Sentences with phrase «measured on cognitive tests»

Not exact matches

Jackson had access to each student's scores on the statewide standardized test, and he used that as a rough measure of their cognitive ability.

And yet the problem with trying to put numbers on non-cognitive qualities is that we don't have measures for grit or self - control that are as reliable as the standardized tests are for cognitive skills.

We've been very focused on this narrow set of cognitive skills that get measured on standardized tests.

But in the book I do argue against the intense national focus on standardized tests, which measure a fairly narrow range of cognitive skills and turn out to be not very effective predictors of the educational goals that I think we should care about, especially college - graduation rates.

They found that the babies of nursing moms who had consumed at least one alcoholic drink each day did not differ in measures of cognitive development from babies of teetotaling moms, but that they did score lower on tests of motor skills.

Over the period from 8 to 18 years, sample members were assessed on a range of measures of cognitive and academic outcomes including measures of child intelligence quotient; teacher ratings of school performance; standardized tests of reading comprehension, mathematics, and scholastic ability; pass rates in school leaving examinations; and leaving school without qualifications.

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualifications.

To examine whether the effects of breastfeeding varied for boys and girls, the analyses were extended to include tests of interactions between gender and measures of breastfeeding in their effects on cognitive and educational outcomes.

Gifted education programs have long been subject to criticism that their selection criteria, which often rely on IQ testing and other measures of cognitive ability, are biased against students of color and poor children.

To evaluate whether the experimental treatment is safe and whether it might be able to reduce frailty, Maharaj plans to run a battery of baseline testing on each clinical trial participant before they get their first infusion of young plasma and then monitor their changes for two years: That means cognitive exams, questionnaires about their quality of life and their indicators of frailty, and tests to measure biomarkers he believes are linked with aging, such as telomere lengths and DNA methylation.

«Multiple measures of sleep apnea severity directly correlated with poorer performance on several cognitive tests,» said co-first author Anna Kratz, Ph.D., a clinical psychologist and assistant professor of physical medicine and rehabilitation.

During another test, participants demonstrated poorer performance on a «Stroop task,» a commonly - used measure of executive cognitive function.

The researchers from the University's Department of Social Policy and Intervention, and the Swedish Institute for Social Research, Stockholm, studied the test scores measuring cognitive ability of children aged between 10 and 13, and found they had a strong effect on a child's subsequent educational performance.

It has to be noted though, that the effects depended on the length and mental load of the used cognitive tests to measure the effect of acute cocoa consumption.

The ONTRAC trial assessed ADHD symptom severity using a parent rating scale, and measured cognitive performance on tests of attention, response inhibition and working memory.

The researchers found that they experience brain and cognitive changes «on a minority of measures» in brain imaging and psychological tests.

The group that participated in tDCS plus cognitive training however did not show a statistically significant difference from the group that only played cognitive training games as measured by less sensitive standard neuropsychological measures like the Brief International Cognitive Assessment in MS (BICAMS) tests or on computer - based measures of basic acognitive training however did not show a statistically significant difference from the group that only played cognitive training games as measured by less sensitive standard neuropsychological measures like the Brief International Cognitive Assessment in MS (BICAMS) tests or on computer - based measures of basic acognitive training games as measured by less sensitive standard neuropsychological measures like the Brief International Cognitive Assessment in MS (BICAMS) tests or on computer - based measures of basic aCognitive Assessment in MS (BICAMS) tests or on computer - based measures of basic attention.

Performance on all 4 tests were combined to obtain a global intelligence score, which was regarded as a measure of general cognitive ability (50).

And the evidence on the importance of teacher academic proficiency generally suggests that effectiveness in raising student test scores is associated with strong cognitive skills as measured by SAT or licensure test scores, or the competitiveness of the college from which teachers graduate.

In other words, contrary to Tough's assertion that «we have been focusing on the wrong skills and abilities in our children» (what he calls «the cognitive skills — the kind of intelligence that gets measured on IQ tests, including the abilities to recognize letters and words»), it would appear, especially for the poor in our inner cities, that we have not been focusing enough on those skills.

The Candle Problem originated as a cognitive performance test, but some of its different iterations measured the influence of incentives on problem - solving.

Despite decades of relying on standardized test scores to assess and guide education policy and practice, surprisingly little work has been done to connect these measures of learning with the measures developed over a century of research by cognitive psychologists studying individual differences in cognition.

Recent work in which Dennis Kimko and I have been engaged has looked closely at the size of the impact of labor force quality, as measured by tests of cognitive ability, on the economic growth of countries.

Creative programmes can offer a counter balance to testing and while their impact on academic performance is more difficult to measure their value in terms of cognitive development and emotional literacy is tangible.

A more direct measure of a country's human capital is the performance of students on tests in math and science, something that might be called the average level of «cognitive skills» among those entering a country's work force.

We used performance on 12 of these standardized tests as rough measures of the average level of cognitive skill in a given country.

Curriculum based tests are designed to measure student's mastery of specific curriculum, but normed tests are designed to establish how a child performs on academic or cognitive tests as measured against their peers.

Analyses of the Cognitive Abilities Test (a different outcome measure not explicitly focused on attainment) found a smaller positive impact.

Moreover, a new statement by the American Statistical Association reminds us that ranking teachers based on test scores does not even work for measuring their effect on cognitive skills.

These tests measure a variety of skills: creative thinking skills such as fluency, flexibility, originality, and elaboration; intellectual development based on Piaget's theory of development (Piaget, 1954; Piaget & Inhelder, 1973); language proficiency; and nonverbal perceptual skills of cognitive development.

Objective To test the independent effects of television viewing in children before age 3 years and at ages 3 to 5 years on several measures of cognitive outcomes at ages 6 and 7 years.

To test the independent effects of television viewing in children before age 3 years and at ages 3 to 5 years on several measures of cognitive outcomes at ages 6 and 7 years.

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.

She analyzed data on four variables for the children: reading and math test scores; a measure of behavioral problems; and a measure of home environment, which looked at levels of cognitive stimulation and emotional support.

The primary outcome measure will be scores on the self - report version of the SDQ, a measure of psychopathology in young people with excellent psychometric properties25 and test — retest reliability.26 One previous pilot study has investigated the effect of cognitive training on psychopathology in at - risk young people using the SDQ.19 According to this study, there was a between - group effect size of 0.36 for the SDQ.

To examine the specificity of EF as a mediator of the effects of negative parent - child interaction and parental scaffolding on academic ability, we tested a second longitudinal model in which general cognitive ability (as measured by the Matrix Reasoning task) was entered as a mediator between negative parent - child interaction, parental scaffolding and academic ability instead of EF.

First, children's sustained attention and impulsivity at age 4.5 years partially mediated the relation between parenting quality (as measured by a composite index of physical and social resources in the home, observer ratings of parental sensitivity and cognitive stimulation) at 4.5 years and children's academic achievement (as measured by performance on standardized reading and mathematics tests) at age 6 (NICHD Early Child Care Research Network, 2003).