Sentences with phrase «social style cognitive»

eHarmony looks at its members» emotional temperament, social style cognitive mode, values, beliefs and much more to be sure that the couples that we introduce share the insights and characteristics that matter most.

Not exact matches

«A wide variety of two - household parenting arrangements can potentially be successful for children age five and younger... [and] the quality of the parental alliance and the parents» warmth, sensitivity, good adjustment, and discipline style make the difference between a well adjusted child and one who is angry, scared, or limited in cognitive and social skills.»

The available sociological and historical data show that what we believe in is mainly based on social and educational factors, and not on cognitive styles, such as intuitive / analytical thinking.

Those cognitive styles turn up in a personality test called the Big Five, which assesses people for openness, conscientiousness, extraversion, agreeableness and neuroticism; only the first two have been strongly linked to political tendencies, says New York University (N.Y.U.) social psychologist John Jost, another author on the study.

Since then, research into attachment theory has been greatly expanded and, because of the social and cognitive mechanisms which are activated during development, attachment styles tend to be quite stable.

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Let us know about your social style, cognitive mode, values and beliefs and we will find you people with similar or complementary characteristics.

· Differentiate instruction according to varied learning styles and child cognitive and social development

The current study involved in - depth qualitative file audit of 299 non-heterosexual counselling clients who attended drummond street (within a 3 year period from 2008 - 2011), with 220 risk and protective factors identified relating to the individual (cognitive and coping styles, physical health and health risk behaviours), family of origin, couple relationship and parenting, stressful life events, school and work factors, social connection to mainstream and queer communities, and queer - specific factors (such as exposure to homophobia and being currently in a «questioning» stage regarding sexual identity formation).

Method: Participants completed three measures: the Adolescent Personal Style Inventory was used to measure the Big Five personality factors: Agreeableness, Conscientiousness, Emotional Stability, Extraversion, and Openness; the Performance Anxiety... Questionnaire — used to assess somatic and cognitive symptoms of performance anxiety; and the Marching Arts Satisfaction — used to assess for the physical, social, and contextual environments of drum and bugle corps.

Charlotte Krahé, Yannis Paloyelis, Heather Condon, Paul M. Jenkinson, Steven C. R. Williams, Aikaterini Fotopoulou; Attachment style moderates partner presence effects on pain: a laser - evoked potentials study, Social Cognitive and Affective Neuroscience, Volume 10, Issue 8, 1 August 2015, Pages 1030 — 1037, https://doi.org/10.1093/scan/nsu156

Furthermore, family factors, including a positive parenting style and siblings relationships, contribute to children's social and cognitive understanding.

The authoritarian style, with its perfectionism, rigidity, and harsh discipline, continues to affect children adversely, with these youngsters generally rated lower than their peers in appropriate social assertiveness, cognitive ability, competence, and self - esteem, but higher in aggression.

Specific risk factors for adolescent depression include having low self - esteem, being female, developing a negative body image, low social support, a negative cognitive style, and ineffective coping.

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.

Children's development of the cognitive and social skills needed for later success in school may be best supported by a parenting style known as responsive parenting.1 Responsiveness is an aspect of supportive parenting described across different theories and research frameworks (e.g. attachment, socio - cultural) as playing an important role in providing a strong foundation for children to develop optimally.2 - 4 Parenting that provides positive affection and high levels of warmth and is responsive in ways that are contingently linked to a young child's signals («contingent responsiveness») are the affective - emotional aspects of a responsive style.5 These aspects, in combination with behaviours that are cognitively responsive to the child's needs, including the provision of rich verbal input and maintaining and expanding on the child's interests, provide the range of support necessary for multiple aspects of a child's learning.6

Pretest to 30 - day follow - up analyses indicated significant treatment effects on parent - reported discipline style (Parenting Scale, Adolescent version), child behavior (Eyberg Child Behavior Inventory), and on social cognitive theory constructs of intentions and self - efficacy.

Program influences on family environment (e.g., quality of home, social support), maternal competencies (e.g., maternal self - efficacy, empathy, parenting style), and child development (e.g., cognitive and motor development) were assessed from mothers» program intake in pregnancy to children's second birthday based on self - reports in regular interviews and developmental tests.

In particular, a study of fifth and sixth graders found that negative social self - views and lower perceived control predicted stress generation in peer relationships (Caldwell et al. 2004), and another study of youth aged 6 — 14 found evidence that cognitive style, dependency, and self - criticism predicted stress generation (Shih et al. 2009).

The third component describes that this problematic interaction with the mother impairs the development of adequate social skills and cognitive styles in children.