Sentences with phrase «on cognitive skills for»

Not exact matches

«They are designed with a primary goal of engendering high levels of immersion, engagement, and enjoyment for the players, -LSB-...] They do not tend to focus on one specific cognitive skill, as exercises usually do, but rather expose players to multiple demands that challenge a broad range of abilities.»

Even a brief course of brain exercises can help older adults improve reasoning skills and processing speed for 10 years after the training ends, according to a recent federally sponsored study on cognitive training.

Authors John Gottman and Julie Schwartz Gottman teach couples the skills needed to maintain healthy marriages, so partners can avoid the pitfalls of parenthood by: • Focusing on intimacy and romance • Replacing an atmosphere of criticism and irritability with one of appreciation • Preventing postpartum depression • Creating a home environment that nurtures physical, emotional, and mental health, as well as cognitive and behavioral development for your baby Complete with exercises that separate the «master» from the «disaster» couples, this book helps new parents positively manage the strain that comes along with their bundle of joy.

Playing on the floor is the the best place for a baby to learn and to stimulate his visual, sensory, gross, fine and cognitive skills.

Specifically, pay attention to whether a motor, verbal and cognitive skills are on target for your child's age level.

Imaginative / pretend play is known for its cognitive and motor skill benefits... and it happens to be at the core of the Tot on the Pot system.

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.

Feeding therapist Melanie Potock and pediatrician Nimali Fernando and (aka Dr. Yum and Coach Mel) know the importance of giving your child the right start on his or her food journey — for good health, motor skills, and even cognitive and emotional development.

«Overall, cognitive consequences research does not support claims for broad transfer of game playing to performance on cognitive skill tests,» Mayer wrote.

Rather than merely a cumulative effect, Meyer says, the two conditions appeared to act in synergy, increasing anxiety behaviors in the mice as well as damaging their performance on tests for associative memory and other basic cognitive skills associated in people with a range of neurological disorders, including schizophrenia.

But taking repeated, coordinated turns to achieve a common goal is much less well studied outside the communication domain, despite the possibility that all such behaviours draw on the same underlying cognitive skills for turn - taking.

In addition to her expert skill as a clinician, Dr. Frontera also has many research interests including identifying biomarkers and predictors of early brain injury and vasospasm / delayed cerebral ischemia after subarachnoid hemorrhage and their impact on outcome; determining the efficacy of therapeutic strategies and developing guidelines for the management of patients with intracranial hemorrhage; evaluating the cost, length of stay, quality of life, functional and cognitive outcomes in a broader population of intracranial hemorrhage patients; developing guidelines for the integration of palliative care into the intensive care unit setting; and evaluating the relationship of Zika virus infection, Guillain - Barre, and other neurologic disorders.

These effects might be responsible for the decline observed in bee populations as they rely on sophisticated cognitive skills to collect food in the environment.

Its creators say it turns your PC into «a fitness room for the brain,» assessing and developing key cognitive skills, tailoring the program to work on weak spots, and increasing in difficulty as your skills improve.

Participating in high intensity training once or twice a week while focusing on maintaining cognitive function and access to fine motor skills will help to prepare for this experience in the field.

I was curious on your take on it because it seems that some people with adrenal fatigue syndrome that have also damaged their cognitive skills, still can go for long walks, while some can barely make it to the mailbox.

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.

Such «selection effects» could in theory account for the apparent school impacts on test scores, or even the apparent absence of impacts on fluid cognitive skills.

To illustrate this, we highlight required SED skills — including emotional, social, cognitive, character, and mindset — for a selection of English, math, and science standards, drawn from different states and organizations to illustrate how CCR expectations from across the country are dependent on SED.

For 11 years, Bub worked closely with Dean Kathleen McCartney as a research assistant on the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development, which further opened her eyes to the effects of high - quality early education experiences on children's social, behavioral, and cognitive skills.

As I read, I kept feeling grateful to Paul Tough for having done this work — gathering the stories of kids like Keitha Jones, the traumatized Southside Chicago teen who reminded me so much of a handful of kids I've taught; connecting Keitha's experience to research on neurochemistry and infant psychology, and situating these elements in both a socio - economic context and in the landscape of an education world focused on developing children's cognitive (and testable) skills.

He reinforces that message throughout the school year by teaching cognitive strategies alongside core content, such as explicit instruction on the organizational skills that students will need to complete a research project, and tricks for puzzling out the meaning of unfamiliar terms.

Networks of institutions and individuals could be created, focusing the transformative nature of Global Citizenship Education, as defined by DEEEP: «Education for Global Citizenship is based on an understanding of the purpose of education as going beyond the acquisition of knowledge and cognitive skills, to transforming the way people think and act individually and collectively.»

Currently, the dominant conversation about how to prepare students for a globally interdependent world focuses mostly on cognitive skills.

But it would be educationally valuable to embrace it, turning it into an opportunity for our students to develop an appreciation for the advanced cognitive skills they employ on a daily basis.

If we really want to prepare our students for their futures and «build a strong platform for healthy development and effective learning... then we must pay as much attention to children's emotional wellbeing and social capacities as we do to their cognitive abilities and academic skills» (National Scientific Council on the Developing Child, p. 7).

Yet, these efforts have placed little emphasis on an essential set of skills — EEC providers» capacities for social, emotional, and cognitive regulation.

However, the Education Endowment Foundation, a key research organisation for education, states that non ‑ cognitive skills, could well be having an impact on academic attainment.

Her current research within the Laboratories of Cognitive Neuroscience focuses on auditory and language processing in the human brain and its applications for the development of typical and atypical language and literacy skills.

It's wise to focus on one skill set for each game at a time to avoid cognitive overwhelm.

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.

At BVP, our community prepares scholars for college with rigorous academic programming, support for social and emotional growth, and a focus on the development of cognitive and non-cognitive skills.

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.

In this brief, Raudenbush reviews the research on the relevance of a teacher's value - added to lasting cognitive and non-cognitive skills that help prepare students for success later in life.

http://darkwing.uoregon.edu/~adiep/ft/151toc.htm Comparative Preschool Study: High and Low Socioeconomic Preschoolers Learning Advanced Cognitive Skills Author: Siegfried Engelmann During the summer of 1964, the investigator, Siegfried Engelmann, a research associate with the Institute for Research on Exceptional children at the University of Illinois, worked with two groups of preschool children, teaching them content that would be highly unfamiliar to any preschoolers.

Pre-K provides services in terms of social skills, as well as cognitive skills, that are hard for many families to develop for their children as well on their own.

Although the university faculty members and K - 12 teachers successfully modeled NETS - T Standards I, II, III, IV, and V many activities for learners focused on lower cognitive skills.

The Summit Learning calculates grades, scoring students» cognitive skills scores based on their performance throughout the year, using their highest scores to calculate the grades they receive in each class, recognizing and rewarding them for their best work.

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.

Compounding this problem, children from low - income families, on average, begin kindergarten approximately a year behind their peers in preliteracy and language skills.106 This fluency gap widens as students continue in school and has a significant impact on economic success later in life.107 As a result, gains from high - quality preschool programs — including improved health, better social - emotional skills, and better cognitive outcomes — are particularly beneficial for children from low - income families.108

Summit's Next Generation school model is designed to ensure that every student is prepared for success in college and career by focusing on four elements of college readiness: Content Knowledge, Cognitive Skills, Habits of Success, and Expeditions.

For his research, he conducted a Randomized Control Trial in Selective Schools in Perú to study the impact of cognitive and social skills of peers on educational outcomes.

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.

I've used with older dogs as we know that we can work on decreasing that cognitive decline assumption by providing these mental stimulation outlets for them and keep them the problem solving skills.

The DriveABLE On - Road Evaluation (DORE) is a scientifically developed on - road evaluation that tests specifically for decline in the cognitive skills needed for safe drivinOn - Road Evaluation (DORE) is a scientifically developed on - road evaluation that tests specifically for decline in the cognitive skills needed for safe drivinon - road evaluation that tests specifically for decline in the cognitive skills needed for safe driving.

The DriveABLE On - Road Evaluation (DORE) is a scientifically developed on - road evaluation that tests specifically for the decline in the cognitive skills needed for safe drivinOn - Road Evaluation (DORE) is a scientifically developed on - road evaluation that tests specifically for the decline in the cognitive skills needed for safe drivinon - road evaluation that tests specifically for the decline in the cognitive skills needed for safe driving.

• Comprehensive knowledge of childhood education, with special focus on providing physical and cognitive stimulation • Physically able to handle a high demanding job involving young children, with intense motivation to provide them with education to nurture their individual personalities • Able to develop and implement age - appropriate activities, designed to help children with school work • Adept at disciplining children in accordance to the methods meted out specifically by parents • Skilled at preparing nutritionally beneficial food items for children, according to their ages and specific nutritional needs • Functional ability to handle children with special needs, with great insight into managing adverse situations and emergencies • Dynamic approach to managing children of different ages, background and cultures, with special focus on developing their personalities for social integration • Able to assist in the mental and physical development of children by teaching basic social and cognitive skills • Track record of building a safe, caring, nurturing and stimulating environment for children, designed to assist them in developing and thriving physically and emotionally

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.