Sentences with phrase «level of cognitive processes»

Because it helps you understand the level of cognitive processes involved in human learning, that is the natural order according to which your target audience will process the information you present.

Not exact matches

Only in the later stages of the cognitive process does a form become disengaged from association with the individual and thus reach the level of an abstract universal.

Role - playing involves the total person in a learning process and appeals to cognitive, kinesthetic, emotional, and experiential levels of human existence.

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.

«Cognitive aging is not a disease or a level of impairment — it is a lifelong process that affects everyone,» explains lead author Dr. Sharon K. Inouye, Director of the Aging Brain Center at the Institute for Aging Research, Hebrew SeniorLife in Boston, Massachusetts and Professor of Medicine, Harvard Medical School.

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.

In addition, having to match an answer to a corresponding letter at the bottom of the screen likely adds an additional level of complexity and cognitive processing.

To be able to quickly identify someone's level of visual processing speed, especially in aging individuals, could flag who might have greater cognitive difficulties, she said.

The «superior» aspects (at the cognitive processing level) of spoken language are mapped to the motor - programs responsible for the production of both speech sounds and accompanying hand gestures.»

Other research interests include elucidating the effects of persistent alcohol and marijuana use on brain metabolite levels and structural maturation patterns that contribute towards suboptimal cognitive processing and maintaining drug dependence behaviors.

Enhanced amyloidogenic processing of APP by the ß - site APP cleaving enzyme (BACE) and the γ - secretase complex and reduced clearance lead to increased intracellular levels of soluble oligomeric Aß, resulting in cellular dysfunction comprising e.g., synaptic failure, mitochondrial dysfunction, enhanced oxidative stress, neurotransmitter and neurotrophin depletion, inflammation, and apoptosis which is reflected in patients as clinical symptoms such as cognitive deficits [2, 3].

These anti-aging products also include antioxidant rich formulas that address aging on a cellular level for a wide range of aging processes and support functions such as joint, cognitive, and skin health.

Another study analyzing the cognitive performance of more than 3,100 men in eight different countries throughout Europe found that men with low levels had impaired thought processing speed.

At Bank Street College, teacher educator and director of research Barbara Biber extolled the virtues of a program that applied «the concept of the unified nature of cognitive and affective development... on the teacher - training level» and was based on «a process of integrating new knowledge with an old self.»

At a more fine - grained level, cognitive psychologists have identified multiple aspects of fluid cognition, including processing speed (how efficiently information can be processed), working memory (how much information can be simultaneously processed and maintained in mind), and fluid reasoning (how well novel problems can be solved).

Most of the current research is at the granular, curricular level, focusing on the particular cognitive skills and there exists little by the way of international comparative case studies that looks at the processes by which a balance of cognitive, interpersonal, and intrapersonal skills are developed in students.

Proper processing of sensory inputs is important for all of these top - level cognitive functions, so may be an efficient way to both measure and intervene in a very targeted way.

The act of lecturing is often criticized in the West for the assumption that students are passive receivers in the process of learning and for an emphasis on learning at lower cognitive levels.

Professional Experience Valley Trauma Center (Van Nuys, CA) 2011 — Present In - Home Outreach Counselor • Provide prevention education and counseling at the individual, family and group level within both in - home and clinical settings while overseeing all case management services • Utilize various methods including humanistic, cognitive behavioral and family systems approaches • Assist group members in the discovery of internal sources of strength and ability to effectively cope with situational crises a well as modify self - defeating behavior • Set and achieve specific group - level goals while helping participants define concrete, meaningful developmental benchmarks, appraising on - going change processes and related dynamics, and connecting individual efforts to common themes • Manage 10 cases on a weekly basis while ensuring an initial visitation with clients within 48 hours of referral • Perform new program participant assessments and participate in all intake and discharge functions

Groups allow members to be exposed to the cognitive process of other counselors at various levels of development (Hillerband, 1989).

Fischer and colleagues [21] proposed a theoretical framework that extends socio - cognitive models of learning [22] and the more recent General Learning Model [23], and explains elevated levels of risk taking in relation to media exposure not only through priming effects of risk - positive cognitions and emotions, but also through changes in the self - concept, due to (1) situational cues in the media that risk taking is rewarding instead of potentially dangerous, (2) through habitation processes and changes in risk - related social norms, and (3) through identification processes that are stronger in active vs. passive media consumption.

This model argues that the mind can operate in multiple modes, each of which is responsible for processing new information on both an intellectual and cognitive level.

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.

In turn, children, two years after their mothers participated in the program, displayed lower levels of aggressive behaviour as well as better cognitive skills than those whose mothers had not undergone such cognitive retraining.17, 18,19 These findings, then, clearly underline the important role played by parental beliefs in the child - rearing process.

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.

Further, substance abusers are more likely to have greater sensitization and dysfunctional limbic system responses to negative affect and also exhibit greater connectivity between the limbic and PFC regions during emotional processing, but lower levels of connectivity during cognitive reappraisal and regulation tasks, indicative of poorer regulation of negative emotional experiences and less effective cognitive control [70].

Examples of health assets that emerge at the level of an individual include motor function (capacity for movement), emotional regulation (capacity to manage emotions during challenges or stressful events), and cognitive function (capacity to perceive, process, and act on information leading to the acquisition of knowledge).

The main results can be summarized as follows: (1) Synchrony during early mother - child interactions has neurophysiological correlates [85] as evidenced though the study of vagal tone [78], cortisol levels [80], and skin conductance [79]; (2) Synchrony impacts infant's cognitive processing [64], school adjustment [86], learning of word - object relations [87], naming of object wholes more than object parts [88]; and IQ [67], [89]; (3) Synchrony is correlated with and / or predicts better adaptation overall (e.g., the capacity for empathy in adolescence [89]; symbolic play and internal state speech [77]; the relation between mind - related comments and attachment security [90], [91]; and mutual initiation and mutual compliance [74], [92]-RRB-; (3) Lack of synchrony is related to at risk individuals and / or temperamental difficulties such as home observation in identifying problem dyads [93], as well as mother - reported internalizing behaviors [94]; (4) Synchrony has been observable within several behavioral or sensorial modalities: smile strength and eye constriction [52]; tonal and temporal analysis of vocal interactions [95](although, the association between vocal interactions and synchrony differs between immigrant (lower synchrony) and non-immigrant groups [84]-RRB-; mutual gaze [96]; and coordinated movements [37]; (5) Each partner (including the infant) appears to play a role in restoring synchrony during interactions: children have coping behaviors for repairing interactive mismatches [97]; and infants are able to communicate intent and to respond to the intent expressed by the mother at the age of 2 months [98].