Sentences with phrase «into cognitive changes»

Not exact matches

In five different scenarios, they measured their subjects on a set of cognitive tasks, and controlled for the formality or casualness of their clothing, instructing subjects to bring «clothing you would wear to a job interview» to change into.

Participants were randomly assigned to change into their formal attire and asked to complete a series of cognitive tasks.

But along with all these changes, there seems to be a collateral cognitive hit: In a meta - analysis of 17 studies, 80 % of women reported impaired aspects of memory (recall and executive function) that began in pregnancy and persisted into the postpartum period.

When he isn't skydiving or dousing postdocs, Sonntag is pioneering insights into the hormonal networks that shape aging - associated behavioral and cognitive changes.

Learning to play an instrument brings about dramatic brain changes that not only improve musical skills but can also spill over into other cognitive abilities, including speech, language, memory, attention, IQ and even empathy.

Researchers hope these patients, many of whom were recruited as children, will offer a clearer window into early cognitive and emotional changes that precede the illness.

The behavioral and other cognitive changes that TBI can bring, «if left unaddressed, are apt to provide challenges to the offender post-release as they attempt to reintegrate into their respective communities,» notes Adam Piccolino, a neuropsychologist for the Minnesota Department of Corrections.

Cerebral metabolic changes accompanying conversion of mild cognitive impairment into Alzheimer's disease: a PET follow - up study

As a developmental cognitive neuroscientist, Luna studies those changes that occur in the brain as children develop into adults.

Now, researchers at the Monell Center have established a collaboration with the Brain Health Registry (BHR) to gain better insight into how changes in a person's sense of smell may relate to their health status and cognitive function.

MTI methodologies take into consideration the child's cognitive development, issues of number, meanings of operations and how they relate to one another, and computation within the number system as a foundation for algebra, number systems, ways of representing numbers, meanings of operations and how they relate to one another, working with qualitative and quantitative change and the need to describe and predict variation.

Such scientific and reality based sources extend far beyond climate science domain into other scientific domains such as cognitive science and psychology and human history and my own person life experience tackling «hard problems» to generate positive change within groups of people and rallying the troops to try to adjust their own pre-conditioning and beliefs of what is possible.

But the Fear of Fear has locked you into a myopic defensiveness blinding you to realities about how people respond to risk, psychological and cognitive realities that suggest that a change of tack on labeling may be far better for you, and acceptance of biotechnology, than you think....

Renewable technologies in themselves, in other words, are not a solution by themselves — their success requires a «cognitive transition», translating into a deep change in our entire approach to the consumption and distribution of resources.

The transition to adolescence and the emergence of problem behavior The transition into adolescence has been defined by physical changes of puberty, school changes from an elementary to a middle or junior high school environment, cognitive changes with increased ability to understand cause and effect and think about the future, and changes in family relationships as adolescents seek more independence from parental supervision.

In this connection, «task utility self - persuasion» addresses two components of this process, that is, situation selection, by deciding to launch into the problem despite the fact that it generates unpleasant emotions and cognitive change by convincing oneself of the utility of the task.

I'm not sure if a brief cognitive or visual prime really taps into this working model and momentarily changes it.

Based on attachment theory and research, as well as results from evaluations of existing attachment - based interventions, it would be recommended to incorporate attachment - based intervention / prevention programs into existing home visitation and parent education programs for high - risk families of young children, as well as investigate new approaches for changing parents» cognitive representation of their attachment with their parents.

Optimal caregiving has been shown to affect brain, behaviour and socio - emotional development of the offspring.1, 2 Children rapidly acquire new motor, verbal, socio - emotional and cognitive skills that are accompanied by changes in their parental needs.3 As infants transition into toddlerhood, parents are expected to adjust their parental behaviours and strategies to not only comfort, but also to stimulate, direct and discipline their child.

The statement takes into account the ever - changing digital age and will provide guidance for early childhood educators about the use of technology and interactive media in ways that can optimize opportunities for young children's cognitive, social, emotional, physical, and linguistic development.

EFT and the science of attachment offers a map of affect regulation, cognitive restructuring and behavior change — and the effective EFT therapist knows how to lead clients from one to the other AND into relationship repair.

More specifically, the FEEL - KJ assesses the emotion regulation strategies Problem Solving (e.g., «I try to change what makes me angry»), Distraction (e.g., «I do something fun»), Forgetting (e.g., «I think it will pass»), Acceptance (e.g., «I accept what makes me angry»), Humor Enhancement (e.g., «I think about things that make me happy»), Cognitive Problem Solving (e.g., «I think about what I can do»), Revaluation (e.g., «I tell myself it is nothing important»), Giving Up (e.g., «I don't want to do anything»), Withdrawal (e.g., «I don't want to see anyone»), Rumination (e.g., «I can not get it out of my head»), Self - Devaluation (e.g., «I blame myself»), Aggressive Actions (e.g., «I get into a quarrel with others»), Social Support (e.g., «I tell someone how I am doing»), Expression (e.g., «I express my anger»), and Emotional Control (e.g., «I keep my feelings for myself»).

Consequently, identities shaped through parent - child interaction may serve as a cognitive filter as the child encounters contextual changes associated with moving into new adult roles.