Sentences with phrase «social cognitive information»

Besides biologically co-determined disturbances of impulse control (inhibition) and empathy (callous - unemotional traits), psychosocial factors, especially family interactions and disturbance of social cognitive information processing, are important factors in the development of the disorder.

The Questionnaire for Aggressive Behavior of Children (FAVK) is a newly developed parent rating scale which assesses several factors of peer related aggression: (1) disturbance of social cognitive information processing, (2) disturbance of social problem solving and social skills, (3) disturbance of impulse control, and (4) disturbance of social interaction.

Not exact matches

In a study published in the journal Social Cognitive and Affective Neuroscience, researchers found that people were much better at processing information about people they had just met if they had large social gSocial Cognitive and Affective Neuroscience, researchers found that people were much better at processing information about people they had just met if they had large social gsocial groups.

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ACC Accounting & Auditing, AFR Africa, AGE Economics of Ageing, AGR Agricultural Economics, ARA Arab World, BAN Banking, BEC Business Economics, CBA Central Banking, CBE Cognitive & Behavioural Economics, CDM Collective Decision - Making, CFN Corporate Finance, CIS Confederation of Independent States, CMP Computational Economics, CNA China, COM Industrial Competition, CSE Economics of Strategic Management, CTA Contract Theory & Applications, CUL Cultural Economics, CWA Central & Western Asia, DCM Discrete Choice Models, DEM Demographic Economics, DEV Development, DGE Dynamic General Equilibrium, ECM Econometrics, EDU Education, EEC European Economics, EFF Efficiency & Productivity, ENE Energy Economics, ENT Entrepreneurship, ENV Environmental Economics, ETS Econometric Time Series, EUR Microeconomic European Issues, EVO Evolutionary Economics, EXP Experimental Economics, FDG Financial Development & Growth, FIN Finance, FMK Financial Markets, FOR Forecasting, GEO Economic Geography, GRO Economic Growth, GTH Game Theory, HAP Economics of Happiness, HEA Health Economics, HIS Business, Economic & Financial History, HME Heterodox Microeconomics, HPE History & Philosophy of Economics, HRM Human Capital & Human Resource Management, IAS Insurance Economics, ICT Information & Communication Technologies, IFN International Finance, IND Industrial Organization, INO Innovation, INT International Trade, IPR Intellectual Property Rights, IUE Informal & Underground Economics, KNM Knowledge Management & Knowledge Economy, LAB Labour Economics, LAM Central & South America, LAW Law & Economics, LMA Labor Markets - Supply, Demand & Wages, LTV Unemployment, Inequality & Poverty, MAC Macroeconomics, MFD Microfinance, MIC Microeconomics, MIG Economics of Human Migration, MKT Marketing, MON Monetary Economics, MST Market Microstructure, NET Network Economics, NEU Neuroeconomics, OPM Open Macroeconomics, PBE Public Economics, PKE Post Keynesian Economics, POL Positive Political Economics, PPM Project, Program & Portfolio Management, PUB Public Finance, REG Regulation, RES Resource Economics, RMG Risk Management, SBM Small Business Management, SEA South East Asia, SOC Social Norms & Social Capital, SOG Sociology of Economics, SPO Sports & Economics, TID Technology & Industrial Dynamics, TRA Transition Economics, TRE Transport Economics, TUR Tourism Economics, UPT Utility Models & Prospect Theory, URE Urban & Real Estate Economics.

Particular attention is given to the kinds of content that is communicated through such narratives (cognitive, social and emotional, information processing skills, implicit messages, and modes of learning), and to the processes and potential of learning from television and film.

This is done by making changes to justify their stressful behavior, either by adding new parts to the cognition causing the psychological dissonance, or by actively avoiding social situations and / or contradictory information likely to increase the magnitude of the cognitive dissonance.

The Health Belief Model guided the formative research and supported information delivery, while Social Cognitive Theory was predominately used in shaping the intervention and in facilitating understanding of the potential interaction between overestimation of new parents capacity to cope and underestimation of potential problems.

«Putting emotions into word» may have important social, cognitive, and emotional implications by improving one's own emotional regulation and receiving instrumental information to cope with the effects of trauma.

The nation's defense agencies spend hundreds of millions of dollars each year funding cognitive neuroscience research, Moreno noted, citing research projects to better understand and model «human behavior in social and cultural contexts» and explore systems for «direct neural interfacing to receive and react to operationally relevant environmental, physiological and neural information.»

, 1968 Zick Rubin, «The Social Psychology of Romantic Love», 1969 Elliot Aronson, «Some Antecedents of Interpersonal Attraction», 1970 David C. Glass and Jerome E. Singer, «The Urban Condition: Its Stresses and Adaptations — Experimental Studies of Behavioral Consequences of Exposure to Aversive Events», 1971 Norman H. Anderson, «Information Integration Theory: A Brief Survey», 1972 Lenora Greenbaum, «Socio - Cultural Influences on Decision Making: An Illustrative Investigation of Possession - Trance in Sub-Saharan Africa», 1973 William E. McAuliffe and Robert A. Gordon, «A Test of Lindesmith's Theory of Addiction: The Frequency of Euphoria Among Long - Term Addicts», 1974 R. B. Zajonc and Gregory B. Markus, «Intellectual Environment and Intelligence», 1975 Johnathan Kelley and Herbert S. Klein, «Revolution and the Rebirth of Inequality: The Bolivian National Revolution», 1977 Murray Melbin, «Night as Frontier», 1978 Ronald S. Wilson, «Synchronies in Mental Development: An Epigenetic Perspective», 1979 Bibb Latane, Stephen G. Harkins, and Kipling D. Williams, «Many Hands Make Light the Work: The Causes and Consequences of Social Loafing», 1980 Gary Wayne Strong, «Information, Pattern, and Behavior: The Cognitive Biases of Four Japanese Groups», 1981 Richard A. Shweder and Edmund J. Bourne, «Does the Concept of the Person Vary Cross Culturally?»

The study shows that great apes, like humans, can store and retrieve precise information in their long - term memories, and anticipate impending events, a cognitive skill that likely helps them deal with social intrigue and avoid danger.

Not much is known however about the cognitive processes that come into play when people choose allies within different social settings — and whether «minimal information», such as snap judgments made about someone based on how their face looks, is used in our assessments of suitable allies.

Teenie Matlock, PhD Cognitive & Information Sciences Program, School of Social Sciences, Humanities & Arts University of California, Merced, 5200 North Lake Rd., Merced CA 95343 tmatlock [at] ucmerced [dot] edu

The data for each student is summarised into a social and a cognitive report for each student and provides information such as who initiates conversations, whether students negotiate and whether they work through the problem systematically.

Jens Krause calls this «Swarm Intelligence»: «It requires people to gather information independently, process, and combine it in social interactions, and use it to solve cognitive problems.»

CALICO Journal Cambridge Journal of Education Canadian Journal for the Scholarship of Teaching and Learning Canadian Journal of Action Research Canadian Journal of Applied Linguistics - Revue canadienne de linguistique appliquee Canadian Journal of Education Canadian Journal of Educational Administration and Policy Canadian Journal of Environmental Education Canadian Journal of Higher Education Canadian Journal of Learning and Technology Canadian Journal of School Psychology Canadian Journal of Science, Mathematics and Technology Education Canadian Modern Language Review Canadian Social Studies Career and Technical Education Research Career Development and Transition for Exceptional Individuals CATESOL Journal CBE - Life Sciences Education CEA Forum Center for Educational Policy Studies Journal Change: The Magazine of Higher Learning Changing English: Studies in Culture and Education Chemical Engineering Education Chemistry Education Research and Practice Child & Youth Care Forum Child Care in Practice Child Development Child Language Teaching and Therapy Childhood Education Children & Schools Children's Literature in Education Chinese Education and Society Christian Higher Education Citizenship, Social and Economics Education Classroom Discourse Clearing House: A Journal of Educational Strategies, Issues and Ideas Cogent Education Cognition and Instruction Cognitive Science Collected Essays on Learning and Teaching College & Research Libraries College and University College Composition and Communication College Quarterly College Student Affairs Journal College Student Journal College Teaching Communicar: Media Education Research Journal Communication Disorders Quarterly Communication Education Communication Teacher Communications in Information Literacy Communique Community & Junior College Libraries Community College Enterprise Community College Journal Community College Journal of Research and Practice Community College Review Community Literacy Journal Comparative Education Comparative Education Review Comparative Professional Pedagogy Compare: A Journal of Comparative and International Education Complicity: An International Journal of Complexity and Education Composition Forum Composition Studies Computer Assisted Language Learning Computer Science Education Computers in the Schools Contemporary Education Dialogue Contemporary Educational Technology Contemporary Issues in Early Childhood Contemporary Issues in Education Research Contemporary Issues in Technology and Teacher Education (CITE Journal) Contemporary School Psychology Contributions to Music Education Counselor Education and Supervision Creativity Research Journal Creighton Journal of Interdisciplinary Leadership Critical Inquiry in Language Studies Critical Questions in Education Critical Studies in Education Cultural Studies of Science Education Current Issues in Comparative Education Current Issues in Education Current Issues in Language Planning Current Issues in Middle Level Education Curriculum and Teaching Curriculum Inquiry Curriculum Journal Curriculum Studies in Health and Physical Education Cypriot Journal of Educational Sciences

NC Final Exams Assessment Specifications Assessment specifications files for English, mathematics, science, and social studies North Carolina Final Exams provide greater detail on the assessments, including background information, the prioritization of the standards, cognitive rigor, item complexity, item types, and assessment delivery modes.

22 In doing so, they combine insights from both classical and contemporary rhetoricians with lessons from contemporary persuasion science, emphasizing cognitive and social psychology.23 Lucy Jewell has looked at classical rhetorical categories through the cognitive science lenses of categorization theory and information processing.

While the cognitive testing results could not be relied on (because of the failed effort tests), all other information consistently indicated that since the index event she had difficulty in maintaining goals and this was consistent with executive problems, also impacting on her social and interpersonal functioning.

TAGS: Legal informatics journals; Law and psychology; Cognitive science and legal informatics; Psychology and legal informatics; Legal information behavior; Legal reasoning; Legal logic; Jurors» legal information behavior; Juries» legal information behavior; Empirical legal studies; Empirical legal scholarship; Statistical methods in legal informatics; Social science research methods in legal informatics; Legal communication; Legal rhetoric; Legal decisionmaking.

• Devised and implemented an interactive program for teachers and students to determine emotional, social, cognitive and physical developmental issues • Developed plans aimed at crisis intervention which engendered great results in the form of rejuvenated and constructive participation • Introduced a student analysis system which took information from students on forms and provided valuable background information • Attained three certificates for determining educational disabilities in children between the ages 6 and 12

• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs of emotional and developmental problems and provide viable solutions • Skilled in working with students with special needs by providing them with an environment conducive to learning and understanding of their limitations

Charted and recorded information in client files.Tracked client movement on and off the unit by documenting times and destinations of clients.Checked facility for open windows, locked doors, malfunctioning smoke detectors and other safety hazards.Quickly responded to crisis situations when severe mental health and behavioral issues arose.Efficiently gathered information from families and social services agencies to inform development of treatment plans.Documented all patient information including service plans, treatment reports and progress notes.Collaborated closely with treatment team to appropriately coordinate client care services.Developed comprehensive treatment plans that focused on accurate diagnosis and behavioral treatment of problems.Consulted with psychiatrists about client medication changes, issues with medicine compliance and efficacy of medications.Organized treatment projects that focused on problem solving skills and creative thinking.Referred clients to other programs and community agencies to enhance treatment processes.Created and reviewed master treatment and discharge plans for each client.Guided clients in understanding illnesses and treatment plans.Developed appropriate policies for the identification of medically - related social and emotional needs of clients.Assisted clients in scheduling home visits and phone calls and monitored effectiveness of these activities.Evaluated patients for psychiatric services and psychotropic medications.Monitored patients prescribed psychotropic medications to assess the medications» effectiveness and side effects.Evaluated patients to determine potential need to transfer to specialized inpatient mental health facilities.Administered medication to patients presenting serious risk of danger to themselves and others.Conducted psychiatric evaluations and executed medication management for both inpatient and outpatient facilities.Led patients in individual, family, group and marital therapy sessions.Diagnosed mental health, emotional and substance abuse disorders.Recorded comprehensive patient histories and coordinated treatment plans with multi-disciplinary team members.Consulted with and developed appropriate treatment and rehabilitation plans for dually diagnosed patients.Referenced and used various therapy techniques, including psychodynamic, family systems, cognitive behavioral and lifespan integration psychotherapy.

Britton conducted a RCT in a private independent school comparing a mindfulness meditation class with an active control (n = 101), finding that mindfulness was associated with reductions in thoughts of self - harm.35 A recent trial of a mindfulness program compared with a social responsibility control in a mostly middle - class population showed that mindfulness led to positive outcomes in psychological symptoms, cognitive control, interpersonal outcomes, and stress physiology.36 Although these findings are promising, little information is available on mindfulness instruction for low - income, urban, minority populations.

When social information on the self is involved, our responses are either social cognitive semantic conflicts or social cognitive reaction conflicts.

The information on the individual self showed that social cognitive semantic conflicts and social cognitive reaction conflicts were balanced at 250 - 300 ms in the SA - IAT paradigm.

Our responses to social information on the self should be either social cognitive semantic conflicts or social cognitive reactions conflicts.

Draws on social learning, cognitive behavioural theory and social information processing theory.

Also, greater vigilance to negative information may encourage a stronger narrow thinking and cognitive focus, enabling one to effectively conform to social norms.

Social cognition fuses elements of social and cognitive psychology in order to understand how people process, remember, or distort social informSocial cognition fuses elements of social and cognitive psychology in order to understand how people process, remember, or distort social informsocial and cognitive psychology in order to understand how people process, remember, or distort social informsocial information.

The practice of clinical social work also includes counseling, behavior modification, consultation, client - centered advocacy, crisis intervention, and the provision of needed information and education to clients, when using methods of a psychological nature to evaluate, assess, diagnose, treat, and prevent emotional and mental disorders and dysfunctions (whether cognitive, affective, or behavioral), sexual dysfunction, behavioral disorders, alcoholism, or substance abuse.

Bringing complete information on the IGDIs together in one convenient, expertly organized volume, this book gives early childhood professionals specific, in - depth guidance on understanding and using all five of the IGDI tools: communication, cognitive problem solving, early movement, social development, and parent - child interaction.

Our clinicians use a wide range of standardized tests, to help us compile information regarding an individual's emotional, social and behavioral patterns, as well as cognitive skills, executive functioning abilities, and other factors that might be impacting your everyday functioning.

[2] The major concerns of the approach are the processes involved in the perception, judgment, and memory of social stimuli; the effects of social and affective factors on information processing; and the behavioral and interpersonal consequences of cognitive processes.

Teachers provided information about the child's development in five domains, including: (1) physical health and well - being; (2) social competence; (3) emotional maturity; (4) language and cognitive skills; and (5) communication skills and general knowledge.

[10] Common to social cognition theories is the idea that information is represented in the brain as «cognitive elements» such as schemas, attributions, or stereotypes.

Topics include: parents matter, adolescent development basic information, biological transitions, cognitive transitions, social transitions, psychological transitions, parenting in adolescence, social media, and more.

QRIS can assist early learning educators with increased training to expand their skills in working with young children; provide coaching to help programs create learning environments that nurture the emotional, social, language and cognitive development of every child; and provide families information to help them understand and choose quality programs.

Our findings support a family systems risk model14 that explains children's cognitive, social and emotional development using information about five kinds of family risk or protective factors: (1) Each family member's level of adaptation, self - perceptions, mental health and psychological distress; (2) The quality of both mother - child and father - child relationships; (3) The quality of the relationship between the parents, including communication styles, conflict resolution, problem - solving styles and emotion regulation; (4) Patterns of both couple and parent - child relationships transmitted across the generations; and (5) The balance between life stressors and social supports outside the immediate family.

Social Information Processing as a Mediator Between Cognitive Schemas and Aggressive Behavior in Adolescents.

This study assesses the association between cognitive schemas of justification of violence, grandiosity and abuse, and reactive and proactive aggressive behavior, and whether this association is mediated by social information processing (SIP).

Cognitive models of social support hypothesize that relatively enduring expectancies about social support influence ongoing social information processing.

With this information, they can, in turn, provide the most effective services for all families, to support parents in promoting their children's healthy emotional, social, physical, and cognitive development.

For example, in their adapted Social Information Processing model, Lemerise and Arsenio (2000) suggest that emotions related to children's peer relations interact with the child's social cognitive processes, and permeate each step of the social information processing (SIP) process during peer interactions (Crick and Dodge 1994; Lemerise and Arsenio Social Information Processing model, Lemerise and Arsenio (2000) suggest that emotions related to children's peer relations interact with the child's social cognitive processes, and permeate each step of the social information processing (SIP) process during peer interactions (Crick and Dodge 1994; Lemerise and ArsInformation Processing model, Lemerise and Arsenio (2000) suggest that emotions related to children's peer relations interact with the child's social cognitive processes, and permeate each step of the social information processing (SIP) process during peer interactions (Crick and Dodge 1994; Lemerise and Arsenio social cognitive processes, and permeate each step of the social information processing (SIP) process during peer interactions (Crick and Dodge 1994; Lemerise and Arsenio social information processing (SIP) process during peer interactions (Crick and Dodge 1994; Lemerise and Arsinformation processing (SIP) process during peer interactions (Crick and Dodge 1994; Lemerise and Arsenio 2000).