Learning ability in aged beagle dogs is preserved by behavioral enrichment and dietary fortification: a two-year longitudinal study

2005 ◽  
Vol 26 (1) ◽  
pp. 77-90 ◽  
Author(s):  
N.W. Milgram ◽  
E. Head ◽  
S.C. Zicker ◽  
C.J. Ikeda-Douglas ◽  
H. Murphey ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Learning Ability ◽  
Beagle Dogs ◽  
Behavioral Enrichment

Interplay between stress hormone responses and impaired reward learning ability in major depressive disorder: A longitudinal study

2015 ◽  
Vol 61 ◽  
pp. 57-58
Author(s):  
Elske Vrieze ◽  
Diego A. Pizzagalli ◽  
Titia Hompes ◽  
Koen Demyttenaere ◽  
Pascal Sienaert ◽  
...  
Keyword(s):  
Major Depressive Disorder ◽  
Longitudinal Study ◽  
Depressive Disorder ◽  
Learning Ability ◽  
Reward Learning ◽  
Stress Hormone ◽  
Major Depressive ◽  
Hormone Responses

scholarly journals Strategies for improving cognition with aging: insights from a longitudinal study of antioxidant and behavioral enrichment in canines

AGE ◽  
2008 ◽  
Vol 31 (3) ◽  
pp. 211-220 ◽  
Author(s):  
Lori-Ann Christie ◽  
Wycliffe O. Opii ◽  
Elizabeth Head
Keyword(s):  
Longitudinal Study ◽  
Behavioral Enrichment

Long-term treatment with antioxidants and a program of behavioral enrichment reduces age-dependent impairment in discrimination and reversal learning in beagle dogs

2004 ◽  
Vol 39 (5) ◽  
pp. 753-765 ◽  
Author(s):  
Norton W. Milgram ◽  
Elizabeth Head ◽  
Steven C. Zicker ◽  
Candace Ikeda-Douglas ◽  
Heather Murphey ◽  
...  
Keyword(s):  
Reversal Learning ◽  
Term Treatment ◽  
Beagle Dogs ◽  
Long Term Treatment ◽  
Age Dependent ◽  
Behavioral Enrichment

scholarly journals Longitudinal Study on the Development of Giftedness

2021 ◽  
Vol 14 (3) ◽  
pp. 122-137
Author(s):  
D.B. Bogoyavlenskaya ◽  
S.L. Artemenkov ◽  
E.S. Joukova
Keyword(s):  
Longitudinal Study ◽  
Lower Limit ◽  
Field Method ◽  
Upper Bounds ◽  
Learning Ability ◽  
Gifted Children ◽  
Personality Structure ◽  
Level Of Activity ◽  
Cognitive Motivation ◽  
High Level

The article is devoted to the study of giftedness as the ability to create. The relevance of the topic is determined by the state program for the identification and support of gifted children. A longitudinal study of children aged 8—12 years (n = 42) using the “Creative Field” method allows us to trace the formation and development of their giftedness. This method allows for a differentiated diagnosis of the ability to develop activities on their own initiative (heuristic level of activity) or its absence (stimulus-productive level of activity). Intelligence was assessed by J. Raven’s test and the indicators of learning ability of the “Creative Field” method. In connection with the widespread understanding of giftedness, which reduces it to a high level of intelligence, a hypothesis was put forward about the range of IQ indices, which may be wider in the stimulus-productive group than in the group of heurists, but its upper bounds for these groups should be close. High values of intelligence in both groups are the basis for the conclusion that it is impossible to reduce giftedness only to a high level of intelligence. Giftedness is manifested in the integration of intelligence, the lower limit of which is determined by the ability to master the proposed activity, with the dominant cognitive motivation in the personality structure.

School Achievement and Adult Qualifications among Adoptees: A Longitudinal Study

1998 ◽  
Vol 39 (5) ◽  
pp. 669-685 ◽  
Author(s):  
Barbara Maughan ◽  
Stephan Collishaw ◽  
Andrew Pickles
Keyword(s):  
Longitudinal Study ◽  
School Achievement
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