Sentences with phrase «of cognitive achievements»
There is a tendency to highlight the importance of cognitive achievements and the family's socioeconomic background for people's success in the future, but this study shows that children's self - regulation, which comprises children's social skills and processing of emotions, directs the future development in a profound way in different domains of life.
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And it «increasingly appears critical for understanding some of the surprising, ironic, and self - defeating cognitive, emotional, and behavioral findings seen in the achievement realm.»
In his first book, about the antipoverty work of the Harlem Children's Zone, Tough stressed the importance of early cognitive development in bridging the achievement gap between poor and more affluent students.
To address the issues above, this paper reports on the results of an 18 - year longitudinal study of the relationships between infant feeding practices and later cognitive ability and academic achievement in a birth cohort of > 1000 New Zealand children studied from birth to age 18 years.
Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.
The pervasive associations found between breastfeeding and measures of cognitive ability and academic achievement were, in part, explained by the fact that the outcomes described in Table 1 were all significantly correlated.
There was no evidence to suggest that the associations between breastfeeding and academic achievement or cognitive ability could be explained further by the inclusion of such confounding factors into the models.
Given the correlations between cognitive ability and academic achievement throughout childhood and into young adulthood, it is evident that if breastfeeding is associated with one of these outcomes, it is likely to be associated with others.
The design of this study made it possible to examine 1) the extent to which benefits of breastfeeding on cognitive ability and achievement were evident throughout middle childhood, adolescence, and into young adulthood; and 2) the extent to which breastfeeding was related to a range of indices of academic achievement that included performance on standardized tests, teacher ratings of academic achievement, and levels of success in examinations on leaving school.
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.
Thus, although improving the economic status of families promotes more positive outcomes for children's cognitive development and academic achievement, direct services and therapeutic interventions may be a comparatively more promising alternative for improving children's psychosocial development and reducing behaviour problems.
Through a series of audio programs and a workbook which includes neuropsychological exercises (brain training), relaxation and biofeedback, behavior modification programs and cognitive behavioral, and motivational training, children can improve behavior at home, achievement at school, improved peer relationships, and self - esteem.
Goal I: Within the context of each Head Start and Early Head Start family's culture, enrolled children will demonstrate progress in healthy social, emotional, physical, and cognitive development and in the achievement of social competence.
Enrolled children demonstrate significant gains in healthy social, emotional, physical, and cognitive development and the achievement of social competence.
Physical punishment is associated with a range of mental health problems in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.37
Over the last 2 decades, there has been an accumulation of evidence suggesting that breastfeeding may lead to small but detectable improvements in childhood cognitive ability or educational achievement.
Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success After Adjustment for Covariates
Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success
Sleep disorders often appear at one time with separation from the mother and with achievement of major milestones in cognitive and motor development.
This drive for academic achievement leads to high attainment in international academic assessments but has contributed to the curtailment of nocturnal sleep on school nights to well below the recommended eight to ten hours of sleep, putting students at risk of cognitive and psychological problems.
The first subproject looks at how changes in physical activity and fitness affect cognitive function, academic achievement and educational attainment at different stages of a person's life.
Specifically, the research suggests that emotions influence adolescents» achievement over and above the effects of general cognitive ability and prior accomplishments, the authors note.
Importantly, other types of stress — including interpersonal stress that is not dependent on the teen (such as a death in the family) and achievement - related stress — were not associated with later levels of rumination or negative cognitive style.
«This inspired us to initiate a long - term study on the possible effects of music education on cognitive skills that may underlie academic achievement.»
«Where a child grows up in impoverished conditions... with limited cognitive stimulation, high levels of stress, and so forth, that person is more likely to grow up with compromised physical and mental health and lowered academic achievement,» said Martha Farah, director of the Center for Neuroscience and Society at the University of Pennsylvania.
Awarded for outstanding achievement in advancing knowledge and understanding of the brain and nervous system, including molecular, cellular, systems, neurogenetics, developmental, cognitive, computational, and related facets of the brain and nervous system.
Considering that the average lifespan of a raven in the wild is just 10 — 15 years, their cognitive achievements are all the more remarkable.
The research, published in Child Development, found the cognitive advantages of bilingualism tend to help with academic achievement only if English skills are sufficient at school entry for the child to be fully engaged.
They show that the schools that are most effective in raising student test scores do so in spite of the strength of the underlying relationship between math achievement and fluid cognitive skills.
Even so, variation in our summary measure of fluid cognitive ability can explain as much as 16 percent of the total variation in reading achievement.
In contrast, after accounting for prior achievement and demographics, the school attended explains just 2.3 percent of our summary measure of fluid cognitive ability.
«What Effective Schools Do: Stretching the cognitive limits on achievement,» by Martin West, Chris Gabrieli, Matthew Kraft, Amy Finn, and John Gabrieli, is available on http://educationnext.org and will appear in the Fall 2014 issue (late August) of Education Next.
A new study from Harvard Graduate School of Education's Project Zero found demonstrable links between experiences with music and drama and increases in certain cognitive skills, but also showed no connection in many areas between arts education and students» academic achievement.
Today, many believe that the continuing difference between the earnings of black and white workers is due in good part to differences in their educational achievement, as measured by tests of cognitive ability.
In a classroom this means higher levels of achievement, potential cross-ethnic friendships, life - long interaction, enhanced communication and cognitive skills, and critical thinking.
Cognitive scientist Daniel Willingham, an expert in the field, explains that it is not catering to the individual child's learning style that affects achievement, but rather the utilising of the modality that best supports specific content that determines whether it is mastered.
That is, the true test of the predictive power of «noncog» measures is not whether they are correlated with cognitive measures (like achievement scores), but whether they are correlated with later life outcomes.
The fact that grit or other character skills may not be strongly predictive of achievement test results is not surprising if these non-cog measures capture something that is important independently of cognitive ability.
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.
In «The Logic of Interdisciplinary Studies,» a research report by Sandra Mathison and Melissa Freeman presented at the annual meeting of the American Educational Research Association in 1997, the authors wrote, «Interdisciplinary, integrated, and integrative studies represent an opportunity to have more meaningful relations with students; teach cognitive skills associated with «real life» (e.g., cooperation, problem solving, ability to see connections); motivate students; increase student achievement; promote positive attitudes toward subject matter; create more curricular flexibility; diminish scheduling problems; and integrate new and rapidly changing information with increased time efficiency.»
This included: attendance levels (studies show a positive relationship between participation in sports and school attendance); behaviour (research concludes that even a little organised physical activity, either inside or outside the classroom, has a positive effect on classroom behaviour, especially amongst the most disruptive pupils); cognitive function (several studies report a positive relationship between physical activity and cognition, concentration, attention span and perceptual skills); mental health (studies indicate positive impacts of physical activity on mood, well - being, anxiety and depression, as well as on children's self - esteem and confidence); and attainment (a number of well - controlled studies conclude that academic achievement is maintained or enhanced by increased physical activity).
An emerging economic literature over the past decade has made use of international tests of educational achievement to analyze the determinants and impacts of cognitive skills.
Whereas measurement of academic achievement was given by teachers, measurement of cognitive ability came from standardized tests.
Although academic achievement and cognitive ability measurements are highly correlated, they differ in source of information.
Measures of achievement, cognitive ability, and academic effort are standardized at each wave to have a mean of 0 and SD of 1.
Limit alternate assessments based on alternate achievement standards only to students with the most significant cognitive disabilities, up to 1 percent of all students; terminate assessments based on modified achievement standards; and prohibit the use of Individualized Education Programs (IEPs) to measure academic achievement under ESEA.
A meta - analysis of cognitive and achievement outcomes.
«The development of gender achievement gaps in mathematics and reading during elementary and middle school: examining direct cognitive assessments and teacher ratings»
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.
Poring over school records, he noted a pattern of significantly higher scores on tests of academic achievement and cognitive ability, including IQ tests, up to four years after the program's end.