European Economics, EFF Efficiency & Productivity, ENE Energy Economics, ENT Entrepreneurship, ENV Environmental Economics, ETS Econometric Time Series, EUR Microeconomic European Issues, EVO Evolutionary Economics, EXP Experimental Economics, FDG Financial Development & Growth, FIN Finance, FMK Financial Markets, FOR Forecasting, GEO Economic Geography, GRO Economic Growth, GTH Game Theory, HAP Economics of Happiness, HEA Health Economics, HIS Business, Economic & Financial History, HME Heterodox Microeconomics, HPE History & Philosophy of Economics, HRM Human Capital & Human Resource Management, IAS Insurance Economics, ICT Information & Communication Technologies, IFN International Finance, IND Industrial Organization, INO Innovation, INT International Trade, IPR Intellectual Property Rights, IUE Informal & Underground Economics, KNM Knowledge Management & Knowledge Economy, LAB Labour Economics, LAM Central & South America, LAW Law & Economics, LMA Labor Markets - Supply, Demand & Wages, LTV Unemployment, Inequality & Poverty, MAC Macroeconomics, MFD Microfinance, MIC Microeconomics, MIG Economics of Human Migration, MKT Marketing, MON Monetary Economics, MST Market Microstructure, NET Network Economics, NEU Neuroeconomics, OPM Open Macroeconomics, PBE Public Economics, PKE Post Keynesian Economics, POL Positive Political Economics, PPM Project, Program & Portfolio Management, PUB Public Finance, REG Regulation, RES Resource Economics, RMG Risk Management, SBM Small Business Management, SEA South East Asia, SOC Social Norms & Social Capital, SOG Sociology of Economics, SPO Sports & Economics, TID Technology & Industrial Dynamics, TRA Transition Economics, TRE Transport Economics, TUR Tourism Economics, UPT Utility Models & Prospect Theory, URE Urban & Real Estate Economics.

What Whitehead called the «genetic» and the «morphological» manner of thinking, Piaget summarized in the idea of the general method and interpretation of «genetic structuralism» (ESH 7); both explicitly assert that structure and genesis are interdependent: each structure, from the biological to the cognitive, is to be understood as the result of a process of formation, which conversely can only be understood as the continuous development of potential structures (BC 193; S 121).

The development of cognition in general is conceived in Piaget's genetic theory as a reconstruction of earlier forms of cognitive organization with new means and on a new level; the best known example of this development is the transformation and reconstruction of sensori - motor activity schemata into symbolic - conceptual thinking operations.

Evidence, in general, is consistent with the hypothesis that LC - PUFAs in breast milk may enhance cognitive development (15).

Physical punishment is associated with a range of mental health problems in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.37

«A big question in development, and also in cognition in general, is how separate our mental faculties actually are,» said lead author Sarah Creel of the Department of Cognitive Science in UC San Diego's Division of Social Sciences.

Although there is no general theory of cognitive development, the most historically influential theory was developed by Jean Piaget, a Swiss Psychologist (1896 - 1980).

Although nowadays many San tribes that have used bowhunting and poison arrows in the past have abandoned them due to restrictions, modern tools and change of lifestyle in general, the familiarisation, adoption and development of poison weapons dating back to Ancient times are excellent examples of the cognitive shifts in human evolution.

The proportion of adults 65 years or older with a high school diploma increased from 55 % in 1990 to 80 % in 2010, while the proportion with a college degree increased from 12 % to 23 %.12 More years of formal education is associated with a reduced risk of dementia, likely through multiple causal pathways, including a direct effect on brain development and function (ie, the building of «cognitive reserve»), health behaviors, as well as the general health advantages of having more wealth and opportunities.13 - 15

That means that although stress in general has a valuable adaptive role for human beings, chronic stress on the other hand has absolutely nothing good to offer to your safety, health or personal development — it will only make you feel terrible, pack some more fat and reduce the quality of your cognitive functioning.

Babies who were exposed to moms with cancer with or without treatment did not have impaired cardiac, cognitive or general development in early childhood, the study authors conclude.

This is really not surprising based on all the studies of how important sleep is in general but it also makes you realize how important it is to the overall cognitive development of our children long term.

Prenatal exposure to maternal cancer with or without treatment did not impair the cognitive, cardiac, or general development of children in early childhood.

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

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

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.

Dual - language instruction has been shown to contribute to a child's cognitive development, language skills, career readiness and general global awareness.

Karvonen will lead the DLM project's test development and measurement team during the next phase of development of the Dynamic Learning Maps Alternate Assessment System, a computer - based assessment for the 1 % of the K - 12 public school student population with significant cognitive disabilities for whom, even with accommodations, general state assessments are not appropriate.

The Australian Early Development Census is a population - level measure of early childhood development collected on every student by teachers at school entry (N > 260 000) every 3 years.12 It measures five domains of early childhood development (physical health and well - being; social competence; emotional maturity; language and cognitive skills; and communication skills and general Development Census is a population - level measure of early childhood development collected on every student by teachers at school entry (N > 260 000) every 3 years.12 It measures five domains of early childhood development (physical health and well - being; social competence; emotional maturity; language and cognitive skills; and communication skills and general development collected on every student by teachers at school entry (N > 260 000) every 3 years.12 It measures five domains of early childhood development (physical health and well - being; social competence; emotional maturity; language and cognitive skills; and communication skills and general development (physical health and well - being; social competence; emotional maturity; language and cognitive skills; and communication skills and general knowledge).

In 2007, the Council of Australian Governments endorsed the Australian Early Development Index (AEDI) as a national progress measure of early childhood health and development.16 The AEDI is a population measure of children's development covering five developmental domains: physical health and well - being, social competence, emotional maturity, language and cognitive skills, and communication skills and generalDevelopment Index (AEDI) as a national progress measure of early childhood health and development.16 The AEDI is a population measure of children's development covering five developmental domains: physical health and well - being, social competence, emotional maturity, language and cognitive skills, and communication skills and generaldevelopment.16 The AEDI is a population measure of children's development covering five developmental domains: physical health and well - being, social competence, emotional maturity, language and cognitive skills, and communication skills and generaldevelopment covering five developmental domains: physical health and well - being, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge.

The AEDC data are collected by teachers who complete an online checklist for each child in their first year of formal full - time school (∼ 5 years old) covering the five ECD areas previously noted of physical development, social competence, emotional maturity, language, and cognitive development (eg, academic learning), and general knowledge and communication.17 Children are scored on each of these domains, and categorised as «developmentally vulnerable» (≤ 10th centile), «developmentally at risk» (between 10th and 25th centiles) and «developmentally on track» (≥ 25th centile) 17 Children who are developmentally at risk on one or more ECD domain (ie, DV1) is typically reported in AEDC publications.

In the area of cognitive and academic functioning, NSCAW documented that the majority of foster children scored in the normal range on cognitive and academic measures, although a higher proportion than would be expected in the general population were found to have delayed cognitive development and compromised academic functioning.

These toxic stress - induced changes in brain structure and function mediate, at least in part, the well - described relationship between adversity and altered life - course trajectories (see Fig 1).4, 6 A hyper - responsive or chronically activated stress response contributes to the inflammation and changes in immune function that are seen in those chronic, noncommunicable diseases often associated with childhood adversity, like chronic obstructive pulmonary disease (COPD), cirrhosis, type II diabetes, depression, and cardiovascular disease.4, 6 Impairments in critical SE, language, and cognitive skills contribute to the fractured social networks often associated with childhood adversity, like school failure, poverty, divorce, homelessness, violence, and limited access to healthcare.4, 19,58 — 60 Finally, behavioral allostasis, or the adoption of potentially maladaptive behaviors to deal or cope with chronic stress, begins to explain the association between childhood adversity and unhealthy lifestyles, like alcohol, tobacco, and substance abuse, promiscuity, gambling, and obesity.4, 6,61 Taken together, these 3 general classes of altered developmental outcomes (unhealthy lifestyles, fractured social networks, and changes in immune function) contribute to the development of noncommunicable diseases and encompass many of the morbidities associated epidemiologically with childhood adversity.4, 6

Important dimensions of school readiness include physical, motor, linguistic, cognitive, social and emotional development, as well as attitudes toward learning and general knowledge.

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.

Teachers provided information about the child's development in five domains, including: (1) physical health and well - being; (2) social competence; (3) emotional maturity; (4) language and cognitive skills; and (5) communication skills and general knowledge.

The EDI measures the well - being of kindergarten students in five areas: physical health and well - being, social competence, emotional maturity, language and cognitive development, and communication skills and general knowledge.

year Publication year, N total sample size, #ES amount of effect sizes, AC child age category of the child at the start of the program, Design research design, PCDC parent child development centers, CB community - based, CPEP child — parent enrichment project, FGDM family group decision making, HS healthy start, PCIT parent — child interaction therapy, CBFRS community - based family resource service, PUP parents under pressure, SEEK safe environment for every kid, HF healthy families, STEP systematic training for effective parenting, TPBP teen parents and babies program, TEEP Turkish early enrichment project, IFPS intensive family preservation services, ACT adults and children together, CBT cognitive behavioral therapy, PSBCT parent skills with behavioral couples therapy, PCTT parents and children talking together, FIRST family information, referral and support team, NFP nurse family partnership, HSYC healthy steps for young children, REACH resources, education and care in the home, PMD parents make the difference, CPC child — parent center, MST - BSF multisystemic therapy — building stronger families, PriCARE primary child — adult relationship enhancement, SSTP stepping stones Triple P, CAMP Colorado adolescent maternity program, STEEP steps toward effective and enjoyable parenting, FGC family group conferences, MST - CAN multisystemic therapy for child abuse and neglect, PAT parent as teachers, CM case management, CPS child protective services, NS not specified, QE quasi-experimental, RCT randomized controlled trial, R risk group, GP general population, M maltreating parents

Assessments were completed during the kindergarten year, and developmental health was measured using the Early Development Instrument (EDI), a kindergarten teacher - completed checklist for each child based on five scaled measures of development: physical well - being, social competence, emotional maturity, language and cognitive development, and communication and general knowledge (Janus and OfDevelopment Instrument (EDI), a kindergarten teacher - completed checklist for each child based on five scaled measures of development: physical well - being, social competence, emotional maturity, language and cognitive development, and communication and general knowledge (Janus and Ofdevelopment: physical well - being, social competence, emotional maturity, language and cognitive development, and communication and general knowledge (Janus and Ofdevelopment, and communication and general knowledge (Janus and Offord 2000).

Such findings have been attributed to three major environmental influences on the development of EF; general cognitive stimulation (exposure to books and toys), psychological stress (household chaos and conflict), and parenting styles (responsive versus neglectful; Bernier et al., 2010; Farah et al., 2008; Schroeder & Kelley, 2009).