Sentences with phrase «same cognitive process»

A jury assessing evidence against a defendant, a CEO evaluating information about a company or a scientist weighing data in favor of a theory will undergo the same cognitive process.

His evidence suggests that we use the same cognitive process to make sense of comics as we do to read a sentence.

In this study, we built on previous neuroimaging studies of mathematical cognition and examined whether the same cognitive processes are engaged by two strategies used in algebraic problem solving.

Not exact matches

, I doubt you have any special cognitive powers to hear any voices from beyond, so I can only conclude you are using the same thought process as I, but attributing your solutions to god

Whatever their differences, they are not bewitched by modern uniqueness: they hold that the basic processes of the linguistic, social and cognitive construction of reality and experience are much the same in all times and places, however varied the outcomes.

At the same time, these are cognitive processes like many others — reasoning, remembering, decision - making — and as such must originate in the brain.

It's a decades - old question in cognitive psychology: Does the brain process an imagined object the same way it does a real one?

These findings raise questions about the evolution of our own cultural behavior and the extent to which chimpanzee and human cultures rely on the same social and cognitive processes.

At approximately the same time, another movement was getting underway, one inspired by some of the very things that turned Maslow off: computers and information processing, as well as very rationalistic theories such as Piaget's cognitive development theory and Noam Chomsky's linguistics.

At the same time, blogs allow further process of the content, as well as the creation of social cognitive conflicts which lead to the construction of new knowledge.

The cognitive processes involved in the stages of comprehension (prereading, guided reading, and postreading) are virtually the same as the cognitive processes involved in the three inquiry stages that promote effective composition.

In this Article, we identify some ways in which cognitive load impedes first - year law students» ability to learn analytical and writing processes at the same time that students are producing a written analysis for a grade.

Legal Realism Unpublished Decisions, Non-Citation Rules, and Federal Rule of Appellate Procedure 32.1 Existing Legal Scholarship and Empirical Data A DETAILED COMPARISON OF PRINT AND ELECTRONIC RESEARCH PROCESSES — IDENTIFYING SALIENT DIFFERENCES Electronic Researchers Are Not Guided by Key System Information to the Same Extent as Print Researchers with Respect to Identifying Relevant Theories, Principles, and Cases Electronic Researchers Do Not Encounter and Interpret Individual Cases Through the Lens of Key System Information to the Same Extent as Print Researchers Electronic Researchers Are Exposed to More — and Different — Case Texts than Print Researchers COGNITIVE PSYCHOLOGY - DERIVED PREDICTIONS ABOUT THE CONSEQUENCES OF A CHANGED RESEARCH PROCESS: DIVERSITY IN FRAMING AND TILTING AT WINDMILLS Principles and Theories of Cognitive Psychology Influence of Labeling Influence of Categories Confirmatory Bias and Selective Information Processing Application of Cognitive Psychology Principles to Legal Research Diversity inCOGNITIVE PSYCHOLOGY - DERIVED PREDICTIONS ABOUT THE CONSEQUENCES OF A CHANGED RESEARCH PROCESS: DIVERSITY IN FRAMING AND TILTING AT WINDMILLS Principles and Theories of Cognitive Psychology Influence of Labeling Influence of Categories Confirmatory Bias and Selective Information Processing Application of Cognitive Psychology Principles to Legal Research Diversity inCognitive Psychology Influence of Labeling Influence of Categories Confirmatory Bias and Selective Information Processing Application of Cognitive Psychology Principles to Legal Research Diversity inCognitive Psychology Principles to Legal Research Diversity in Framing.

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.»

• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them

At the same time, I utilize cognitive behavioral therapy and psychoeducational process to also help with depression, anxiety, bipolar, relationship issues, communication issues.»

Second, it would be interesting to develop the findings regarding performance by examining variables that are at the same time strongly associated with performance and in a non-ambivalent way to emotion regulation, such as the way students process information (superficial versus in - depth), the way students regulate their learning (self - regulation versus external guidance) and the kind of cognitive strategies used (i.e. among a list of problem - solving heuristics)(Pekrun, 2006).