Sentences with phrase «understanding of the cognitive processes»

Research that advances our understanding of the cognitive processes involved in reading will improve the rehabilitative care of individuals with left - sided stroke, and benefit other populations with acquired reading impairments.»

I am educated in psychology and have a profound understanding of cognitive processing.

Not exact matches

What Whitehead called the «genetic» and the «morphological» manner of thinking, Piaget summarized in the idea of the general method and interpretation of «genetic structuralism» (ESH 7); both explicitly assert that structure and genesis are interdependent: each structure, from the biological to the cognitive, is to be understood as the result of a process of formation, which conversely can only be understood as the continuous development of potential structures (BC 193; S 121).

The understanding of the process character of cognition, in the history of humankind as well as in respect to the individual, brought Piaget to renew decisively the issue of cognitive theory.

Together, cognitive processes and belief patterns provide a convergence of salient features with which to understand human activity.

The process, which took roughly XX hours over the course of four months, helped overcome terminology barriers between the medical professionals and educational personnel, as well as helped teachers understand the impact of concussions on academics and vice-versa, including cognitive function, classroom environment, and symptom resolution.

Based on a developmental understanding of the learning process and view of the child that takes human spirituality seriously, Summerfield Waldorf School offers students a comprehensive learning environment designed to challenge and support them in strengthening their cognitive, emotional and intentional abilities.

These questions are central to our understanding of politics, but we still don't understand the development of the cognitive processes which shape our political attitudes and allegiances.

Cognitive scientists are trained to understand the limits of human mental processing - it's what we do!

- Cognitive Neuroscience The Cognitive Neuroscience emphasis seeks highly innovative and interdisciplinary proposals aimed at advancing a rigorous understanding of how the human brain supports thought, perception, affect, action, social processes, and other aspects of cognition and behavior, including how such processes develop and change in the brain and through evolutionary time.

«We are currently in the process of identifying differences in gene expression and neuroanatomy in these birds to better understand the neural mechanisms of these cognitive deficits,» says Roth.

The findings, combined with previous evidence of the cognitive processing of emotional expressions, suggest that dogs may have a functional understanding of emotional information and greatly increase our understanding of their emotional world.

A further understanding of cognitive development in young students, Orosco said, both by researchers and educators working with English - language learners, could ultimately lead to better reading instruction for all students, improved measurement processes and fewer students unnecessarily being placed in special education classes.

This understanding may bring us one step closer to the understanding of the processes that precede cognitive decline in neurodegenerative disorders.»

Researchers still don't fully understand how this cholesterol - processing dysfunction leads to the suite of symptoms seen in NPC patients, including abnormal motor function and loss of cognitive function.

Now, we have not only deepened our understanding of these processes, but we have also managed to show that it is possible to cause a cognitive improvement in an Alzheimer's model.

Dr. Palop's research focuses on understanding the neural processes underlying cognitive decline in Alzheimer's disease (AD) and in neurological conditions associated with destabilization of neuronal networks, such as epilepsy, autism, or schizophrenia.

Unravelling the unique contribution of these specific neuronal populations to the function of neural circuits will advance our understanding of how the brain processes abstract cognitive functions.

Our laboratory seek to understand the neuronal processes underlying cognitive impairments in neurodegenerative disorders, such as Alzheimer's disease (AD), and in neuropsychiatric conditions associated with abnormal synchronization of neuronal networks, such as schizophrenia, autism, and epilepsy.

«This research improves our understanding of the biological processes that underlie cognitive dysfunction in this disease and could open the door for new therapeutic interventions.»

To begin to understand cognitive processing, emotional behaviors, and neurodegenerative disease, scientists study the brains of simpler animal models.

Research in the Brain Function Laboratory has made fundamental contributions to understanding the neural processes for cognitive control that enable flexible goal directed behaviors including the resolution of conflict.

The results, which are published in the journal Cell, add to the understanding of how the brain's frontal lobes work and control behaviour.The frontal cortex of the brain plays a crucial part in cognitive functions, including everyday mental processes such as attention, memory, learning, decision - making and problem - solving.

There is an urgent need to get beyond the cognitive fallacy that the mental structures of social Darwinism and capitalist postulates of the 19th century have historically constituted, because they only understand natural and social systems as warmongers and competitive processes whereby species diverge from each other.

Because it helps you understand the level of cognitive processes involved in human learning, that is the natural order according to which your target audience will process the information you present.

Based on the Cognitive Theory of Multimedia Learning, this approach approaches human discussion, and so learners are actively involved in the learning process, trying to understand what the narrator means and thus become more involved in cognitive processes of choice, organization, and intCognitive Theory of Multimedia Learning, this approach approaches human discussion, and so learners are actively involved in the learning process, trying to understand what the narrator means and thus become more involved in cognitive processes of choice, organization, and intcognitive processes of choice, organization, and integration.

On the other hand, from the Multi-Institutional and Multidisciplinary Doctorate in Dissemination of Knowledge (DMMDC), located in Salvador de Bahia (Brazil), we work the triple theoretical, epistemological and methodological area which study the knowledge from their construction, translation and distribution processes, aiming at the understanding of languages, frameworks and processes specific to different disciplines with the aim of making these specific bases for the construction of the ballast of understanding inter / transdisciplinary and multi-referentiality, with the commitment of production and socialization of knowledge in open perspective to dialogue between these different disciplines / sciences, and other modes of knowledge organization, in order to make private knowledge of cognitive or epistemic communities in public.

Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning.

More vocabulary means more understanding, and diversified syntactical skills result in greater mental agility — both of which lead to enhanced cognitive processes.

The findings show that the external information the teacher candidates received through the selected readings and demos, as well as the carefully structured synchronized observations, helped greatly in enhancing their understanding of VS. Because teacher candidates have limited cognitive skills to help them make sense of their experiences (as described by Hudson, Bergin, & Chayst, 1993), it was necessary to structure the information gathering process so the teacher candidates could be carefully guided in their learning.

School psychologist — A person licensed by the Board of Psychology to practice school psychology with demonstrated competencies in assessing students» cognitive abilities, academic performance, interpersonal emotional / social functioning and sensory - motor functioning, as well as the understanding of the knowledge, skills, and processes for direct and indirect interventions.

Understanding Malleable Cognitive Processes and Integrated Comprehension Interventions for Grades 7 — 12, Institute of Education Sciences *

The error of conflating hydrologic processes with temperature is best understood through the cognitive processes that give rise to it.

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.»

Further, because we perform poorly in noticing and understanding our cognitive processes, we, as decision - makers, are often unaware of how stereotyping influences our actions.

Family stability and healthy child development Child development can be understood as the physical, cognitive, social, and emotional maturation of human beings from conception to adulthood, a process that is influenced by interacting biological and environmental processes.

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

It is based on the hypothesis that inaccurate and unhelpful beliefs, ineffective coping behaviour, negative mood states, social problems, and pathophysiological processes all interact to perpetuate the illness.8 9 Treatment aims at helping patients to re-evaluate their understanding of the illness and to adopt more effective coping behaviours.7 8 9 An early uncontrolled evaluation of this type of treatment produced promising results in many patients but was unacceptable to some.10 Two subsequent controlled trials found cognitive behaviour therapy to offer no benefit over non-specific management.11 12 However, the form of cognitive behaviour therapy evaluated may have been inadequate.

Emphasis will be placed upon a thorough understanding of developmental processes as well as the counselor's role as a facilitator of those processes which enhance resiliency and build cognitive, social and academic success.

Research on the cognitive processes associated with depression suggest that experiencing depressive symptoms may inhibit the ability to understand and respond positively to the emotional needs of others.

Developing self - regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation.

His seminal work showed how cognitive and motivational processes shape our conceptions and memories of ourselves, as exemplified by his classic 1979 JPSP with Fiore Sicoly, helped set the intellectual stage for the explosion of motivated social cognition research that has advanced our understanding of self - esteem, relationships, and social judgment in the decades that followed.

The current results therefore suggest that future research should investigate cognitive processes after ostracism for a better understanding of the psychological correlates of the observed persisting physiological arousal.