«Sex differences in the brain in all likelihood translate
into cognitive differences.
Not exact matches
Therefore,
differences in the similarities of subjects» neural response time courses likely stem from factors such as
differences in subjects» dispositions, moods,
cognitive styles, pre-existing assumptions, expectations, values, views, and interests, as well as
differences in the pre-existing knowledge structures
into which incoming stimuli are integrated.
Preliminary Evidence from California's CORE Districts Brookings, 3/17/16 «A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking
into account
differences in
cognitive skills,» writes Associate Professor Martin West.
A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking
into account
differences in
cognitive skills.
But when it comes to applying research to the classroom, it seems inadvisable to categorize students
into more and more specialized groups on the basis of peripheral
differences when education and
cognitive sciences have made significant progress in describing the core competencies all students share.
The presentation was met with enthusiasm and was our first foray
into sharing insights regarding a specific learning agenda question, in this case: «How can neuroscience, psychology &
cognitive science inform how we cultivate successful learners, including those with learning
differences?»
As our example children move from the toddler stage
into preschool, we witness these
differences in
cognitive and social development.25
Our results showed that these three dimensions of parental behavior were unrelated, but each dimension exhibited weak associations with individual
differences in children's academic ability (even when age and general
cognitive ability were taken
into account).