The concern of the study is to know the long-term result of MBCT with the use of standardized measures of depressions (BDI-II), mindfulness (MAAS), and rumination (RSS) and the outcomes are collected yearly for 3 years. Thirty-nine participants were observed and the results showed a significant decrease in depression. Although the depression scores for the last year increased, it was still inside the normal range of BDI-II. Rumination and mind attention showed a strong negative correlation which means as rumination increases, the mind attention decreases and vice versa. It was therefore concluded that continued MBCT aids and training can help relapse prevention.
Six tests were used to assess cognitive function including the Mini Mental State Exam (MMSE) and many others” (Mosnier I, Bebear J) However, at one year post-operation, 30 of 37 patients demonstrated improved global cognitive function. In the remaining 7 of 37 patients, their cognitive performance remained stable. Mosnier I and Bebear J, noted that, “the average score across the board were taken just 6 months’ post activation” the two concluded that hearing rehabilitation through cochlear implantation in this population, “results in improvements in speech perception
This will help the child to develop their physical development without them knowing and using play. Another example is allowing the child to explore the outdoor setting by hiding different objects. This will allow the child to play and learn at the same time. It is important that in the setting the environment. There are some strengths and weaknesses of using the Foundation Phase within the environment.
They followed up with the participant’s years later to see how much they remembered and at the ages of five, six and seven, the children could recall more than 60% of the earlier events, but by the ages of eight and nine their recall was less than 40% (NPR.org, 2014). In spite of the evidence in support of the neurogenesis theory there is still research demonstrating that infants can form long term memories. Fivush, Gray and Fromhoff ((1987) as cited in Eyesneck & Keane (2015)) conducted a study with young children with the mean age of 33 months. They were asked questions about significant events they had experienced in the months previous to the experiment. The children responded to over 50% of the events and produced on average 12 items of information about each event.
Children are able to develop and practise motor skills and bodily movements through physical plays. During some cognitive games, such as board games and educational toys, children can improve their mental fitness and brain function. Play also provides opportunities for children to make friends, to negotiate with others, and to develop their communication skills. It helps extend language and improve children’s social ability. I believed that play is essential to children’s education that cannot be minimized and separated from learning.
However, there are objections to this theory. In some cases, individuals are able to recall perfectly information that was not used extensively. Musicians, for example, can play pieces that they haven not heard or practiced for years. Furthermore, this theory's prediction, that the longer the interval of disuse between learning and recall, the less should be recalled, is being contradicted the study of Bahrick, Hall, and Berger (1996), cited in Passer, et al.(2009). The study reveals that individuals who studied Spanish in high school typically display better knowledge of the language at 15 years since the completion of the Spanish course than at 3, 5 or 10 years since completion.
This signifies the importance of play in a child’s life. There are many theories that support play as a way for the child to develop socially, cognitively and emotionally. Despite it being easy to list down various play activities, it is difficult to come up with a set definition for it although it is widely accepted that play should very much be free, unstructured and mostly child-initiated. The purpose of play and the supposed benefits the different types of play aids in the development of a child will be further discussed. Given that play is such an integral part of a child’s life, based on evolutionary perspectives, there has to be a reason why children engage in play and thus classical play theories attempt to explain the purpose of play.
After a period of 4 months the students were measured on abstract reasoning tests, and the piano and keyboard students on average scored 34% higher than other children. In 1993, two scientists Gordon Shaw and Frances Rauscher from the University of California designed an experiment to prove that listening to Mozart’s music had a positive effect on the human brain. This research gave birth to the “Mozart Effect” Shemel, M. (2008, March 26). Trance Music: Modern Shamanists at Work. Deejay.
Researchers had been working on the problem for 13 years, yet the gamers had solved it in three weeks. In addition, the structure of today 's video games requires certain types of learning that are very helpful to students, specifically computer skills. This proves, that kids are gaining new knowledge from these games. They also improve hand-eye coordination, and raises players’ self-esteem. The article (Wiley 2016) Science Daily states, “Gaming use was associated with better function in brain circuits critical for learning based on the acquisition of new skills through practice.” This explains that kids who
Growth Mindset vs. Fixed Mindset A “growth mindset” is believing that you are not born with or with out a specific set of skills, but that the skills can be learned and that as you learn new things your intelligence grows and expands. With the growth mindset the “Students View of Intelligence Can Help Grades” by Michelle Trudeau, says that “You can learn. You can stretch. You can keep mastering new things.” The growth mindset is important because it has been proven that children with it do better in school, as seen in the study preformed by research psychologist Carol Dweck.
Based on the memory test the post event information appeared to be decreasing by the long term test. Experiment 2 tested recognition memory among 4-9 years old, and then tested at 10 months. The results concluded that children memory was affected 1 year later. This source is reliable because it came from a scholarly source. This source however is not biased but rather objective because it explains two different experiments and all children not specifically one gender.