Sentences with phrase «on cognitive achievement»

Hence, there are plausible theoretical reasons to hypothesize that neighborhood disadvantage constrains parental practices and the family environment «under the roof» (8), which may in turn bear on cognitive achievement.

Not exact matches

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.

Collectively, the evidence from longitudinal research, clinical trials, and neurodevelopmental research is beginning to provide a compelling case for the view that breastfeeding may have longer - term effects on individual cognitive ability and educational achievement.

While Duncan and Magnuson indicate that family income has a preponderant causal effect on both children's cognitive and economic development and on their academic achievements, they also suggest that economic improvement will not, in itself, necessarily resolve psychosocial development and behavioural problems.

For example, one study comparing breast and formula fed siblings found no differences on any cognitive / educational achievement measures, behavioural indicators (including parental attachment) and most physical health measures (including BMI and obesity).

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.

It can increase their cognitive development, keeps them motivated, strengthens the parent - child relationship, and has a direct positive influence on their overall academic achievement.

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

Extensive research on the relationship between cognitive achievement (IQ scores, grades in school) and breastfeeding has shown the greatest gains for those children breastfed the longest.

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.

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.»

This outlook, the team argues, causes students to respond to challenges by trying harder and has a greater impact on Asian - Americans» academic achievement than does cognitive ability or socioeconomic status.

«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.

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).

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.

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.

Another intervention, Cognitive Acceleration for Science Education (CASE), which targets «general thinking skills,» enabled British schoolchildren to outperform their peers even two years later on achievement tests in science, math, and English.

Life - course changes in the mediation of cognitive and non-cognitive skills for parental effects on children's academic achievement.

From January to April, when delivering professional development to help close achievement gaps, in recent years we have focused on strategies such as studying and test taking skills, fluency, vocabulary development, writing and rewriting, and even for some students meta - cognitive strategies to help them understand their own learning process.

The effects of teacher cognitive and non-cognitive abilities on student achievement

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

If, as research indicates and many teachers suspect, student achievement is more highly correlated with student interests than with cognitive ability, then we should make curriculum design based on human interests a primary focus for professional development during the next decade.

Much research has been done around the effects of non - cognitive skills on student achievement.

The commonly accepted — but narrow — definition of student «success» that centers on academic achievement dismisses research documenting life - long payoffs of a «whole child - centered» approach to teaching and learning that accounts for children's cognitive, social, emotional, physical, and ethical development.

Potential Negative Effects of Mobile Learning on Students» Learning Achievement and Cognitive Load - A Format Assessment Perspective

In the review, Mindfulness - Based Interventions for Improving Cognition, Academic Achievement, Behavior and Socioemotional Functioning of Primary and Secondary Students, the authors found that mindfulness - based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academic performance.

International Journal of Educational research, 31 (6), 445 — 457], the effects of self - regulated learning on academic achievement, on cognitive and metacognitive strategy application, as well as on motivation were analyzed.

The brain is developing, determining the cognitive abilities and social - emotional skills that have an outsized impact on achievement.

This young man showed cognitive strengths on the Stanford - Binet while achievement scores in reading and spelling were only at grade level.

Language Acquisition in Diverse Classrooms Focusing on Language and Academic Instructional Renewal (FLAIR) Increase cognitive growth and academic achievement in reading for all students, including linguistically diverse students, through an intensive language - across - the - curriculum program.

The research, led by Charles Hillman, a professor of kinesiology and community health and the director of the Neurocognitive Kinesiology Laboratory at Illinois, suggests that physical activity may increase students» cognitive control — or ability to pay attention — and also result in better performance on academic achievement tests.

Charles Hillman and Darla Castelli, professors of kinesiology and community health, have found that physical activity may increase students» cognitive control — or ability to pay attention — and also result in better performance on academic achievement tests.

The success of young people depends not just on their academic achievement but on their cognitive, social, emotional, physical, and ethical growth, as well as their civic participation.

Our emphasis on broad cognitive and metacognitive skills instead of rote learning was instrumental in lighting up our students» imaginations, which drove their learning achievement,» said Valorie Hargett, the State Consultant for the Academically or Intellectually Gifted Programs in North Carolina and a principal designer of the program.

Recent theoretical work suggests that bullying might arise out of early cognitive deficits — including language problems, imperfect causal understanding, and poor inhibitory control — that lead to decreased competence with peers, which over time develops into bullying.14, 15 A small number of studies provide circumstantial evidence that such a hypothesis might have merit7: 1 study found a link between poor early cognitive stimulation and (broadly defined) inappropriate school behavior, 16 and another found cognitive stimulation at age 3 years to be protective against symptoms of attention - deficit disorder at age 7 years.17 A study of Greek children found that academic self - efficacy and deficits in social cognition were related to bullying behavior.18 A large US national survey found that those who perceive themselves as having average or below - average academic achievement (as opposed to very good achievement) are 50 % to 80 % more likely to be bullies.8 Yet these studies are based on cross-sectional surveys, with the variables all measured at a single point in time.

In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107

While Duncan and Magnuson indicate that family income has a preponderant causal effect on both children's cognitive and economic development and on their academic achievements, they also suggest that economic improvement will not, in itself, necessarily resolve psychosocial development and behavioural problems.

For example, in one study, neglected children had a smaller corpus callosum relative to control and comparison groups.8 Compared to their non-maltreated peers, children in another study who experienced emotional neglect early in life performed significantly worse on achievement testing during the first six years of schooling.9 Furthermore, although both abused and neglected children performed poorly academically, neglected children experienced greater academic deficits relative to abused children.10 These cognitive deficiencies also appear to be long lasting.

In addition to its influence on motivation and achievement, social cognitive theory posits that self - efficacy affects the level of stress and anxiety that people experience when confronted with a challenging task or situation.

To date, the immediate and lasting positive effects of quality care on language, cognitive development, and school achievement have been confirmed by converging findings from large, reasonably representative longitudinal studies and smaller, randomized trials with long - term follow - ups.1, 2,9 - 13 Contributors to this knowledge base include meta - analytic reviews of interventions and large longitudinal studies conducted in several countries.1, 2,14,15 Comprehensive meta - analyses now establish that effects of early care decline, but do not disappear, and when initial effects are large, long - term effects remain substantial.1, 2 Null findings in cognitive and social domains in a few studies may reasonably be attributed to the limitations inherent to their designs, samples, and measures.

She conducts research on children's early cognitive and social development, children's school readiness, family and community supports for school readiness, and school characteristics associated with ongoing achievement and positive development.

Source: U.S. Department of Health and Human Services Father involvement has a unique impact on children's outcomes, including cognitive development, achievement, math and reading scores, as well as behavior.

The unfortunate outcome of the focus on the research of these individuals is that policymakers and practitioners are being given further reason to view achievement gaps as the cognitive problems of individuals rather than the result of failures in the structures of our schools and societal policies.

Studies have shown that when fathers have positive relationships with their children, it can have positive effects on their children's behavior, social skills, cognitive development, and academic achievement.

Intensive, high - quality, center - based child care interventions that provide learning experiences directly to the young child have a positive effect on early learning, cognitive and language development, and school achievement.

Although the original study focused on raising IQ and later school achievement, it was widely felt that such outcomes would be derived by focusing on developing social and emotional skills first with age - appropriate cognitive development integrated into that nurturing approach.

In both the childhood and young adult (age - 18) follow - ups, the trial found statistically - significant effects on cognitive ability and reading and / or math achievement for a key subgroup (but not for the full sample).