ライフサイエンスコーパス: social skill

1 g when others are looking at us is a crucial social skill.

2 arly social environment, may predict a later social skill.

3 ted with longitudinal changes in anxiety and social skills.

4 ability over time in fine motor and personal social skills.

5 in cognitive but also perceptual, motor, and social skills.

6 patial processing, reading, intelligence and social skills.

7 ever, positively affected both dimensions of social skills.

8 nto the evolution of possibly uniquely human social skills.

9 or improving language, adaptive behavior and social skills.

10 ng, friendships, and the fitness benefits of social skills.

11 yndrome in visual-spatial, mathematical, and social skills.

12 he relations between attachment security and social skills.

13 al disability, adaptive behaviour skills and social skills.

14 of individuals with diminished cognitive and social skills.

15 ajor foundation for the later development of social skills.

16 associated deficits in imitation, motor, and social skills?

17 up CBT (-0.92, -1.33 to -0.51), exposure and social skills (-0.86, -1.42 to -0.29), self-help with su

18 to early learning and to the development of social skills [14, 15].

19 vely; odds ratio = 4.3; 95% CI, 2.0-9.1) and social skills (22.5% vs 10.2%, respectively; odds ratio

20 motor output, likely impacts both motor and social skill acquisition in children with ASD; however,

21 profound impairment in cognitive, motor and social skills, along with an array of neurological featu

22 the effects of clozapine and risperidone on social skill and problem solving in patients with schizo

23 t; targeted intervention can help to enhance social skills and aspects of cognition.

24 0-week follow-up included informant-reported social skills and autism-related behaviors, observer-rat

25 ssociated with positive character traits and social skills and automatically evoke larger neural resp

26 a positive effect on cognitive development, social skills and behavior, and subsequent school perfor

27 me characterized by deficits in language and social skills and by repetitive behaviors.

28 ts are formed across development as we learn social skills and gain life experience.

29 revealed him to be a young man with limited social skills and high ambitions to complete a deeply or

30 is of symptom severity indicated that poorer social skills and increases in restricted and repetitive

31 s) are characterized by impaired learning of social skills and language.

32 t syndrome demonstrated significantly better social skills and lower negative symptoms both after tra

33 Individuals vary in their social skills and motivation, the causes of which remain

34 Social skills and negative symptoms were evaluated befor

35 tes the effects of using social media on the social skills and nurse-patient interaction of nurses an

36 et, the influence of social media use on the social skills and nurse-patient interaction of nurses is

37 wed the most influential positive effects to social skills and nurse-patient interaction.

38 tistic disorder) is associated with impaired social skills and obsessional/repetitive behavior.

39 nfluence on the development of cognitive and social skills and on brain architecture and neurochemist

40 n's playfulness is associated with increased social skills and positively predicts children's later p

41 pivotal role in the development of motor and social skills and serves as a foundational behavior in s

42 toms, including loss of language, motor, and social skills and the development of hand stereotypies,

43 is defined by deficits in communication and social skills and the presence of restricted and repetit

44 We assessed literacy, attention, social skills, and academic achievement in 391 of these

45 evelop language (or lost attained language), social skills, and complex purposive or adaptive activit

46 They cover social skills, and keep youths very closely supervised w

47 elationships among social media use profile, social skills, and nurse-patient interaction of Register

48 cognitive abilities, adaptive behavior, and social skills, and reducing anxiety and aggression.

49 children were 8 y old, teachers rated their social skills, and the children's resting electroencepha

50 gy; (2) tradeoffs of autistic cognition with social skills; and (3) a model of how cumulative technol

51 AQ social skills (AQ-social) and attention-to-details (AQ-a

52 aracterized by deficits in communication and social skills as well as repetitive and stereotypical be

53 B6 biosynthesis, were associated with better social skills at 3 years.

54 Social skills become increasingly important as children

55 ietal attitudes, destigmatize autism, refine social skills-building programs for autistic individuals

56 f third-party social interactions is a vital social skill but thought to be cognitively complicated.

57 Social skills training improves social skills but has no clear effects on relapse preven

58 Behaviors included of child social skills, communication use, problematic behaviors,

59 cated worse daily living, communication, and social skills compared with deletion carriers without an

60 pproximately 2.50% (95% CI: 1.26 to 3.61) of social skills concerns and 3.00% (95% CI: 1.33 to 4.67)

61 n, gross motor, fine motor, problem solving, social skills) constituted an abnormal screen for develo

62 ble stimulus, thereby impacting language and social skill development in this population.

63 Despite showing typical social skills development overall, infants of blind pare

64 Further, social skills development programs geared toward having

65 ticipant characteristics (i.e., gender, age, social skills) do not explain this variability.

66 reviously feared and expressed these unusual social skills early in development.(4-6) Here, we compar

67 discipline strategies and enhance a child's social skills, emotional self-regulatory skills, and pro

68 -0.021 points per mug Zn/dL; P = 0.02), and social skills (estimate: -0.019 points per mug Zn/dL; P

69 ypothesis proposes that these early-emerging social skills evolved when natural selection favored inc

70 The ability to recognize kin is an important social skill for primates.

71 ption and understanding of eye gaze cues and social skills for autistic adolescents (Griffin et al.

72 be unique in part because of early-emerging social skills for cooperative communication.(1) Comparat

73 ions are emerging, including peer mentoring, social skills groups, and video modeling.

74 pectancy effect was found where parent-rated social skills improvements were related to parents' perc

75 rmation conveyed by the eyes is an important social skill in humans.

76 evealed dissociations between social and non-social skills in both autistic and neurotypical populati

77 By varying the cut-offs applied to social skills in conjunction with visuo-spatial difficul

78 Our results suggest that these social skills in dogs emerge early in development and ar

79 tionship with humans could result in similar social skills in domesticated species.

80 gs characterize institutionalized children's social skills in middle childhood within the context of

81 bstantial learning of illness management and social skills in the clinic.

82 randomized controlled trial of a group-based social skills intervention, Socio-Dramatic Affective-Rel

83 Several studies show that social skills interventions are efficacious for improvin

84 Several evidence-based social skills interventions are emerging, including peer

85 osed of the respondent profile sheet and the Social Skills Inventory.

86 earance of automatic imitation, an essential social skill known to be impaired in autism.

87 mothers reported on their child's motor and social skills, language, and behavior using items from s

88 on the reward system and the development of social skills later in adulthood are still largely unkno

89 nt laboratory studies revealed their complex social skills, little is known about their social behavi

90 the evolution of empathy, as this essential social skill may have emerged across these taxa in respo

91 facial expression recognition, an invaluable social skill, may be impaired amongst people suffering f

92 The level of personal and social skills, measured by Vineland Adaptive Behavior Sc

93 such effects would be modulated by infants' social skills, measured earlier in development.

94 However, participants' social skills might have declined on the ABS-Arabic afte

95 These results identify empathy, and social skills more generally, as previously unknown pred

96 ent programs geared toward having a balanced social skill must be implemented.

97 Additionally, the social skills necessary for adult success may differ bet

98 ities for building cognitive, emotional, and social skills necessary for becoming a contributing memb

99 ons of nurse-patient interaction, non-verbal social skills negatively influenced patient engagement (

100 the middle of the maze, suggesting improved social skills. Neither sex nor treatment was observed to

101 Teachers rated social skills of FCG children who were placed into foste

102 The present study examined the social skills of previously institutionalized, 8-y-old R

103 conditions did not differ on parent-reported social skills or autism-related behaviors, a parental ex

104 CRS indices, P < .05), and parent ratings of social skills or behavioral problems (SSRS and CBCL indi

105 Additionally, although verbal social skills positively affected most dimensions of nur

106 xamine the efficacy of physical activity and social skill programs that specially target the needs of

107 ual Achievement Test [WIAT]), social skills (Social Skills Rating System [SSRS]), and behavioral prob

108 nt reports on the Conners' Rating Scales and Social Skills Rating System.

109 onners' Rating Scales and by teachers on the Social Skills Rating System.

110 awk-Dove games, to explore how cognitive and social skills related to academic success influence beha

111 curriculum uses 30 specific lessons to teach social skills related to anger management, impulse contr

112 images had 1) worse cognitive, language, and social skills relative to toddlers with ASD who strongly

113 Moreover, participants who reported better social skills showed stronger covariance between hippoca

114 echsler Individual Achievement Test [WIAT]), social skills (Social Skills Rating System [SSRS]), and

115 s' Parent Rating Scale indices; P < .05) and social skills (SSRS and CBCL indices; P < .05).

116 both technical-reasoning skills and enhanced social skills stemmed from the onset of a more basic cog

117 may have driven their qualitatively greater social skill, suggesting that strict partition of physic

118 phrenia is more predictive of acquisition of social skills than are symptoms.

119 Cultural transmission is the domain-general social skill that allows agents to acquire and use infor

120 ssess gross motor, fine motor, language, and social skills; the MacArthur-Bates Communicative Develop

121 arent-assisted group treatment which teaches social skill through learning and practicing sets of rul

122 s of assertive community treatment including social skill training, psychoeducation, and family invol

123 of guanfacine plus cognitive remediation and social skills training (15 guanfacine, 13 placebo).

124 schizophrenia, regarding TS, mindfulness and social skills training (SST) were superior EoT, CBT at F

125 ewed controlled treatment outcome studies of social skills training and family interventions.

126 d the effectiveness of behaviorally oriented social skills training and supportive group therapy for

127 Social skills training did not significantly decrease th

128 s pilot study was to compare the efficacy of social skills training for individuals with schizophreni

129 Social skills training improves social skills but has no

130 Cognitive remediation plus social skills training may be an appropriate interventio

131 nts were randomly assigned to receive either social skills training or supportive group therapy twice

132 There were significant main effects favoring social skills training over supportive group therapy on

133 interactions indicated that the advantage of social skills training over supportive group therapy was

134 Social skills training produces improvement on specific

135 ents with social deficits might benefit from social skills training regardless of their specific neur

136 These findings suggest that social skills training resulted in greater improvement i

137 hancement, and academic, organizational, and social skills training techniques were associated with i

138 A social skills training that provides useful information

139 improvement in social outcomes occurred when social skills training was combined with a pharmacologic

140 Social skills training was significantly more efficaciou

141 th guanfacine and cognitive remediation plus social skills training were well tolerated, with no side

142 tions (particularly supported employment and social skills training) by addressing cognitive impairme

143 rventions, peer-led/supported interventions, social skills training).

144 Significant findings for CBT, social skills training, and cognitive remediation for ov

145 icipants treated with cognitive remediation, social skills training, and guanfacine demonstrated stat

146 th those treated with cognitive remediation, social skills training, and placebo.

147 otivational enhancement, relapse prevention, social skills training, and psychoeducation.

148 ay matter very little for performance during social skills training, and that commercial systems may

149 gative symptoms appear amenable to intensive social skills training, but schizophrenic patients with

150 ew articles by summarizing the literature on social skills training, family interventions, cognitive

151 therapies, such as cognitive remediation and social skills training, have not been studied.

152 erent family intervention models, as well as social skills training, is supported by a large body of

153 at would carry them throughout life, through social skills training, parent behavior-management train

154 clearly improve their social competence with social skills training, which may translate into a more

155 nt with psychosocial occupational therapy or social skills training, with the latter conducted by par

156 ficit negative symptoms received 12 weeks of social skills training.

157 interviewing, a urinalysis contingency, and social skills training.

158 ross motor, fine motor, problem-solving, and social skills) was considered an abnormal developmental

159 3: infant positive affect, communicative and social skills) was observed, with higher-quality mother-