Sentences with phrase «of the cognitive processes taking»

This offers a plausible explanation of the cognitive processes taking place in the human mind when playing Concentration.

Not exact matches

My sleep solution and support process takes into consideration the cognitive, social - emotional, and physical aspects of your baby.

Developing a cognitive awareness of the original traumatizing experiences, and of the systems created in their wake, is a good start to the process of taking responsibility for our own healing.

The process, which took roughly XX hours over the course of four months, helped overcome terminology barriers between the medical professionals and educational personnel, as well as helped teachers understand the impact of concussions on academics and vice-versa, including cognitive function, classroom environment, and symptom resolution.

Based on a developmental understanding of the learning process and view of the child that takes human spirituality seriously, Summerfield Waldorf School offers students a comprehensive learning environment designed to challenge and support them in strengthening their cognitive, emotional and intentional abilities.

Wolfe has taken it upon himself to explain various aspects of science — having to do with biological evolution, linguistics, psychology and cognitive neuroscience — to scientists, in the process disparaging titans in their fields such as Charles Darwin and Noam Chomsky.

Gazzaley wanted to take a broader view of the brain to answer questions about memory and aging; he hoped to study how distinct neural regions interact during memory formation and other complex cognitive processes.

Similarly, those who used mobile devices in class took notes of poorer quality, detracting from another cognitive process by which students integrate new material.

Just as individual computers are networked to create concentrated processing and storage capacity in the field of Cloud Computing, links in the complex cognitive processes that take place in the prefrontal cortex play a key role.

Researchers took a three - dimensional approach to this study by looking at what the users» task performance was through evaluating how they process the tasks of detecting cyberattacks with neural activity, which was captured using electroencephalogram, or EEG, cognitive metrics and with eye gaze patterns, which were captured using an eye - tracker.

«The purpose of the study has been to discover the underlying cognitive structure of religious beliefs — to find out what cognitive processes take place when religious and nonreligious people think about religion,» Kapogiannis tells me.

Together with colleagues at IBM led by Scott Spangler, principal data scientist at IBM, the team initiated a research project to develop a knowledge integration tool that took advantage of existing text mining capabilities, such as those used by IBM's Watson technology (cognitive technology that processes information more like a human than a computer.)

She offers workshops and private sessions on Taking Charge of Your Life through a unique cognitive re-patterning process at Shakti Yoga.

This commission report brings together findings from the fields of neuroscience, cognitive and social psychology, human development, and emerging technologies in examining the processes of effective learning and the environments in which learning best takes place.

Skilled reading is unconscious and automatic — most people are not aware of the complex cognitive processes taking place.

In this article, I'll discuss the basic principles of short - term memory and I'll share some tips to help you take advantage of the cognitive processes involved in short - term memory, in order to create eLearning deliverables that really enhance learning.

The author of this article, a neurologist and middle school teacher, takes exception to interpretations of neuroimaging research that treat reading as an isolated, independent cognitive process.

Orlando, FL About Blog My work focuses on insights to be found across transgender sociology, public health, psychiatry, history of medicine, cognitive science, the social processes of science, transgender feminism, and human rights, taking an analytic approach that intersects these many perspectives and is guided by the lived experiences of transgender people.

Some scientists believe that we don't have the cognitive capacity to consciously process 100 % of the information we take in.

Orlando, FL About Blog My work focuses on insights to be found across transgender sociology, public health, psychiatry, history of medicine, cognitive science, the social processes of science, transgender feminism, and human rights, taking an analytic approach that intersects these many perspectives and is guided by the lived experiences of transgender people.

Next comes Terri Enns and Monte Smith's article, entitled, «Take a (Cognitive) Load Off: Creating Space to Allow First - Year Legal Writing Students to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskCognitive) Load Off: Creating Space to Allow First - Year Legal Writing Students to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskProcesses,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskcognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing taskprocesses] should improve the students» ability to transfer their new knowledge to new analysis and writing tasks.»

I get it, I am fine as long as I took an idea instead of actualization of an idea, and I think that is the case here, since I took idea of conceptualizing human's cognitive processes (work A) and social behavior (work B); where I changed the definition of the terms (work C) and also the terms itself (work D).

Human thought processes are not instantaneous, but require cognitive effort which takes some amount of time.

Orlando, FL About Blog My work focuses on insights to be found across transgender sociology, public health, psychiatry, history of medicine, cognitive science, the social processes of science, transgender feminism, and human rights, taking an analytic approach that intersects these many perspectives and is guided by the lived experiences of transgender people.

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.

ACT establishes this through six core processes: Acceptance of private experiences; cognitive defusion (i.e., alter the undesirable functions of thoughts and other private events); being present, a perspective - taking sense of self; identification of values; and commitment to action.

Orlando, FL About Blog My work focuses on insights to be found across transgender sociology, public health, psychiatry, history of medicine, cognitive science, the social processes of science, transgender feminism, and human rights, taking an analytic approach that intersects these many perspectives and is guided by the lived experiences of transgender people.