Sentences with phrase «higher cognitive processes»

Higher cognitive processes; executive functions and working memory have been found to promote the acceleration of literacy and mathematical skills acquisition in primary schooling (Welsh et al., 2010; Clark, Pritchard, & Woodward, 2010; Willoughby et al., 2012; Röthlisberger et al., 2012) and enhance the resilience of children who experience early adversity (Pears et al., 2010).

You may think that being someone that had previously died, and lost a lot of their higher cognitive processes, would be at

When we write out our thoughts and feelings, we clear space in the frontal lobes for positive emotion and higher cognitive processes.

Then on top, the tertiary level is programmed by life experiences through the neocortex, engendering our higher cognitive processes such as thinking, ruminating, and planning.

«I think this will spur some reconsideration of the neurocorrelates of higher cognitive processes.»

«These results demonstrate that pain responses can be shaped by learning that takes place outside conscious awareness, suggesting that unconscious learning may have an extensive effect on higher cognitive processes in general,» says Karin Jensen.

What my field of neurology has called «executive functions» for over 100 years, are the highest cognitive processes — they are sometimes called higher order thinking or critical thinking.

Not exact matches

Although you can access gamma brain waves during periods of extremely high functioning, it's the beta waves that scientists associate with everyday alertness, critical thinking, socialization, learning and cognitive processing.

Twitter Video Ads Deliver Recall, Receptivity (Study) New research finds, among other things, «Twitter was the only platform where cognitive effort, or information processing, increased for video ads, on both desktop and mobile, and attention levels remained constant on Twitter whether users were watching organic or branded ad content,» adding that mobile recall was «significantly higher.»

During the follow - up visit (3 years old), kids with moms who had encouraged their children's autonomy showed better levels of cognitive functioning — specifically, the kids were more adept at processing «higher» thinking like delayed gratification and juggling multiple concepts.

Analyses of brain activity also revealed that we are more likely to use this type of shallow processing under conditions of higher cognitive load - that is, when the task we are faced with is more difficult or when we are dealing with more than one task at a time.

Despite the high intelligence in some, they showed cognitive deficits in working memory, the «scratchpad» where the brain stores and processes temporary memories.

Thus, they believe, early memories must be shipped off to the neocortex — an area involved in higher - level cognitive processes — for long - term storage.

Although it is unlikely that rDLPFC will enter the textbooks as the seat of the law in the brain, this intriguing new study by Buckholtz underscores the role of this region in high - level cognitive processes in general, and judgment and decision - making in particular.

«Even though we would call playing chess a higher - order cognitive process, it is made up of lower - order functions,» says Grafman.

By measuring critical flicker speeds researchers are able to assess the processing speed of the brain itself, which forms the basis of many higher cognitive functions, such as fluency or memory.

We found that the neural reaction to pain in children of depressed mothers stops earlier than in controls, in an area related to socio - cognitive processing, so that children of depressed mothers seem to reduce mentalizing - related processing of others» pain, perhaps because of difficulty in regulating the high arousal associated with observing distress in others,» said Prof. Ruth Feldman, director of the Developmental Social Neuroscience Lab and the Irving B. Harris Early Childhood Community Clinic at Bar - Ilan University and lead author of the study.

«What we found was that training higher - order cognitive skills can have a positive impact on untrained key executive functions as well as lower - level, but also important, processes such as straightforward memory, which is used to remember details.

The study stands out among long - term cohort studies for its high retention rate — nearly 95 % of the original cohort has stayed with the study since it launched in 1972 — and the intimacy of the data - gathering process, which includes not just cognitive, psychological, and health assessments, but also interviews with cohort members» teachers, families, and friends and reviews of their financial and legal records.

«It is particularly difficult to link work at the neuronal level with higher - order cognitive processes.

During repeated trials at small set sizes where working memory is active, brain signals associated with RPE started out high in the first few trials, and then quickly dropped off — a sign that cognitive processes are informing the neural signaling associated with reinforcement learning.

Among other telltale signs, HSPs exhibit a high measure of sensory processing sensitivity (SPS), which is a personality trait that has been described as having hypersensitivity to external stimuli, high emotional reactivity, and greater depth of cognitive processing.

Neurons that function in cognition and higher order cognitive processes are included in gray matter.

The cognitive deficits of chronic fatigue patients are often characterized as «brain fog,» 49 and investigators have found a general slowing down of brain functions.50 For patients to complain of rushing, frantic thought processes is an anomaly that can complicate the diagnosis of chronic fatigue, unless its role as a tipoff of possible high copper is recognized.

In effect, executive attention functions as a control tower for guiding the brain's higher - level cognitive processes to land on specific tasks and information.

In this section of the review, we include research on on - demand performance assessments that require students to demonstrate higher - order cognitive processes and to provide some extended responses to comprehension questions or to write in response to a prompt.

Only one in 10 elementary classrooms across the country emphasizes the development of cognitive skills; other researchers have advocated for explicit instruction of metacognitive, cognitive, and other strategies to facilitate the process of learning as a way to engage and motivate middle and high school students.

Lessons that meet this learning objective require higher cognitive rigor like planning, reasoning, and explaining the process used to derive the answer.

These tools (a) support cognitive and metacognitive processes, (b) share cognitive load by providing information as needed, thus allowing the user to concentrate on higher order thinking processes, (c) allow users to conduct activities that would not be possible in traditional classroom environments, and (d) allow users to solve problems by generating hypotheses, collecting data, and interpreting results in a simulated environment.

Recall Rosenshine's comments that during guided practice students engage in high - level cognitive processes such as organizing, reviewing, rehearsing, summarizing, comparing, and contrasting.

Interpreting is a complex process that requires a high degree of linguistic, cognitive and technical skills in both English and American Sign Language (ASL).

Our research suggests that in considering ABS applications, the SRA risked a cognitive bias in its decision making process: anything that was different was «not normal,» was highlighted as high risk and was less likely to make it successfully through the application process.

ContractPodAi ®'s artifically intelligent contract analyst EːV ® uses IBM Watson's market leading cognitive technology, machine learning and natural language processing - in addition to being trained by senior commercial lawyers — to deliver significantly higher contract analysis accuracy levels than currently available.

I provide detailed interventions and recommendations that target specific cognitive processes (e.g., working memory, processing speed, planning, organization, etc.), higher level language and comprehension skills, and basic academic skills required for efficient learning.

Another study piloted a preventative cognitive training programme, this time for those at clinical high risk for psychosis.20 While there were encouraging results, particularly in respect to improvements in processing speed and prodromal symptoms, there was no comparison group used.

At the child level, temperamental features evident in infancy and toddlerhood such as irritability, restlessness, irregular patterns of behaviour, lack of persistence and low adaptability increase the risk of behaviour problems7, 8,9 as do certain genetic and neurobiological traits.10, 11 At the family level, parenting practices including punitive discipline, inconsistency, low warmth and involvement, and physical aggression have been found to contribute to the development of young children's aggressive behaviour.12 Children who are exposed to high levels of discord within the home and whose parents have mental health and / or substance abuse issues are also at heightened risk.13 Other important correlates of aggression in children that can contribute to chronic aggression include faulty social - cognitive processes and peer rejection.14

The evaluation found higher levels of classroom instruction improved children's social - cognitive processes, reduced behavioral issues and decreased teacher's perceptions of youth problem behavior.

From a socio - cultural viewpoint, cognitively responsive behaviours (e.g. maintaining versus redirecting interests, rich verbal input) are thought to facilitate higher levels of learning because they provide a structure or scaffold for the young child's immature skills, such as developing attentional and cognitive capacities.9 Responsive behaviours in this framework promote joint engagement and reciprocity in the parent - child interaction and help a child learn to assume a more active and ultimately independent role in the learning process.10 Responsive support for the child to become actively engaged in solving problems is often referred to as parental scaffolding, and is also thought to be key for facilitating children's development of self - regulation and executive function skills, behaviours that allow the child to ultimately assume responsibility for their well - being.11, 12

Children's Social — Cognitive Processes Classroom instruction and teacher training and coaching significantly affected social cognitive processes, such that higher levels of classroom instruction were associated with lower levels of hostile attribution bias and aggressive strategies, and with higher levels of competent interpersonal stCognitive Processes Classroom instruction and teacher training and coaching significantly affected social cognitive processes, such that higher levels of classroom instruction were associated with lower levels of hostile attribution bias and aggressive strategies, and with higher levels of competent interpersonal stProcesses Classroom instruction and teacher training and coaching significantly affected social cognitive processes, such that higher levels of classroom instruction were associated with lower levels of hostile attribution bias and aggressive strategies, and with higher levels of competent interpersonal stcognitive processes, such that higher levels of classroom instruction were associated with lower levels of hostile attribution bias and aggressive strategies, and with higher levels of competent interpersonal stprocesses, such that higher levels of classroom instruction were associated with lower levels of hostile attribution bias and aggressive strategies, and with higher levels of competent interpersonal strategies.

There is some evidence that children born to mothers who smoked during pregnancy are at higher risk of cognitive, academic, and auditory processing deficits (Bauman, Flewelling, & LaPrelle, 1991; Butler & Goldstein, 1973; Fogelman & Manor, 1988; Fried & Watkinson, 1988; Fried & Watkinson, 1990; Fried, Watkinson, & Gray, 2003; McCartney & Fried, 1993; McCartney, Fried, & Watkinson, 1994; Olds, Henderson, & Tatalbaum, 1994; Sexton, Fox, & Hebel, 1990).

Considered the most complex of all intellectual functions, problem solving has been defined as a higher - order cognitive process.