Sentence examples for cognitive consequences from inspiring English sources

'cognitive consequences' is correct and usable in written English.
You can use it when you need to refer to the results of something that have an effect on the mind or thoughts. For example, "The new regulations will have some cognitive consequences, such as increased stress for workers."

Exact(52)

Cognitive consequences of sleep and sleep loss.

The Demands and Cognitive Consequences of Learning to Program.(with D. M. Kurland).

Specifically, my research focuses on the motivational and cognitive consequences of experiences of agency.

A seminal study led by Anandi Mani of the University of Warwick investigated the cognitive consequences of poverty.

Here, we continue to examine cognitive consequences of estrogen, testosterone and other hormones whose concentrations vary with age.

In this review, we outline three potential models linking these regions with cognitive consequences of being mimicked.

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Similar(8)

Whether this should be considered as a bias or as the cognitive consequence of how the DMN is defined is an issue that remains to be solved.

Psychotic symptoms in schizophrenia may be related to a neurobiological pathological process, incentive salience, which is the cognitive consequence of dopaminergic-enhanced transmission, and may pave the way for the emergence of psychosis [ 7].

While the cooperative effects of prayer need to be more rigorously investigated before we can understand the downstream social-cognitive consequences of prayer, this much is clear: tendencies to private religious experience would appear to be a dangerous habit unless they offered some compensatory support.

Because cognition declines with age, and our previous study showed that radiation disrupted Morris water maze spatial learning and memory performance, the present study used an 8-arm radial maze (RAM) to further test the cognitive behavioral consequences of radiation exposure.

This paper analyzes factors that might moderate the effectiveness of using spoken text in instruction by reviewing relevant studies in multimedia learning and considering cognitive load consequences of the transiency of spoken information.

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