Sentences with phrase «including cognitive stimulation»

Conclusion The early home environment, including cognitive stimulation, emotional support, and exposure to television, has a significant impact on bullying in grade school.

Not exact matches

The UI study, which was published March 28 online in the journal Molecular Psychiatry, adds to the accumulating evidence, including recent human studies from Harvard University, that suggests cerebellar stimulation might help improve cognitive problems in patients with schizophrenia.

Individuals whose brains exhibit the at - risk signatures may be more likely to benefit from strategies that boost the brain's dorsolateral prefrontal activity, including cognitive behavioral therapy, working memory training, or transcranial magnetic stimulation (TMS).

The study — which included tests on pilgrims taking part in the famous Camino de Santiago and a brain stimulation experiment — found no link between intuitive / analytical thinking, or cognitive inhibition (an ability to suppress unwanted thoughts and actions), and supernatural beliefs.

«We know that cognitive impairment can be devastating for people with schizophrenia and there is a push to look at solutions, including medication options, brain training and brain stimulation techniques,» said lead author Gagan Fervaha, a researcher in the Complex Mental Illness program at CAMH and a PhD candidate at the University of Toronto.

Children's learning and development in the preschool years are influenced by a range of factors, including relationships with parents and caregivers, cognitive stimulation, adequate nutrition, health care, and safe supportive environments.

To control for this possibility, we include our measure of bullying at age 4 years, measured contemporaneously with the main predictors (ie, early parental cognitive stimulation, emotional support, and television viewing).

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.

The cognitive stimulation score generally includes items related to outings, reading, playing, and parental roles in teaching a child.

The supportive caregiving factors included in the current analyses — positive maternal - child activities and cognitive stimulation — have been associated with the development of optimal child self - regulation abilities.26 - 29

ECD programmes can take many forms, including promotion of good health and nutrition, support for safe and stimulating environments, protection from risks such as violence or abandonment, parenting support and early learning experiences, media, preschools and community groups.4 Poverty is the key underlying cause of poor child development; children living in poverty are exposed to many negative influences, including poor physical environments, inadequate nutrition, parental stress and insufficient cognitive stimulation.5 Undernutrition can influence brain development directly by affecting brain structure and function, or indirectly via poor physical or motor development, in addition to other pathways.6 — 8 Exposure to multiple co-occurring risks most likely contributes to greater disparities in developmental trajectories among children with differential exposure.9 — 12 This paper focuses on associations between specific aspects of children's physical environments — access to improved water and sanitation (W&S)-- and childhood development as measured by performance on a test of receptive language.

As noted in the previous chapter, health inequalities can be fairly broadly defined to include differences in: specific health outcomes (such as low birthweight, obesity, long - term conditions, accidents); health related risk factors that impact directly on children (such as poor diet, low levels of physical activity, exposure to tobacco smoke); as well as exposure to wider risks from parental / familial behaviours and environmental circumstances (maternal depression and / or poor physical health, alcohol consumption, limited interaction, limited cognitive stimulation, poor housing, lack of access to greenspace).

Individual aspects (students» cognitive capacities and earlier developmental stimulations) as well as external conditions (parental coping competences and parent - youth - coorientation) were assessed and included into a path model.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.

It can be divided into four categories: cognitive and emotional involvement (4 items; e.g., reading books, singing songs together); avoidance of restriction and punishment (2 items, including parents being too harsh in disciplining and parents excessively controlling the child); social stimulation (3 items; e.g., visiting coeval friends» houses, going to the park with the child); and social support for parenting (3 items; e.g., having someone to consult on child care, being supported in child care by someone).