Sentences with phrase «improve cognitive processes»

The benefits from ALCAR supplementation include increased physical and mental energy that lasts for several hours, improved cognitive processing speed, attention span, focus, memory and verbal fluency, improved mood and increased learning rate.

Not exact matches

I was interested in testing whether cognitive exercises would be effective in improving cognitive functioning — but also whether they could be used to affect decision making processes.

Even a brief course of brain exercises can help older adults improve reasoning skills and processing speed for 10 years after the training ends, according to a recent federally sponsored study on cognitive training.

Walking reduces depression, lowers your risk of diabetes, cancer, depression, and heart disease, slows down the aging process, and improves cognitive abilities.

A subsequent study in 2003 showed such stimulation could improve a cognitive ability psychologists call motor sequence learning — the process of training the brain in the precisely sequenced steps required to interact with the world via means such as listening or executing a movement.

Research that advances our understanding of the cognitive processes involved in reading will improve the rehabilitative care of individuals with left - sided stroke, and benefit other populations with acquired reading impairments.»

With this in mind, University of Michigan researchers are exploring a new way to improve cognitive issues, such as memory, attention and mental processing in MS patients: by examining sleep.

A further understanding of cognitive development in young students, Orosco said, both by researchers and educators working with English - language learners, could ultimately lead to better reading instruction for all students, improved measurement processes and fewer students unnecessarily being placed in special education classes.

Led by researchers at NYU Langone's Multiple Sclerosis Comprehensive Care Center, the new study reports that participants with MS who used tDCS while playing the cognitive training computer games designed to improve information processing abilities showed significantly greater gains in cognitive measures than those who played the computer games alone.

«This research improves our understanding of the biological processes that underlie cognitive dysfunction in this disease and could open the door for new therapeutic interventions.»

As previously discussed, this makes caffeine a powerful Central Nervous System stimulant and has been proven to improve alertness, decision making and cognitive processing, especially in a time of extreme stress or fatigue.

This leads to better cognitive processing and improved executive function.

L - Theanine is recognized for improving cognitive and mental processing, as well as focus, attention, memory, alertness and mood.

This process makes MCT's a powerful tool to reduce inflammation, improve metabolism and enhance cognitive function.

• Help regulate oxygen uses and energy production • Important in nerve, muscle and cellular functions • Play a vital role in cognitive function, including memory and mood • Involved in regulation of metabolism, body temperature, blood sugar and insulin control, thyroid function, carbohydrate metabolism and control over hormonal processes • Lubricate joints and improve mineralization of bones • Help transport cholesterol • Improve digestion of the gut • Build the immune system and regulate inflammatory response • Can help direct the processes that stimulate fat breakdown and utilization • Helps regulate blood pimprove mineralization of bones • Help transport cholesterol • Improve digestion of the gut • Build the immune system and regulate inflammatory response • Can help direct the processes that stimulate fat breakdown and utilization • Helps regulate blood pImprove digestion of the gut • Build the immune system and regulate inflammatory response • Can help direct the processes that stimulate fat breakdown and utilization • Helps regulate blood pressure

It also strengthens fine and gross motor coordination in children, improves their visual - motor and auditory processing, aides in the cognitive functions of sequencing and memory, and heightens body awareness and self - control.

Studies have shown that physical activity improves creativity, problem solving ability, cognitive function, and information processing.

Learning in repetitive intervals is proven to maximize remembering, heighten attention to content, and improve the cognitive frames and processes in learning.

Historically, education has been about developing students» cognitive skills to improve their ability to store and process information.

CSE and CRESST also publish a number of technical reports, including «Monitoring and Improving a Portfolio Assessment» (1995, $ 4.50), «Cognitive Analysis of a Science Performance Assessment» (1995, $ 5), and «Using Group Collaboration as a Window into Students» Cognitive Processes» (1995, $ 2.50).

In the review, Mindfulness - Based Interventions for Improving Cognition, Academic Achievement, Behavior and Socioemotional Functioning of Primary and Secondary Students, the authors found that mindfulness - based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academic performance.

While a state of agitation and distraction impairs students» cognitive learning and memory processes, scientists have found the opposite to also be true; calm, stress - free classroom environments improve cognitive function and allow students greater ability for rational thoughts, creativity, and self - control (McCraty, 2005).

Next comes Terri Enns and Monte Smith's article, entitled, «Take a (Cognitive) Load Off: Creating Space to Allow First - Year Legal Writing Students to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskCognitive) Load Off: Creating Space to Allow First - Year Legal Writing Students to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskProcesses,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskcognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses] should improve the students» ability to transfer their new knowledge to new analysis and writing tasks.»

Positive mood induction significantly improved depression, mood and attitudes towards interpersonal relationships irrespective of cognitive and emotional processing deficits.

For example, the presence of strong emotional cues can hamper learning by withdrawing resources from cognitive processing, 14 whereas mild positive emotions and positive mood states may increase resources for cognitive processing and improve learning.10, 15

Fortney and colleagues14 found improved PTSD outcomes using a collaborative care approach to PTSD designed to extend the reach and increase the use of cognitive processing therapy.

Her practice combines different therapeutic techniques, including but not limited to: client - centered, solution - focused, cognitive - behavioral (CBT), with strategies derived from a systems approach utilizing a change - oriented process within a multicultural context to help individuals and social systems achieve improved quality of life and social participation.

Dr. Philip Watkins of Eastern Washington University explains how gratitude improves relationships and cognitive processes.

Cognitive enhancement training: designed to help individuals improve intelligence and cognitive prCognitive enhancement training: designed to help individuals improve intelligence and cognitive prcognitive processing.

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.