Sentences with phrase «make cognitive learning»

One way to do that and make cognitive learning relevant in eLearning environments is to give individual learners the ability to configure personalized learning paths.

Not exact matches

Not only does it make them vulnerable in the face of an unwanted injury which might turn fatal, but it also makes them learn to walk later than usual while hindering the development of necessary motor and cognitive skills.

If psychologists could help people expand their working - memory capacity or make it function more efficiently, everyone could benefit, from chess masters to learning - disabled children, says Torkel Klingberg, MD, PhD, an assistant cognitive neuroscience professor at the Karolinska Institute in Sweden.

«There is still more to learn about the biological process involved with cognitive aging, but there are interventions that can be made now,» says Dr. Inouye.

In psychology and in artificial intelligence, it is used to refer to the mental functions, mental processes and states of intelligent entities (humans, human organizations, highly autonomous robots), with a particular focus toward the study of such mental processes as comprehension, inferencing, decision - making, planning and learning (see also cognitive science and cognitivism).

«A network of artificial neurons learns to use human language: A computer simulation of a cognitive model entirely made up of artificial neurons learns to communicate through dialogue starting from a state of tabula rasa.»

The ANNABELL model is a cognitive architecture entirely made up of interconnected artificial neurons, able to learn to communicate using human language starting from a state of «tabula rasa» only through communication with a human interlocutor.

A group of researchers from the University of Sassari (Italy) and the University of Plymouth (UK) has developed a cognitive model, made up of two million interconnected artificial neurons, able to learn to communicate using human language starting from a state of «tabula rasa,» only through communication with a human interlocutor.

«The prefrontal cortex is associated with judgment, decision making, and mental flexibility — or with the ability to change plans when faced with an obstacle,» explained Dr. Flores, «Its functioning is important for learning, motivation, and cognitive processes.

Wu makes the case that we naturally tend to shift from «broad learning,» to «specialized learning,» when we begin our careers, and at that point, cognitive aging begins.

It's all part of what IBM calls the cognitive systems era, in which computers aren't just programmed, but also perceive what's going on, make judgments, communicate with natural language, and learn from experience.

Relatively little is known about the underlying mechanisms that lead to the cognitive and learning deficits in fragile X syndrome, Zhao says, making it difficult to devise effective therapies.

Under the leadership of John DeLuca, PhD, senior VP for Research & Training, and Nancy Chiaravalloti, PhD, director of Neuropsychology & Neuroscience Research, scientists have made important contributions to the knowledge of cognitive decline in MS. Clinical studies span new learning, memory, executive function, attention and processing speed, emotional processing, employment and cognitive fatigue.

Under the leadership of John DeLuca, PhD, senior VP of Research & Training, and Nancy Chiaravalloti, PhD, director of Neuropsychology & Neuroscience and TBI Research, scientists have made important contributions to the knowledge of cognitive decline in MS. Clinical studies span new learning, memory, executive function, attention and processing speed, emotional processing and cognitive fatigue.

The results, which are published in the journal Cell, add to the understanding of how the brain's frontal lobes work and control behaviour.The frontal cortex of the brain plays a crucial part in cognitive functions, including everyday mental processes such as attention, memory, learning, decision - making and problem - solving.

So we'd like to learn much, much more about how they work, and based on those discoveries, determine if it is possible to make drugs that could help people with learning, cognitive enhancement, and also possibly with Alzheimer's.

In the Hordaland Health Study, 2,031 adults (55 % women) aged 70 - 74, underwent a battery of cognitive tests including the Kendrick Object Learning Test, Trail Making Test (part A), modified versions of the Digit Symbol Test, Block Design, Mini-Mental State Examination, and the Controlled Oral Word Association Test.

Research offers up the idea that when a young person is exposed to a new experience a cognitive connection is exercised in the brain thus making it more receptive and versatile to learning.

Applying these concepts of cognitive load does not change the intended learning objectives, but make it easier for learners to achieve them.

I'd like to explain some of the cognitive issues that we need to work around and give you clear tactics that make it easier for workers to learn in these chaotic circumstances.

At the time, I was knee - deep in a graduate program at CU Denver (Information and Learning Technologies) and working on a Library of Congress funded grant at MSU Denver, so I was primed to make a few cognitive connections that otherwise might have passed me by.

Cognitive understanding of how students learn; emotional preparation to relate to many students whose varied needs are not always evident; content knowledge from which to draw different ways to present a concept; and, finally, the ability to make teaching decisions quickly and act on them.

Cognitive learning can be made more relevant in eLearning by allowing learners access to different mediums of learning.

That's the only way to leverage the science behind cognitive learning, or «intelligent learning», as it is sometimes called, and make it relevant in today's eLearning environment.

Applying metacognition to both the emotional and cognitive aspects of learning can help students steer their minds to make steady gains in developing their knowledge and skills.

Applied Learning: Abundant research from cognitive science and education, added to what we know from our own experience about how we've grasped or mastered complex ideas and skills ourselves, makes it clear that application of new knowledge is required in order to truly understand and retain it (use it or lose it).

Complex questions of learning and development require just as complex modes of investigation and practice, which can be formulated by the collaborative work of those studying cognitive and neurobiological phenomena in laboratories, those observing learning in classrooms, and those making educational decisions in Capitol Hill.

When facilitated properly, the learning scene is set to then make the necessary cognitive connections toward proficiency in the new language and content.

Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections of the draft LPFs into what we called more detailed «mini progressions» for a smaller grade span, often adding some additional «interim steps» (progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample instructional modules (with a series of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this smaller grain ‐ sized learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic content more accessible for all students.

The findings show that the external information the teacher candidates received through the selected readings and demos, as well as the carefully structured synchronized observations, helped greatly in enhancing their understanding of VS. Because teacher candidates have limited cognitive skills to help them make sense of their experiences (as described by Hudson, Bergin, & Chayst, 1993), it was necessary to structure the information gathering process so the teacher candidates could be carefully guided in their learning.

Kearsley and Shneiderman noted that engaged learning prompts active cognitive processes such as creativity, problem - solving, reasoning, decision - making, and evaluation.

Propelled toward making a difference for all students, early in her career Molly dedicated over eight years to teaching and learning, where she contributed to growing students as a mathematics instructor, and growing teachers as a Cognitive Coach, for White Pine Middle School and Arrowwood Elementary, respectively.

However, we are also interested in more general cognitive, as well as social and emotional learning, programmes, where a clear link can be made to improved attainment outcomes.

Five years in a row of above average teaching, and you can reduce the stressors among students and teachers that begin to make way for cognitive development and essential learning skills.»

Sorting is a skill that demands a higher order meta - cognitive response than a true / false or multiple choice question and also allows for more connections to be made increasing long - term learning.

Cognitive Psychology: This field is centered on internal mental state and processes, such as motivation, decision - making, memory, language, learning, etc..

Artificial intelligence and cognitive learning tools that can turn data into useful information and make inferences based on seemingly unconnected information.

During sleep, while the body rests, the brain is busy processing information from the day and forming memories.Sleep is essential to the cognitive functions of the brain, and without it, our ability to consolidate memories, learn daily tasks, and make decisions is impaired.

This study, titled «Eye Tracking Online Metacognition: Cognitive Complexity and Recruiter Decision Making,» revealed that the layout of your resume is an important element that might compel the recruiter to learn more about you in a preliminary interview (see Reference 1, page 3).

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Based on the findings outlined, participants explore some unique teaching and learning strategies for reaching adolescents, all linked to cognitive engagement, impulse control and decision making.

Using a combination of Cognitive - Behavioral and Dialectical Behavior Therapies, I help you learn new skills to enhance your life and relationships and make the necessary changes you are looking for.

Cognitive impairment makes it difficult for the child to comprehend events and learning problems create stressful school experience.»

Social Emotional Learning (SEL) and cognitive processing influence adolescent decision making, particularly as it pertains to sexual decision making.

The Social Decision Making / Social Problem Solving Program is based on social learning theory, social - emotional learning / emotional intelligence theory, and cognitive - behavioural principles.

URSTRONG draws on Cognitive Behavioural Therapy (CBT) and the Collaborative for Academic, Social, and Emotional Learning's (CASEL) model of the five social and emotional learning competencies (self - awareness, social awareness, self - management, responsible decision - making, and relationship skills) to help children develop healthier relatiLearning's (CASEL) model of the five social and emotional learning competencies (self - awareness, social awareness, self - management, responsible decision - making, and relationship skills) to help children develop healthier relatilearning competencies (self - awareness, social awareness, self - management, responsible decision - making, and relationship skills) to help children develop healthier relationships.

You'll also learn practices based in emotional schema theory, cognitive behavioral therapy (CBT), acceptance and commitment therapy (ACT), and mindfulness to help you overcome the shame jealousy can bring, improve communication with your partner, and ultimately make room for jealousy while also making your relationship more meaningful.

The author continues with her practical hands - on activities — with the help of games, manipulatives, props, and worksheets — to make learning concrete and more tangible to hands - on learners, including those with Down syndrome, autism, or other cognitive disabilities.

He has an ongoing interest in Cognitive Behavioral Therapy, and Mindfulness, and encourages clients to learn about and make use of those tools.

The Committee for Children along with the Collaborative for Academic, Social, and Emotional Learning (CASEL), of which I am vice chair of the board of directors and chief knowledge officer, are dedicated to making SEL an integral part of education from pre-school to high school.Anchoring this mission are five interrelated sets of cognitive, affective, and behavioral competencies that can be transformative: