Sentences with phrase «positive affective»

Examples of behaviors reflecting appropriate coparenting support are talking positively about the other parent, praising the other parent, encouraging the child to interact with the other parent, thanking the other parent, following the other parent's lead or previous ideas in the play, showing positive affective expressions when watching the other parent play with the child, and offering material support (e.g., bringing a pacifier if needed).

The Parental Positive Affective Involvement and Verbalization (PAIV) Scale consists of 11 items, including tone of voice, positive affect, enjoyment, amount and quality of verbalizations, visual contact, structuring of the environment, mirroring, creativity, and social initiative.

Results Observed maternal positive affective involvement and verbalizations in the NICU were associated with the same parenting behaviors at 24 months, social support, socioeconomic status, and being born in the late preterm period.

Making the break count: an episodic examination of recovery activities, emotional experiences, and performance of positive affective displays.

PAIV = Parental Positive Affective Involvement and Verbalizations; NAB = Parental Negative Affect and Behavior; III = Parental Insensitivity, Intrusiveness, and Inconsistency; NICU = neonatal intensive care unit; PCERA = Parent — Child Early Relational Assessment.

A mother's positive affective and behavioral involvement in the NICU was related to parenting 2 years later, which has clinical implications for supportive interventions in the NICU in a family - centered care model.

Children born in the late preterm period had mothers with higher positive affective involvement and verbalizations (PAIV) than other preterm children, t (127) = − 1.99, p =.049.

The biological correlates of positive affective states are only beginning to be described.

Non-economic satisfaction: the positive affective reactions of channel members to non-economic and psychological aspects of partnerships, for example, fair interactions leading to satisfaction in exchanges and trust in partners as caring, respectful and willing to exchange ideas.

Economic satisfaction: the positive affective reactions of channel members to economic aspects of partnerships, for example, sales volume, sales profits, target achievement, partnership effectiveness, productivity and financial outcomes.

Playful interactions, focused on positive affective experiences, are never forgotten as being an integral part of most treatment sessions, when the client is receptive.

According to socioemotional selectivity theory (SST), older adults are motivated to regulate their emotions such that positive affective states are maintained and negative affective states are avoided (Carstensen, Isaacowitz, & Charles, 1999).

Furthermore, the results indicated that husbands and wives were more similar to each other than to others in the sample, when considering their regulation of negative affective behavior, but no such relationship was found with respect to the regulation of their positive affective behavior.

Older adults who quickly regulated their mood, however, maintained that positive affective state over time.

Based on past findings that older adults endorse statements of mood stability (e.g., Lawton et al., 1992), we expected that those older individuals who rapidly regulated their mood would maintain that positive affective state as time progressed.

From terror to joy: Automatic tuning to positive affective information following mortality salience.

The assumptions that the interventions should be easy to do and that marital therapy should primarily be a positive affective experience are equally important because, in my experience, many clients are afraid of and reluctant to participate in marital or couples therapy.

It is a natural human endeavor for people to seek an explanation for their negativeaffective states and for their positive affective states.

Marital therapy should be primarily a positive affective experience.

Perhaps not all positive affective states broaden attention.

Again, the same patterns of findings on nationally - normed achievement tests in reading comprehension and science along with positive affective outcomes were obtained.

A building can positively affect an individual's motivation by providing conditions that promote positive affective functioning.

Learners who bring positive affective attitudes (interest in the topic and academic self - perception) tend to be more successful at learning (Çalişkan, 2014).

The current study reveals that joint attention without a positive affective component (a smile) in the first year is particularly important to this relationship.

Research shows that a successful charitable campaign evokes a positive affective response.

Not exact matches

I believe that this description of the intentional subject is significant for our comparison with Whitehead, because adumbration for him begins at the affective level in terms of negative and positive prehensions and is then transmuted to the level of sense perception in presentational immediacy.

[Johannes Michalak, Katharina Rohde and Nikolaus F. Troje, How we walk affects what we remember: Gait modifications through biofeedback change negative affective memory bias] Scientists showed volunteers a list of negative and positive words, like afraid and anxious, or sunny and pretty.

Less serotonin elicits socially defensive responses such as avoidance or submission, where enhancement — the main goal of antidepressants — induces a positive shift in the perception of socio - affective stimuli, promoting affiliation and dominance.

But it is remarkable to me that as a neuroscientist interested in emotion, I, along with my colleagues in affective neuroscience, know so little about the neurobiology of positive emotions.

For the first time ever, a team of medical researchers led by Richard Davidson, director of the Laboratory for Affective Neuroscience at the University of Wisconsin at Madison, showed that meditation activates an area of the brain associated with positive emotions.

«For example, we found that middle school students had less affective engagement or positive emotions — such as interest, happiness and excitement — than elementary school students.

In affective neuroscience, novel cognitive content elicits the activity of midbrain dopamine systems that fix attention, and cause a state of arousal and positive affect.

Results revealed that stroking velocity had a significant effect on TPT - item scores, showing higher positive and lower negative ratings for the affective touch compared to non-affective touch, thereby replicating previous studies.

It provides a means of developing cognitive, affective, and psychomotor skills; encourages empathy, tolerance, understanding, cooperation and collaboration; and fosters positive attitudes towards health, risk, the environment and community.

So, how do we change the affective condition and the mental mantra of, «I hate maths,» to one where there is a genuine academic and social engagement, with the supporting positive mantra of «I love maths» being voluntarily and enthusiastically announced by students?

It is also manifested in three dimensions; namely, intellectual engagement (thinking about the job and ways to improve performance), affective engagement (positive feelings about the job), and social engagement (active participation in work - related discussions).

Based on a quantified qualitative data analysis of open - ended questions, five facilitative factors were identified as (a) individual accountability, (b) affective team support, (c) the presence of a positive group leader, (d) consensus building skills, and (e) clear instructions.

Largely as a result of this, her cognitive and affective behaviors are generally positive and are mirrored in almost every «trait list» published in texts on gifted education.

However, unlike these impeding factors, the challenges associated with individual accountability, affective team support, the presence of positive leadership and consensus building skills could have been addressed through better design and instruction.

It's easy for people to dwell on negative affective states because, according to neuroscientists, there are more neural networks in the brain associated with negative affect than with positive affect (Baumeister, Bratslavsky, Finkenauer, & Vohs, 2001); some scientists even speculate that these may be in the ratio of 5 to 1.

Three practices that can have a positive and dramatic effect in schools are restorative conferences, which are typically used for more serious issues; affective statements, which humanize the teacher and let the student know how his or her behavior has affected that teacher; and circles, which educators can use to build community, respond to conflict, or even teach content.

Strategies for meeting the affective needs of children with attention deficit hyperactivity disorder (who also often suffer from low self - esteem and lack of emotional control) include: (1) using positive, verbal reinforcement and affirmations; (2) teaching students to ask themselves if another person's criticism is valid; (3) establishing classroom routines; (4) praising students for making good choices in highly emotional and tense situations; and (5) providing students with guided choices.

The following are common characteristics of gifted children, although not all will necessarily apply to every gifted child: • Has an extensive and detailed memory, particularly in a specific area of interest • Has advanced vocabulary for his or her age; uses precocious language • Has communication skills advanced for his or her age and is able to express ideas and feelings • Asks intelligent and complex questions • Is able to identify the important characteristics of new concepts and problems • Learns information quickly • Uses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering event

Intensities can be characterized by: • Extreme feelings: positive or negative feelings; complex emotions; connection with the feelings of others; grand laughter and tears • Physical reaction to emotion: stomachaches and headaches; blushing; rise in body temperature • Strong affective memory: re-living or re-feeling things long after the triggering event; nightmares; elaborate daydreams connected to actual events • There are five areas of overexcitabilities: psychomotor, sensual, imaginational, intellectual, and emotional.

Yoga 4 Classrooms is anchored in well - validated classroom pedagogies, developmental science, cross-sectional research in cognitive affective neuroscience, tenets of positive psychology and secular contemplative practices.

Recommended Strategies: Supportive Provide opportunities for students to discuss concerns with teachers and counselors Address issues of motivation, self - perception and self - efficacy Accommodate learning styles Modify teaching styles (e.g., abstract, concrete, visual, auditory) Use mastery learning Decrease competitive, norm - referenced environments Use cooperative learning and group work Use positive reinforcement and praise Seek affective and student - centered classrooms Set high expectations of students Use multicultural education and counseling techniques and strategies Involve mentors and role models Involve family members in substantive ways

Remember to use positive reinforcement training because it is the easiest and most affective way of training.

Developed contracts with individuals and organizations and applied affective strategies that would ensure positive results.

Dr. Anderson is the Canada Research Chair in Affective Neuroscience and recipient of a Templeton Positive Neuroscience award spearheaded by the University of Pennsylvania Positive Psychology Center for his research on the neural and genetic bases of positivity and resilience.

The Positive Affect and Negative Affect Schedule (Watson et al., 1988; Terracciano et al., 2003) assessed the affective components of subjective well - being by requiring participants to indicate on a 5 - point Likert scale to what extent (1 = very slightly, 5 = extremely) they generally experienced 20 adjectives describing affective states (10 for positive affect and 10 for negative affect) during a specific period («in this moment, today, last week, last month, or generally&Positive Affect and Negative Affect Schedule (Watson et al., 1988; Terracciano et al., 2003) assessed the affective components of subjective well - being by requiring participants to indicate on a 5 - point Likert scale to what extent (1 = very slightly, 5 = extremely) they generally experienced 20 adjectives describing affective states (10 for positive affect and 10 for negative affect) during a specific period («in this moment, today, last week, last month, or generally&positive affect and 10 for negative affect) during a specific period («in this moment, today, last week, last month, or generally»).