Individualized Special Education with Cognitive Skill Assessment.

Science.gov (United States)

Kurhila, Jaakko; Laine, Tei

2000-01-01

Describes AHMED (Adaptive and Assistive Hypermedia in Education), a computer learning environment which supports the evaluation of disabled children's cognitive skills in addition to supporting openness in learning materials and adaptivity in learning events. Discusses cognitive modeling and compares it to previous intelligent tutoring systems.…

Situated cognition and cognitive apprenticeship: a model for teaching and learning clinical skills in a technologically rich and authentic learning environment.

Science.gov (United States)

Woolley, Norman N; Jarvis, Yvonne

2007-01-01

The acquisition of a range of diverse clinical skills is a central feature of the pre-registration nursing curriculum. Prior to exposure to clinical practice, it is essential that learners have the opportunity to practise and develop such skills in a safe and controlled environment under the direction and supervision of clinical experts. However, the competing demands of the HE nursing curriculum coupled with an increased number of learners have resulted in a reduced emphasis on traditional apprenticeship learning. This paper presents an alternative model for clinical skills teaching that draws upon the principles of cognitive apprenticeship [Collins, A., Brown, J.S., Newman, S., 1989. Cognitive Apprenticeship: teaching the crafts of reading, writing and mathematics. In: Resnick, L.B. (Ed.) Knowing. Learning and Instruction: Essays in Honor of Robert Glaser. Lawrence Erlbaum Associates, New Jersey, pp. 453-494] and situated cognition within a technologically rich and authentic learning environment. It will show how high quality DVD materials illustrating clinical skills performed by expert practitioners have been produced and used in conjunction with CCTV and digital recording technologies to support learning within a pedagogic framework appropriate to skills acquisition. It is argued that this model not only better prepares the student for the time they will spend in the practice setting, but also lays the foundation for the development of a clinically competent practitioner with the requisite physical and cognitive skills who is fit for purpose [UKCC, 1999. Fitness for Practice: The UKCC Commission for Nursing and Midwifery Education. United Kingdom Central Council for Nursing Midwifery and Health Visiting, London].

Scientific thinking in elementary school: Children's social cognition and their epistemological understanding promote experimentation skills.

Science.gov (United States)

Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate

2017-03-01

Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding the nature of science), and general information-processing skills (inhibition, intelligence, and language abilities) in a whole-class testing procedure. A multiple indicators multiple causes model revealed a significant influence of social cognition (AToM) on epistemological understanding, and a McNemar test suggested that children's development of AToM is an important precursor for the emergence of an advanced, mature epistemological understanding. Children's epistemological understanding, in turn, predicted their experimentation skills. Importantly, this relation was independent of the common influences of general information processing. Significant relations between experimentation skills and inhibition, and between epistemological understanding, intelligence, and language abilities emerged, suggesting that general information processing contributes to the conceptual development that is involved in scientific thinking. The model of scientific thinking that was tested in this study (social cognition and epistemological understanding promote experimentation skills) fitted the data significantly better than 2 alternative models, which assumed nonspecific, equally strong relations between all constructs under investigation. Our results support the conclusion that social cognition plays a foundational role in the emergence of children's epistemological understanding, which in turn is closely related to the development of experimentation skills. Our findings have significant implications for the teaching of scientific thinking in elementary school and they stress the importance of children's epistemological understanding in

Cognitive Skill, Skill Demands of Jobs, and Earnings among Young European American, African American, and Mexican American Workers.

Science.gov (United States)

Farkas, George; And Others

1997-01-01

Analyses of National Longitudinal Survey data indicate that cognitive skill level affects access to high-skill occupations and earnings. Lower cognitive skill levels for African Americans and U.S.-born Mexican Americans explain a substantial proportion of income differences between these groups and European Americans but not the gender gap in pay…

Rubric Authoring Tool Supporting Cognitive Skills Assessment across an Institution

Science.gov (United States)

Simper, Natalie

2018-01-01

This paper explores a method to support instructors in assessing cognitive skills in their course, designed to enable aggregation of data across an institution. A rubric authoring tool, "BASICS" (Building Assessment Scaffolds for Intellectual Cognitive Skills) was built as part of the Queen's University Learning Outcomes Assessment (LOA)…

Gender Gaps in Cognitive and Non-Cognitive Skills in Early Primary Grades : Evidence from Rural Indonesia

OpenAIRE

Nakajima, Nozomi; Jung, Haeil; Pradhan, Menno; Hasan, Amer; Kinnell, Angela; Brinkman, Sally

2016-01-01

This paper examines gender gaps in cognitive and non-cognitive skills among a sample of more than 10,000 children between the ages of 6 and 9 in rural Indonesia. In terms of cognitive skills, the analysis finds evidence of gender gaps favoring girls at each age in test scores of language (0.158-0.252 standard deviations) and mathematics (0.155-0.243 standard deviations) in the early years ...

The Effect of Instructional Methods and Cognitive Styles toward Speaking Skill

Directory of Open Access Journals (Sweden)

Nita Kaniadewi

2017-01-01

Full Text Available This study investigated the effect of instructional method s and students’ cognitive styles toward speaking skill. It was an experimental research using a two -factor ANOVA at 0.05 and 0.01 significance level. Because an interaction between the variables involved was found, the analysis was then continued by Tuckey Test. The data was collected using oral test rating cale and a cognitive style questionnaire. The findings showed the following points: (1 the speaking skill of the students taught by CLL (Cooperative Language Learning was higher than the students taught by TBL(Task-Based Language Learning; (2 the speaking skill of FD (Field Dependent students was higher than FI (Field Independent students; (3 there was an interaction between instructional methods and cognitive style to speaking skill; (4 the speaking skill of the students taught by CLL was higher than the students taught by TBL in the group of FD students; (5 there was no significant difference of the speaking skill of the students taught by CLL and the students taught by TBL in the group of FI students. The findings above led to a conclusion that generally CLL was more effective than TBL in teaching speaking skill. Moreover, besides instructional methods, cognitive style also gives a significant effect to students’ speaking skill

Effect of a ball skill intervention on children's ball skills and cognitive functions

NARCIS (Netherlands)

Westendorp-Haverdings, Marieke; Houwen, Suzanne; Hartman, Esther; Mombarg, Remo; Smith, Joanne; Visscher, Chris

Purpose: This study examined the effect of a 16-wk ball skill intervention on the ball skills, executive functioning (in terms of problem solving and cognitive flexibility), and in how far improved executive functioning leads to improved reading and mathematics performance of children with learning

Older Siblings’ Contributions to Young Child’s Cognitive Skills

OpenAIRE

Dai, Xianhua; Heckman, James J.

2013-01-01

This work finds that older siblings as well as early parenting influence young children’s cognitive skills directly or indirectly, for example, Mathematics, and English. Our findings challenge a pervasive view in the economical literatures that early parenting play a dominant role in explaining child development. In economics, early environmental conditions are important to demonstrate the evolution of adolescent and adult cognitive skills (Knudsen, Heckman, Cameron, and Shonkoff, 2006; Cunha...

Humans have evolved specialized skills of social cognition: the cultural intelligence hypothesis.

Science.gov (United States)

Herrmann, Esther; Call, Josep; Hernàndez-Lloreda, Maráa Victoria; Hare, Brian; Tomasello, Michael

2007-09-07

Humans have many cognitive skills not possessed by their nearest primate relatives. The cultural intelligence hypothesis argues that this is mainly due to a species-specific set of social-cognitive skills, emerging early in ontogeny, for participating and exchanging knowledge in cultural groups. We tested this hypothesis by giving a comprehensive battery of cognitive tests to large numbers of two of humans' closest primate relatives, chimpanzees and orangutans, as well as to 2.5-year-old human children before literacy and schooling. Supporting the cultural intelligence hypothesis and contradicting the hypothesis that humans simply have more "general intelligence," we found that the children and chimpanzees had very similar cognitive skills for dealing with the physical world but that the children had more sophisticated cognitive skills than either of the ape species for dealing with the social world.

Assessing Patients’ Cognitive Therapy Skills: Initial Evaluation of the Competencies of Cognitive Therapy Scale

Science.gov (United States)

Strunk, Daniel R.; Hollars, Shannon N.; Adler, Abby D.; Goldstein, Lizabeth A.; Braun, Justin D.

2014-01-01

In Cognitive Therapy (CT), therapists work to help patients develop skills to cope with negative affect. Most current methods of assessing patients’ skills are cumbersome and impractical for clinical use. To address this issue, we developed and conducted an initial psychometric evaluation of self and therapist reported versions of a new measure of CT skills: the Competencies of Cognitive Therapy Scale (CCTS). We evaluated the CCTS at intake and post-treatment in a sample of 67 patients participating in CT. The CCTS correlated with a preexisting measure of CT skills (the Ways of Responding Questionnaire) and was also related to concurrent depressive symptoms. Across CT, self-reported improvements in CT competencies were associated with greater changes in depressive symptoms. These findings offer initial evidence for the validity of the CCTS. We discuss the CCTS in comparison with other measures of CT skills and suggest future research directions. PMID:25408560

Investigating the Relationship between Need for Cognition and Skill in Ethical Hackers

Energy Technology Data Exchange (ETDEWEB)

Le Blanc, Katya; Freeman, Sarah

2016-07-01

As technology gets more complex and increasingly connected, there is an increasing concern with cyber security. There is also a growing demand for cyber security professionals. Unfortunately there currently are not enough skilled professionals to meet that demand. In order to prepare the next generation of cyber security professionals to meet this demand, we need to understand what characteristics make skilled cyber security professionals. For this work, we focus on professionals who take an offensive approach to cyber security, so called ethical hackers. These hackers utilize many of the same skills that the adversaries that we defend against would use, with the goal of identifying vulnerabilities and address them before they are exploited by adversaries. A commonly held belief among ethical hackers is that hackers must possess exceptional curiosity and problem solving skills in order to be successful. Curiosity is has been studied extensively in psychology, but there is no consensus on what it is and how to measure it. Further, many existing inventories for assessing curiosity are targeted at measuring curiosity in children. Although there isn’t an accepted standard to assess curiosity in adults, a related construct, called Need for Cognition (may capture what is meant when people speak of curiosity. The Need for Cognition scale also captures the tendency toward preferring complex problems (which correlates with good problem solving skills), which may provide insight into what make skilled hackers. In addition to the Need for Cognition, we used a structured interview to assess hacker skill. Hackers rated their own skill on a scale from one to ten on a predefined list of hacker skills. They were then asked to rate a peer who they felt was most skilled in each of the skills. They were asked to rate two peers for each skill, one that they worked with directly and one person that was the most skilled in the field (these could be known by reputation only). The

Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities.

Science.gov (United States)

Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam

2016-01-01

Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Cognitive skills assessment during robot-assisted surgery: separating the wheat from the chaff.

Science.gov (United States)

Guru, Khurshid A; Esfahani, Ehsan T; Raza, Syed J; Bhat, Rohit; Wang, Katy; Hammond, Yana; Wilding, Gregory; Peabody, James O; Chowriappa, Ashirwad J

2015-01-01

To investigate the utility of cognitive assessment during robot-assisted surgery (RAS) to define skills in terms of cognitive engagement, mental workload, and mental state; while objectively differentiating between novice and expert surgeons. In all, 10 surgeons with varying operative experience were assigned to beginner (BG), combined competent and proficient (CPG), and expert (EG) groups based on the Dreyfus model. The participants performed tasks for basic, intermediate and advanced skills on the da Vinci Surgical System. Participant performance was assessed using both tool-based and cognitive metrics. Tool-based metrics showed significant differences between the BG vs CPG and the BG vs EG, in basic skills. While performing intermediate skills, there were significant differences only on the instrument-to-instrument collisions between the BG vs CPG (2.0 vs 0.2, P = 0.028), and the BG vs EG (2.0 vs 0.1, P = 0.018). There were no significant differences between the CPG and EG for both basic and intermediate skills. However, using cognitive metrics, there were significant differences between all groups for the basic and intermediate skills. In advanced skills, there were no significant differences between the CPG and the EG except time (1116 vs 599.6 s), using tool-based metrics. However, cognitive metrics revealed significant differences between both groups. Cognitive assessment of surgeons may aid in defining levels of expertise performing complex surgical tasks once competence is achieved. Cognitive assessment may be used as an adjunct to the traditional methods for skill assessment during RAS. © 2014 The Authors. BJU International © 2014 BJU International.

Does Living in a Fatherless Household Compromise Educational Success? A Comparative Study of Cognitive and Non-cognitive Skills.

Science.gov (United States)

Radl, Jonas; Salazar, Leire; Cebolla-Boado, Héctor

2017-01-01

This study addresses the relationship between various family forms and the level of cognitive and non-cognitive skills among 15- to 16-year-old students. We measure cognitive skills using standardized scores in mathematics; non-cognitive abilities are captured by a composite measure of internal locus of control related to mathematics. A particular focus lies on father absence although we also examine the role played by co-residence with siblings and grandparents. We use cross-nationally comparable data on students participating in the Programme for International Student Assessment's release for 2012. By mapping inequalities by family forms across 33 developed countries, this study provides robust cross-country comparable evidence on the relationship of household structure with both cognitive and non-cognitive skills. The study produces three key results: first, the absence of fathers from the household as well as co-residence with grandparents is associated with adverse outcomes for children in virtually all developed countries. Second, this is generally true in terms of both cognitive and non-cognitive skills, although the disadvantage connected to both family forms is notably stronger in the former than in the latter domain. Finally, there is marked cross-national diversity in the effects associated with the presence in the household of siblings and especially grandparents which furthermore differs across the two outcomes considered.

Attention Deficit/Hyperactivity Disorder (ADHD) symptoms and cognitive skills of preschool children.

Science.gov (United States)

Thomaidis, L; Choleva, A; Janikian, M; Bertou, G; Tsitsika, A; Giannakopoulos, G; Anagnostopoulos, D C

2017-01-01

Attention deficit/hyperactivity disorder (ADHD) constitutes a neurobehavioral disorder which may potentially adversely affect children's wellbeing and academic achievement. The onset of symptoms is present prior to 12 years of age, and often the symptoms are evident in the preschool years. In fact, it has been suggested that screening for ADHD symptoms may be initiated as early as four years of age. Preschool children with ADHD have been shown to present with poor pre-academic skills and might be at increased risk for numerous school-related problems, including functional impairment during elementary school years and persistent poor academic performance thereafter. Although preschool years are characterized by rapid cognitive growth, preschoolers with ADHD may present with poorer cognitive and neuropsychological functioning. Due to the early onset of ADHD symptoms, exploring the cognitive correlates of this condition among preschool children is thought to be of notable importance. The aim of the present study was to evaluate any association between ADHD symptoms and cognitive skills among preschool children. A cross-sectional study was conducted among a nationwide random sample of 4,480 preschool children. ADHD symptoms were assessed though interviews with parents and teachers based on DSM-IV-TR criteria. Cognitive skills were assessed through a standardized school readiness test (A' TEST). Among participants, the occurrence of ADHD symptoms was 4.6% (boys/girls: 3.4/1). The presence of ADHD symptoms among children was inversely associated with non-verbal and verbal cognitive skills; specifically, with abstract thinking (aOR 1.97, 95% CI 1.30-3.00), language (2.36, 1.55-3.59), critical reasoning (2.58, 1.84-3.62), visual perception (2.42, 1.38- 4.24), and visual motor skills (2.61, 1.91-3.55). Children with ADHD symptoms were five times as likely to have compromised organizational skills (4.92, 3.04-7.97). Abstract thinking was the least affected domain

Assessment of validity of an OSATS for cystoscopic and ureteroscopic cognitive and psychomotor skills.

Science.gov (United States)

Kishore, Thekke Adiyat; Pedro, Renato N; Monga, Manoj; Sweet, Robert M

2008-12-01

The purpose of the study was to assess the construct validity of an Objective Structured Assessment of Technical Skills (OSATS) developed for cystoscopic and ureteroscopic cognitive and psychomotor skills. An OSATS was designed based on a 14-point comprehensive curriculum prepared by two experts that targeted both cognitive and psychomotor cystoscopic and ureteroscopic skills. Ten urology residents from a single institution with different levels of training were assessed on a series of stations that targeted these skills. Evaluation of cognitive skills was done via a written examination, and psychomotor skills assessment was done by experts using both subjective and objective metrics. Twelve of 15 cognitive tasks and 5 of 5 psychomotor tasks demonstrated construct validity with correlation coefficient (r) more than .75. All three of the cognitive tasks that failed to initially demonstrate validity did so on editorial revision and restructuring of the questions. Our cystoscopic and ureteroscopic OSATS showed excellent construct validity for our population of residents, and we have incorporated it into our urologic skills curriculum.

Cognitive functioning and social problem-solving skills in schizophrenia.

Science.gov (United States)

Hatashita-Wong, Michi; Smith, Thomas E; Silverstein, Steven M; Hull, James W; Willson, Deborah F

2002-05-01

This study examined the relationships between symptoms, cognitive functioning, and social skill deficits in schizophrenia. Few studies have incorporated measures of cognitive functioning and symptoms in predictive models for social problem solving. For our study, 44 participants were recruited from consecutive outpatient admissions. Neuropsychological tests were given to assess cognitive function, and social problem solving was assessed using structured vignettes designed to evoke the participant's ability to generate, evaluate, and apply solutions to social problems. A sequential model-fitting method of analysis was used to incorporate social problem solving, symptom presentation, and cognitive impairment into linear regression models. Predictor variables were drawn from demographic, cognitive, and symptom domains. Because this method of analysis was exploratory and not intended as hierarchical modelling, no a priori hypotheses were proposed. Participants with higher scores on tests of cognitive flexibility were better able to generate accurate, appropriate, and relevant responses to the social problem-solving vignettes. The results suggest that cognitive flexibility is a potentially important mediating factor in social problem-solving competence. While other factors are related to social problem-solving skill, this study supports the importance of cognition and understanding how it relates to the complex and multifaceted nature of social functioning.

Modeling Enrollment in and Completion of Vocational Education: The role of cognitive and non-cognitive skills by program type

DEFF Research Database (Denmark)

Stratton, Leslie S.; Gupta, Nabanita Datta; Reimer, David

We examine the role of cognitive and non-cognitive skills on enrollment in and completion of three types of vocational training (VET): education/health, technical, and business. Using two nine-year panels of Danish youths, estimation proceeds separately by gender, controlling for selection......, inversely related to completion for technical VET and non-cognitive skills are important only for business VET....

Structure of Cognitive Abilities and Skills of Lifeguards

Directory of Open Access Journals (Sweden)

Milovan Ljubojević

2017-02-01

Full Text Available The presence of lifeguard service on beaches greatly contributes to reducing the number of accidents in and around the water. The lifeguard can be a person with good motor, but also cognitive skills and abilities. In addition to good swimming skills, lifeguard must be able to quickly detect and recognize the accident, and also to be able to timely and correctly act in case of accident in water, but also at the beach. The goal of this study is to determine the structure of cognitive abilities and skills with the sample of lifeguards that work on Montenegrin beaches. Battery KOG-3 was applied on the sample of 40 lifeguards. The collected and achieved results lead to following conclusion: the subjects have good ability to determine relation between elements of a structure and lower characteristics of that structure; subjects have good ability to assess the efficiency of serial processor; and subjects have good ability to assess efficiency of perceptive processor.

Associations between therapy skills and patient experiences of change processes in cognitive behavioral therapy for psychosis.

Science.gov (United States)

Wittorf, Andreas; Jakobi-Malterre, Ute E; Beulen, Silke; Bechdolf, Andreas; Müller, Bernhard W; Sartory, Gudrun; Wagner, Michael; Wiedemann, Georg; Wölwer, Wolfgang; Herrlich, Jutta; Klingberg, Stefan

2013-12-30

Despite the promising findings in relation to the efficacy of cognitive behavioral therapy for psychosis (CBTp), little attention has been paid to the therapy skills necessary to deliver CBTp and to the influence of such skills on processes underlying therapeutic change. Our study investigated the associations between general and technical therapy skills and patient experiences of change processes in CBTp. The study sample consisted of 79 patients with psychotic disorders who had undergone CBTp. We randomly selected one tape-recorded therapy session from each of the cases. General and technical therapy skills were assessed by the Cognitive Therapy Scale for Psychosis. The Bern Post Session Report for Patients was applied to measure patient experiences of general change processes in the sense of Grawe's psychological therapy. General skills, such as feedback and understanding, explained 23% of the variance of patients' self-esteem experience, but up to 10% of the variance of mastery, clarification, and contentment experiences. The technical skill of guided discovery consistently showed negative associations with patients' alliance, contentment, and control experiences. The study points to the importance of general therapy skills for patient experiences of change processes in CBTp. Some technical skills, however, could detrimentally affect the therapeutic relationship. © 2013 Elsevier Ireland Ltd. All rights reserved.

The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study.

Science.gov (United States)

Seethaler, Pamela M; Fuchs, Lynn S; Star, Jon R; Bryant, Joan

2011-10-01

The purpose of the present study was to explore the 3(rd)-grade cognitive predictors of 5th-grade computational skill with rational numbers and how those are similar to and different from the cognitive predictors of whole-number computational skill. Students (n = 688) were assessed on incoming whole-number calculation skill, language, nonverbal reasoning, concept formation, processing speed, and working memory in the fall of 3(rd) grade. Students were followed longitudinally and assessed on calculation skill with whole numbers and with rational numbers in the spring of 5(th) grade. The unique predictors of skill with whole-number computation were incoming whole-number calculation skill, nonverbal reasoning, concept formation, and working memory (numerical executive control). In addition to these cognitive abilities, language emerged as a unique predictor of rational-number computational skill.

The Development of Fine Motor Skills and its Relation to Cognitive Development in Young Children

OpenAIRE

Geng, Da; Zhang, Xingli; Shi, Jiannong

2015-01-01

Fine motor skills refer to any movement where an individual uses the small muscles or muscle areas of the hands and fingers; these movements serve to development of muscle while also improving the cognitive recognition of the object. Automatic fine motor skills can save limited attention resources for advanced cognition tasks as required by an individual; in the development of fine motor skills and cognition, the two abilities interact, some motor skills are the prerequisite for some cognitio...

Differential neural substrates of working memory and cognitive skill learning in healthy young volunteers

International Nuclear Information System (INIS)

Cho, Sang Soo; Lee, Eun Ju; Yoon, Eun Jin; Kim, Yu Kyeong; Lee, Won Woo; Kim, Sang Eun

2005-01-01

It is known that different neural circuits are involved in working memory and cognitive skill learning that represent explicit and implicit memory functions, respectively. In the present study, we investigated the metabolic correlates of working memory and cognitive skill learning with correlation analysis of FDG PET images. Fourteen right-handed healthy subjects (age, 24 ± 2 yr; 5 males and 9 females) underwent brain FDG PET and neuropsychological testing. Two-back task and weather prediction task were used for the evaluation of working memory and cognitive skill learning, respectively, Correlation between regional glucose metabolism and cognitive task performance was examined using SPM99. A significant positive correlation between 2-back task performance and regional glucose metabolism was found in the prefrontal regions and superior temporal gyri bilaterally. In the first term of weather prediction task the task performance correlated positively with glucose metabolism in the bilateral prefrontal areas, left middle temporal and posterior cingulate gyri, and left thalamus. In the second and third terms of the task, the correlation found in the prefrontal areas, superior temporal and anterior cingulate gyri bilaterally, right insula, left parahippocampal gyrus, and right caudate nucleus. We identified the neural substrates that are related with performance of working memory and cognitive skill learning. These results indicate that brain regions associated with the explicit memory system are recruited in early periods of cognitive skill learning, but additional brain regions including caudate nucleus are involved in late periods of cognitive skill learning

Differential neural substrates of working memory and cognitive skill learning in healthy young volunteers

Energy Technology Data Exchange (ETDEWEB)

Cho, Sang Soo; Lee, Eun Ju; Yoon, Eun Jin; Kim, Yu Kyeong; Lee, Won Woo; Kim, Sang Eun [Seoul National Univ. College of Medicine, Seoul (Korea, Republic of)

2005-07-01

It is known that different neural circuits are involved in working memory and cognitive skill learning that represent explicit and implicit memory functions, respectively. In the present study, we investigated the metabolic correlates of working memory and cognitive skill learning with correlation analysis of FDG PET images. Fourteen right-handed healthy subjects (age, 24 {+-} 2 yr; 5 males and 9 females) underwent brain FDG PET and neuropsychological testing. Two-back task and weather prediction task were used for the evaluation of working memory and cognitive skill learning, respectively, Correlation between regional glucose metabolism and cognitive task performance was examined using SPM99. A significant positive correlation between 2-back task performance and regional glucose metabolism was found in the prefrontal regions and superior temporal gyri bilaterally. In the first term of weather prediction task the task performance correlated positively with glucose metabolism in the bilateral prefrontal areas, left middle temporal and posterior cingulate gyri, and left thalamus. In the second and third terms of the task, the correlation found in the prefrontal areas, superior temporal and anterior cingulate gyri bilaterally, right insula, left parahippocampal gyrus, and right caudate nucleus. We identified the neural substrates that are related with performance of working memory and cognitive skill learning. These results indicate that brain regions associated with the explicit memory system are recruited in early periods of cognitive skill learning, but additional brain regions including caudate nucleus are involved in late periods of cognitive skill learning.

A Cognitive Neuroscience Perspective on Skill Acquisition in Catheter-based Interventions

NARCIS (Netherlands)

Paul, Katja; Cnossen, Fokeltje; Lanzer, Peter

2018-01-01

Catheter-based cardiovascular interventions (CBCVI) provide a fascinating context to study skill acquisition. In CBCVI, multiple cognitive skills are crucial; technical, perceptual, and decision-making skills are all used at the same time and often depend on each other. In order to be able to

Predictors of change in life skills in schizophrenia after cognitive remediation.

Science.gov (United States)

Kurtz, Matthew M; Seltzer, James C; Fujimoto, Marco; Shagan, Dana S; Wexler, Bruce E

2009-02-01

Few studies have investigated predictors of response to cognitive remediation interventions in patients with schizophrenia. Predictor studies to date have selected treatment outcome measures that were either part of the remediation intervention itself or closely linked to the intervention with few studies investigating factors that predict generalization to measures of everyday life-skills as an index of treatment-related improvement. In the current study we investigated the relationship between four measures of neurocognitive function, crystallized verbal ability, auditory sustained attention and working memory, verbal learning and memory, and problem-solving, two measures of symptoms, total positive and negative symptoms, and the process variables of treatment intensity and duration, to change on a performance-based measure of everyday life-skills after a year of computer-assisted cognitive remediation offered as part of intensive outpatient rehabilitation treatment. Thirty-six patients with schizophrenia or schizoaffective disorder were studied. Results of a linear regression model revealed that auditory attention and working memory predicted a significant amount of the variance in change in performance-based measures of everyday life skills after cognitive remediation, even when variance for all other neurocognitive variables in the model was controlled. Stepwise regression revealed that auditory attention and working memory predicted change in everyday life-skills across the trial even when baseline life-skill scores, symptoms and treatment process variables were controlled. These findings emphasize the importance of sustained auditory attention and working memory for benefiting from extended programs of cognitive remediation.

High school Physical Sciences teachers' competence in some basic cognitive skills

OpenAIRE

Selvaratnam, Mailoo

2011-01-01

The successful implementation of the national high school Physical Sciences curriculum in South Africa, which places strong emphasis on critical thinking and reasoning abilities of students, would need teachers who are competent in cognitive skills and strategies. The main objectives of this study were to test South African high school Physical Sciences teachers' competence in the cognitive skills and strategies needed for studying Physical Sciences effectively and also to identify possible r...

A Cognitive Skill Classification Based On Multi Objective Optimization Using Learning Vector Quantization for Serious Games

Directory of Open Access Journals (Sweden)

Moh. Aries Syufagi

2011-12-01

Full Text Available Nowadays, serious games and game technology are poised to transform the way of educating and training students at all levels. However, pedagogical value in games do not help novice students learn, too many memorizing and reduce learning process due to no information of player’s ability. To asses the cognitive level of player ability, we propose a Cognitive Skill Game (CSG. CSG improves this cognitive concept to monitor how players interact with the game. This game employs Learning Vector Quantization (LVQ for optimizing the cognitive skill input classification of the player. CSG is using teacher’s data to obtain the neuron vector of cognitive skill pattern supervise. Three clusters multi objective target will be classified as; trial and error, carefully and, expert cognitive skill. In the game play experiments using 33 respondent players demonstrates that 61% of players have high trial and error cognitive skill, 21% have high carefully cognitive skill, and 18% have high expert cognitive skill. CSG may provide information to game engine when a player needs help or when wanting a formidable challenge. The game engine will provide the appropriate tasks according to players’ ability. CSG will help balance the emotions of players, so players do not get bored and frustrated. Players have a high interest to finish the game if the player is emotionally stable. Interests in the players strongly support the procedural learning in a serious game.

The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study

Science.gov (United States)

Seethaler, Pamela M.; Fuchs, Lynn S.; Star, Jon R.; Bryant, Joan

2011-01-01

The purpose of the present study was to explore the 3rd-grade cognitive predictors of 5th-grade computational skill with rational numbers and how those are similar to and different from the cognitive predictors of whole-number computational skill. Students (n=688) were assessed on incoming whole-number calculation skill, language, nonverbal…

Implementing software based on relation frame theory to develop and increase relational cognitive skills

Science.gov (United States)

Presti, Giovambattista; Messina, Concetta; Mongelli, Francesca; Sireci, Maria Josè; Collotta, Mario

2017-11-01

Relational Frame Theory is a post-skinnerian theory of language and cognition based on more than thirty years of basic and applied research. It defines language and cognitive skills as an operant repertoire of responses to arbitrarily related stimuli specific, as far as is now known, of the human species. RFT has been proved useful in addressing cognitive barriers to human action in psychotherapy and also improving children skills in reading, IQ testing, and in metaphoric and categorical repertoires. We present a frame of action where RFT can be used in programming software to help autistic children to develop cognitive skills within a developmental vision.

Skills of Cognitive Therapy (SoCT): A New Measure of Patients' Comprehension and Use

Science.gov (United States)

Jarrett, Robin B.; Vittengl, Jeffrey R.; Clark, Lee Anna; Thase, Michael E.

2011-01-01

The authors describe the development and psychometric properties of a new measure called the Skills of Cognitive Therapy (SoCT) in depressed adults and their cognitive therapists. The 8-item SoCT assesses patients' understanding and use of basic cognitive therapy (CT) skills rated from the perspectives of both observers (SoCT-O; therapists in this…

Neuroplasticity-based Cognitive and Linguistic Skills Training Improves Reading and Writing Skills in College Students

Directory of Open Access Journals (Sweden)

Beth eRogowsky

2013-03-01

Full Text Available This study reports an evaluation of the effect of computer-based cognitive and linguistic training on college students’ reading and writing skills. The computer-based training included a series of increasingly challenging software programs that were designed to strengthen students’ foundational cognitive skills (memory, attention span, processing speed, and sequencing in the context of listening and higher level reading tasks. Twenty-five college students (12 native English language; 13 English Second Language who demonstrated poor writing skills participated in the training group. The training group received daily training during the spring semester (11 weeks with the Fast ForWord Literacy (FFW-L and upper levels of the Fast ForWord Reading series (Levels 3, 4 and 5. The comparison group (n=28 selected from the general college population did not receive training. Both the training and comparison groups attended the same university. All students took the Gates MacGinitie Reading Test (GMRT and the Oral and Written Language Scales (OWLS Written Expression Scale at the beginning (Time 1 and end (Time 2 of the spring college semester. Results from this study showed that the training group made a statistically greater improvement from Time 1 to Time 2 in both their reading skills and their writing skills than the comparison group. The group who received training began with statistically lower writing skills before training, but exceeded the writing skills of the comparison group after training.

Older Siblings' Contributions to Young Child's Cognitive Skills.

Science.gov (United States)

Dai, Xianhua; Heckman, James J

2013-09-01

This work finds that older siblings as well as early parenting influence young children's cognitive skills directly or indirectly, for example, Mathematics, and English. Our findings challenge a pervasive view in the economical literatures that early parenting play a dominant role in explaining child development. In economics, early environmental conditions are important to demonstrate the evolution of adolescent and adult cognitive skills (Knudsen, Heckman, Cameron, and Shonkoff, 2006; Cunha and Heckman, 2007), and it establishes causal impacts of early parental inputs and other environmental factors on cognitive and non-cognitive skills (Heckman, Stixrud, and Urzua, 2006; Borghans, Duckworth, Heckman, and Weel, 2006; Cunha, Heckman, and Schennach, 2010). Early parenting as well as older siblings should explain a diverse array of academic and social outcomes, for example, Mathematics, English, maritage and pregnancy. In fact, older siblings' characteristics are as important, if not more important, than parenting for child development. Our analysis addresses the problems of measurement error, imperfect proxies, and reverse causality that plague conventional approach in psychology. We find that older brother contributes much more than older sister to child's mathematical achievement, while older sister contributes much more to child's english achievement. Our evidence is consistent with psychology literature, for example, Hetherington (1988), Jenkins (1992), Zukow-Goldring (1995), Marshall, Garcia-Coll, Marx, McCartney, Keffe, and Rub (1997), Maynard (2002), and Brody Ge, Kim, Murry, Simons, Gibbons, Gerrard, and Conger (2003) for siblings' direct contributions to child development, Bronfenbrenner (1997), East (1998), Whiteman and Buchanan (2002), and Brody, Ge, Kim, Murry, Simons, Gibbons, Gerrard, and Conger (2003) for siblings's indirect contributions, and Reiss, Neiderhiser, Hetherington, and Plomin (2000), Feinberg and Hetherington (2001), Kowal, Kramer, Krull

Training writing skills: A cognitive development perspective

Directory of Open Access Journals (Sweden)

Kellogg, Ronald T.

2008-01-01

Full Text Available Writing skills typically develop over a course of more than two decades as a child matures and learns the craft of composition through late adolescence and into early adulthood. The novice writer progresses from a stage of knowledge-telling to a stage of knowledgetransforming characteristic of adult writers. Professional writers advance further to an expert stage of knowledge-crafting in which representations of the author's planned content, the text itself, and the prospective reader's interpretation of the text are routinely manipulated in working memory. Knowledge-transforming, and especially knowledge-crafting, arguably occur only when sufficient executive attention is available to provide a high degree of cognitive control over the maintenance of multiple representations of the text as well as planning conceptual content, generating text, and reviewing content and text. Because executive attention is limited in capacity, such control depends on reducing the working memory demands of these writing processes through maturation and learning. It is suggested that students might best learn writing skills through cognitive apprenticeship training programs that emphasize deliberate practice.

Development and Validation of the Cognitive-Behavioral Therapy Skills Questionnaire

Science.gov (United States)

Jacob, Karen L.; Christopher, Michael S.; Neuhaus, Edmund C.

2011-01-01

Although several theories exist to describe why patients improve in cognitive-behavioral therapy (CBT), in only a limited number of studies has CBT skill acquisition been examined, particularly among patients with complex clinical profiles. Thus, the overarching aim of this research was to develop a tool to measure patients' use of CBT skills,…

Speech Recognition and Cognitive Skills in Bimodal Cochlear Implant Users

Science.gov (United States)

Hua, Håkan; Johansson, Björn; Magnusson, Lennart; Lyxell, Björn; Ellis, Rachel J.

2017-01-01

Purpose: To examine the relation between speech recognition and cognitive skills in bimodal cochlear implant (CI) and hearing aid users. Method: Seventeen bimodal CI users (28-74 years) were recruited to the study. Speech recognition tests were carried out in quiet and in noise. The cognitive tests employed included the Reading Span Test and the…

Cardiorespiratory Fitness and Motor Skills in Relation to Cognition and Academic Performance in Children – A Review

Science.gov (United States)

Haapala, Eero A.

2013-01-01

Different elements of physical fitness in children have shown a declining trend during the past few decades. Cardiorespiratory fitness and motor skills have been associated with cognition, but the magnitude of this association remains unknown. The purpose of this review is to provide an overview of the relationship of cardiorespiratory fitness and motor skills with cognitive functions and academic performance in children up to 13 years of age. Cross-sectional studies suggest that children with higher cardiorespiratory fitness have more efficient cognitive processing at the neuroelectric level, as well as larger hippocampal and basal ganglia volumes, compared to children with lower cardiorespiratory fitness. Higher cardiorespiratory fitness has been associated with better inhibitory control in tasks requiring rigorous attention allocation. Better motor skills have been related to more efficient cognitive functions including inhibitory control and working memory. Higher cardiorespiratory fitness and better motor skills have also been associated with better academic performance. Furthermore, none of the studies on cardiorespiratory fitness have revealed independent associations with cognitive functions by controlling for motor skills. Studies concerning the relationship between motor skills and cognitive functions also did not consider cardiorespiratory fitness in the analyses. The results of this review suggest that high levels of cardiorespiratory fitness and motor skills may be beneficial for cognitive development and academic performance but the evidence relies mainly on cross-sectional studies. PMID:23717355

A Cognitive Skill Classification Based on Multi Objective Optimization Using Learning Vector Quantization for Serious Games

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Moh. Aries Syufagi

2013-09-01

Full Text Available Nowadays, serious games and game technology are poised to transform the way of educating and training students at all levels. However, pedagogical value in games do not help novice students learn, too many memorizing and reduce learning process due to no information of player’s ability. To asses the cognitive level of player ability, we propose a Cognitive Skill Game (CSG. CSG improves this cognitive concept to monitor how players interact with the game. This game employs Learning Vector Quantization (LVQ for optimizing the cognitive skill input classification of the player. CSG is using teacher’s data to obtain the neuron vector of cognitive skill pattern supervise. Three clusters multi objective XE "multi objective"  target will be classified as; trial and error, carefully and, expert cognitive skill. In the game play experiments employ 33 respondent players demonstrates that 61% of players have high trial and error, 21% have high carefully, and 18% have high expert cognitive skill. CSG may provide information to game engine when a player needs help or when wanting a formidable challenge. The game engine will provide the appropriate tasks according to players’ ability. CSG will help balance the emotions of players, so players do not get bored and frustrated. 

Effectiveness of Meta-Cognitive Skills Training on Self-Handicapping and Self-Efficacy of Students

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Shahrbanou Javidan

2018-03-01

Discussion: Findings of the present study suggest that meta-cognitive skills training- as an effective training program- could be used for decreasing students’ self-handicapping. But with regards to the effectiveness of meta-cognitive skills training on self-efficacy, it is revealed that more variables are involved, and it needs further investigation.

Neural processes underlying cultural differences in cognitive persistence.

Science.gov (United States)

Telzer, Eva H; Qu, Yang; Lin, Lynda C

2017-08-01

Self-improvement motivation, which occurs when individuals seek to improve upon their competence by gaining new knowledge and improving upon their skills, is critical for cognitive, social, and educational adjustment. While many studies have delineated the neural mechanisms supporting extrinsic motivation induced by monetary rewards, less work has examined the neural processes that support intrinsically motivated behaviors, such as self-improvement motivation. Because cultural groups traditionally vary in terms of their self-improvement motivation, we examined cultural differences in the behavioral and neural processes underlying motivated behaviors during cognitive persistence in the absence of extrinsic rewards. In Study 1, 71 American (47 females, M=19.68 years) and 68 Chinese (38 females, M=19.37 years) students completed a behavioral cognitive control task that required cognitive persistence across time. In Study 2, 14 American and 15 Chinese students completed the same cognitive persistence task during an fMRI scan. Across both studies, American students showed significant declines in cognitive performance across time, whereas Chinese participants demonstrated effective cognitive persistence. These behavioral effects were explained by cultural differences in self-improvement motivation and paralleled by increasing activation and functional coupling between the inferior frontal gyrus (IFG) and ventral striatum (VS) across the task among Chinese participants, neural activation and coupling that remained low in American participants. These findings suggest a potential neural mechanism by which the VS and IFG work in concert to promote cognitive persistence in the absence of extrinsic rewards. Thus, frontostriatal circuitry may be a neurobiological signal representing intrinsic motivation for self-improvement that serves an adaptive function, increasing Chinese students' motivation to engage in cognitive persistence. Copyright © 2017 Elsevier Inc. All rights

Spite and Cognitive Skills in Preschoolers

OpenAIRE

Elisabeth Bügelmayer; C. Katharina Spieß

2011-01-01

Although spiteful preferences play a crucial role in the development of human large-scale cooperation, there is little evidence on spiteful behavior and its determinants in children. We investigate the relationship between children's cognitive skills and spiteful behavior in a sample of 214 preschoolers aged 5-6 and their mothers. Other-regarding behavior of both mothers and children is elicited through four simple allocation decisions. A key advantage of our study is that it is carried out i...

Cognitive and Adaptive Skills in Toddlers Who Meet Criteria for Autism in DSM-IV but Not DSM-5

Science.gov (United States)

Jashar, Dasal Tenzin; Brennan, Laura A.; Barton, Marianne L.; Fein, Deborah

2016-01-01

The current study compared adaptive and cognitive skills, and autism severity of toddlers with an autism spectrum disorder (ASD) diagnosis under DSM-IV but not DSM-5 criteria (DSM-IV only group) to those who met autism criteria under both diagnostic systems (DSM-5 group) and to those without ASD (non-ASD group). The toddlers in the DSM-IV only…

Through the Eyes of Parents: A Singaporean Perspective of the Importance of Cognitive and Non-Cognitive Skills for Six-Year-Old Children

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Carter, Margaret Anne; Frewen, Amie; Chunn, Jennifer

2014-01-01

This study reports the importance 244 parents of six-year-old children living in Singapore placed on cognitive (problem-solving and creativity) and non-cognitive (practical school skills and conforming) behaviours. Our research team hypothesised that, as the age of the parent increased, the importance placed on each covariant skill (problem…

Cognitive skills and academic achievement of deaf children with cochlear implants.

Science.gov (United States)

Huber, Maria; Kipman, Ulrike

2012-10-01

To compare cognitive performance between children with cochlear implants (CI) and normal-hearing peers; provide information about correlations between cognitive performance, basic academic achievement, and medical/audiological and social background variables; and assess the predictor quality of these variables for cognition. Cross-sectional study with comparison group, diagnostic test assessment. Data were collected in the authors' clinic (children with CI) and in Austrian schools (normal-hearing children). Forty children with CI (of the initial 65 children eligible for this study), aged 7 to 11 years, and 40 normal-hearing children, matched by age and sex, were tested with (a) the Culture Fair Intelligence Test (CFIT); (b) the Number Sequences subtest of the Heidelberger Rechentest 1-4 (HRT); (c) Comprehension, (d) Coding, (e) Digit Span, and (f) Vocabulary subtests of HAWIK III (German WISC III); (g) the Corsi Block Tapping Test; (h) the Arithmetic Operations subtests of the HRT; and (i) Salzburger Lese-Screening (SLS, reading). In addition, medical, audiological, social, and educational data from children with CI were collected. The children with CI equaled normal-hearing children in (a), (d), (e), (g), (h), and (i) and performed significantly worse in (b), (c) and (f). Background variables correlate significantly with cognitive skills and academic achievement. Medical/audiological variables explain 44.3% of the variance in CFT1 (CFIT, younger children). Social variables explain 55% of CFT1 and 24.5% of the Corsi test. This study augments the knowledge about cognitive skills and academic skills of children with CI. Cognitive performance is dependent on the early feasibility to hear and the social/educational background of the family.

Prior experience, cognitive perceptions and psychological skills of ...

African Journals Online (AJOL)

The objective of this study was to investigate the interaction between the prior experience, cognitive perceptions and psychological skills of senior rugby players in South Africa. The study population included 139 trans-national players, 106 provincial players and 95 club rugby players (N=340). A cross-sectional design was ...

Social cognition in patients at ultra-high risk for psychosis: What is the relation to social skills and functioning?

Directory of Open Access Journals (Sweden)

Louise B. Glenthøj

2016-09-01

Conclusion: Significant impairments in social cognition and social skills were found in UHR patients. The patients' social cognitive function was associated with overall functioning and social skills. Negative symptoms appear to play an important role for functioning. Research is needed to investigate how the relations between social cognition, social skills and functioning develop from the UHR state to the stage of manifest illness. Research into how deficits in social cognition and social skills can be ameliorated in UHR patients is warranted.

Older Siblings’ Contributions to Young Child’s Cognitive Skills

Science.gov (United States)

Dai, Xianhua; Heckman, James J.

2014-01-01

This work finds that older siblings as well as early parenting influence young children’s cognitive skills directly or indirectly, for example, Mathematics, and English. Our findings challenge a pervasive view in the economical literatures that early parenting play a dominant role in explaining child development. In economics, early environmental conditions are important to demonstrate the evolution of adolescent and adult cognitive skills (Knudsen, Heckman, Cameron, and Shonkoff, 2006; Cunha and Heckman, 2007), and it establishes causal impacts of early parental inputs and other environmental factors on cognitive and non-cognitive skills (Heckman, Stixrud, and Urzua, 2006; Borghans, Duckworth, Heckman, and Weel, 2006; Cunha, Heckman, and Schennach, 2010). Early parenting as well as older siblings should explain a diverse array of academic and social outcomes, for example, Mathematics, English, maritage and pregnancy. In fact, older siblings’ characteristics are as important, if not more important, than parenting for child development. Our analysis addresses the problems of measurement error, imperfect proxies, and reverse causality that plague conventional approach in psychology. We find that older brother contributes much more than older sister to child’s mathematical achievement, while older sister contributes much more to child’s english achievement. Our evidence is consistent with psychology literature, for example, Hetherington (1988), Jenkins (1992), Zukow-Goldring (1995), Marshall, Garcia-Coll, Marx, McCartney, Keffe, and Rub (1997), Maynard (2002), and Brody Ge, Kim, Murry, Simons, Gibbons, Gerrard, and Conger (2003) for siblings’ direct contributions to child development, Bronfenbrenner (1997), East (1998), Whiteman and Buchanan (2002), and Brody, Ge, Kim, Murry, Simons, Gibbons, Gerrard, and Conger (2003) for siblings’s indirect contributions, and Reiss, Neiderhiser, Hetherington, and Plomin (2000), Feinberg and Hetherington (2001), Kowal

The Role of Scientific Communication Skills in Trainees' Intention to Pursue Biomedical Research Careers: A Social Cognitive Analysis.

Science.gov (United States)

Cameron, Carrie; Lee, Hwa Young; Anderson, Cheryl; Byars-Winston, Angela; Baldwin, Constance D; Chang, Shine

2015-01-01

Scientific communication (SciComm) skills are indispensable for success in biomedical research, but many trainees may not have fully considered the necessity of regular writing and speaking for research career progression. Our purpose was to investigate the relationship between SciComm skill acquisition and research trainees' intentions to remain in research careers. We used social cognitive career theory (SCCT) to test a model of the relationship of SciComm skills to SciComm-related cognitive variables in explaining career intentions. A sample of 510 graduate students and postdoctoral fellows at major academic health science centers in the Texas Medical Center, Houston, Texas, were surveyed online. Results suggested that interest in performing SciComm tasks, SciComm outcome expectations (SCOEs), and SciComm productivity predicted intention to remain in a research career, while SciComm self-efficacy did not directly predict career intention. SCOEs also predicted interest in performing SciComm tasks. As in other SCCT studies, SciComm self-efficacy predicted SCOEs. We conclude that social cognitive factors of SciComm skill acquisition and SciComm productivity significantly predict biomedical trainees' intentions to pursue research careers whether within or outside academia. While further studies are needed, these findings may lead to evidence-based interventions to help trainees remain in their chosen career paths. © 2015 C. Cameron et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Effectiveness of Cognitive and Transactional Analysis Group Therapy on Improving Conflict-Solving Skill

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Bahram A. Ghanbari-Hashemabadi

2012-03-01

Full Text Available Background: Today, learning the communication skills such as conflict solving is very important. The purpose of the present study was to investigate the efficiency of cognitive and transactional analysis group therapy on improving the conflict-solving skill.Materials and Method: This study is an experimental study with pretest-posttest and control group. Forty-five clients who were referring to the counseling and psychological services center of Ferdowsi University of Mashhad were chosen based on screening method. In addition, they were randomly divided into three equal groups: control group (15 participants, cognitive experimental group (15 participants and transactional analysis group (15 participants. Conflict-solving questionnaire was used to collect data and the intervention methods were cognitive and transactional analysis group therapy that was administrated during 8 weekly two-hour sessions. Mean and standard deviation were used for data analysis in the descriptive level and One-Way ANOVA method was used at the inference level.Results: The results of the study suggest that the conflict-solving skills in the two experimental groups were significantly increased. Conclusion: The finding of this research is indicative of the fact that both cognitive and transactional analysis group therapy could be an effective intervention for improving conflict-solving skills

Elite Athletes’ In-event Competitive Anxiety Responses and Psychological Skills Usage under Differing Conditions

Science.gov (United States)

Hagan, John E.; Pollmann, Dietmar; Schack, Thomas

2017-01-01

Background and Purpose: Even though the assessment of competitive anxiety responses (intensity, interpretation, and frequency) using the time-to-event paradigm has gained much attention, literature on the account of these same experiences in-event and their corresponding psychological skills adopted under differing conditions is limited. This is a follow up investigation to establish the extent to which associated anxiety responses are stable or dynamic and whether this pattern could be related to reported psychological skills under low or high stressful conditions across gender. Methods: Twenty-three high level (N = 13 males and 10 females) Ghanaian Table Tennis players provided data through completion of modified versions of Competitive State Anxiety Inventory-2, incorporated with directional and frequency of intrusion scales and the Test of Performance Strategies inventory during breaks within competitive fixtures. Results: MANCOVAs (gender × stress condition) with follow-up analyses revealed no significant interactions and no main effect for gender but significant main effects were realized for all anxiety dimensions and psychological skills for only the second factor. Specifically, the intensity and frequency of cognitive and somatic state anxiety symptoms increased and were interpreted as debilitative under the high stress condition, although self-confidence and other array of psychological skills were highly displayed under the same stressful condition. Conclusion: Findings highlight the dynamic characteristics of in-event associated anxiety responses and ineffectiveness of deployed psychological skills regardless of gender. These perhaps show the exceptionality of affective experiences in an African setting, suggesting a culturally diversified approach to psychological skills application, if desirable effects are to be attained. PMID:29312103

An Improved Measure of Reading Skill: The Cognitive Structure Test

National Research Council Canada - National Science Library

Sorrells, Robert

1997-01-01

This study compared the construct validity and the predictive validity of a new test, called the Cognitive Structure Test, to multiple-choice tests of reading skill, namely the Armed Forces Vocational...

The Big Four Skills: Teachers’ Assumptions on Measurement of Cognition and Academic Skills for Non-Native Students.

OpenAIRE

Figueiredo, Sandra; Silva, Carlos Fernandes da; Nunes, Odete; Martins, Maria Margarida Alves d'Orey

2016-01-01

The four-skills on tests for young native speakers commonly do not generate correlation incongruency concerning the cognitive strategies frequently reported. Considering the non-native speakers there are parse evidence to determine which tasks are important to assess properly the cognitive and academic language proficiency (Cummins, 1980; 2012). Research questions: It is of high probability that young students with origin in immigration ...

Reliability and validity of the revised Gibson Test of Cognitive Skills, a computer-based test battery for assessing cognition across the lifespan

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Moore AL

2018-02-01

Full Text Available Amy Lawson Moore, Terissa M Miller Gibson Institute of Cognitive Research, Colorado Springs, CO, USA Purpose: The purpose of the current study is to evaluate the validity and reliability of the revised Gibson Test of Cognitive Skills, a computer-based battery of tests measuring short-term memory, long-term memory, processing speed, logic and reasoning, visual processing, as well as auditory processing and word attack skills.Methods: This study included 2,737 participants aged 5–85 years. A series of studies was conducted to examine the validity and reliability using the test performance of the entire norming group and several subgroups. The evaluation of the technical properties of the test battery included content validation by subject matter experts, item analysis and coefficient alpha, test–retest reliability, split-half reliability, and analysis of concurrent validity with the Woodcock Johnson III Tests of Cognitive Abilities and Tests of Achievement.Results: Results indicated strong sources of evidence of validity and reliability for the test, including internal consistency reliability coefficients ranging from 0.87 to 0.98, test–retest reliability coefficients ranging from 0.69 to 0.91, split-half reliability coefficients ranging from 0.87 to 0.91, and concurrent validity coefficients ranging from 0.53 to 0.93.Conclusion: The Gibson Test of Cognitive Skills-2 is a reliable and valid tool for assessing cognition in the general population across the lifespan. Keywords: testing, cognitive skills, memory, processing speed, visual processing, auditory processing

Correlations among Social-Cognitive Skills in Adolescents Involved in Acting or Arts Classes

Science.gov (United States)

Goldstein, Thalia R.

2011-01-01

Empathy, theory of mind, and adaptive emotion regulation are critical skills for social functioning. However, the ways in which these skills may co- or differentially develop has thus far been understudied. We explored how these social-cognitive skills converge and diverge across a year of development in early adolescence, and with different kinds…

Enhancing students’ cognitive skill in Nguyen Tat Thanh high school Hanoi Vietnam through scientific learning material of static electricity

Science.gov (United States)

Priyanto, A.; Linuwih, S.; Aji, M. P.; Bich, D. D.

2018-03-01

Scientific learning material is still needed by students at Nguyen Tat Thanh High School (NTT), Hanoi Vietnam in order to enhance the students’ cognitive skill. Cognitive skill represents the level of students’ understanding to the particular material. Students’ cognitive skill can be improved by applying the learning material based on scientific approach as a treatment. The enhancement of students’ cognitive skill can be measured by analyzing the students’ test result collected before and after treatment. The analysis is focused to measure the enhancement or the sifted of cognitive aspects including remembering aspect (C1), understanding aspect (C2), applying aspect (C3), analyzing aspect (C4), and evaluating aspect (C5). According to the analysis the enhancement of cognitive aspects are 8.26% of remembering, 3.26% of understanding, 32.94% of applying, 21.74% of analyzing, and 21.74% of evaluating. The major enhancements are occured at applying, analyzing, and evaluating aspects. Therefore it can be concluded that students’ cognitive skill is enhanced by applying scientific learning material of static electricity.

Gambling-Related Cognition Scale (GRCS): Are skills-based games at a disadvantage?

Science.gov (United States)

Lévesque, David; Sévigny, Serge; Giroux, Isabelle; Jacques, Christian

2017-09-01

The Gambling-Related Cognition Scale (GRCS; Raylu & Oei, 2004) was developed to evaluate gambling-related cognitive distortions for all types of gamblers, regardless of their gambling activities (poker, slot machine, etc.). It is therefore imperative to ascertain the validity of its interpretation across different types of gamblers; however, some skills-related items endorsed by players could be interpreted as a cognitive distortion despite the fact that they play skills-related games. Using an intergroup (168 poker players and 73 video lottery terminal [VLT] players) differential item functioning (DIF) analysis, this study examined the possible manifestation of item biases associated with the GRCS. DIF was analyzed with ordinal logistic regressions (OLRs) and Ramsay's (1991) nonparametric kernel smoothing approach with TestGraf. Results show that half of the items display at least moderate DIF between groups and, depending on the type of analysis used, 3 to 7 items displayed large DIF. The 5 items with the most DIF were more significantly endorsed by poker players (uniform DIF) and were all related to skills, knowledge, learning, or probabilities. Poker players' interpretations of some skills-related items may lead to an overestimation of their cognitive distortions due to their total score increased by measurement artifact. Findings indicate that the current structure of the GRCS contains potential biases to be considered when poker players are surveyed. The present study conveys new and important information on bias issues to ponder carefully before using and interpreting the GRCS and other similar wide-range instruments with poker players. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Cognitive learning and its future in urology: surgical skills teaching and assessment.

Science.gov (United States)

Shafiei, Somayeh B; Hussein, Ahmed A; Guru, Khurshid A

2017-07-01

The aim of this study is to provide an overview of the current status of novel cognitive training approaches in surgery and to investigate the potential role of cognitive training in surgical education. Kinematics of end-effector trajectories, as well as cognitive state features of surgeon trainees and mentors have recently been studied as modalities to objectively evaluate the expertise level of trainees and to shorten the learning process. Virtual reality and haptics also have shown promising in research results in improving the surgical learning process by providing feedback to the trainee. 'Cognitive training' is a novel approach to enhance training and surgical performance. The utility of cognitive training in improving motor skills in other fields, including sports and rehabilitation, is promising enough to justify its utilization to improve surgical performance. However, some surgical procedures, especially ones performed during human-robot interaction in robot-assisted surgery, are much more complicated than sport and rehabilitation. Cognitive training has shown promising results in surgical skills-acquisition in complicated environments such as surgery. However, these methods are mostly developed in research groups using limited individuals. Transferring this research into the clinical applications is a demanding challenge. The aim of this review is to provide an overview of the current status of these novel cognitive training approaches in surgery and to investigate the potential role of cognitive training in surgical education.

Cognitive and Developmental Influences in Visual-Motor Integration Skills in Young Children

Science.gov (United States)

Decker, Scott L.; Englund, Julia A.; Carboni, Jessica A.; Brooks, Janell H.

2011-01-01

Measures of visual-motor integration skills continue to be widely used in psychological assessments with children. However, the construct validity of many visual-motor integration measures remains unclear. In this study, we investigated the relative contributions of maturation and cognitive skills to the development of visual-motor integration…

On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

Directory of Open Access Journals (Sweden)

Miri Barak

2016-11-01

Full Text Available Abstract This study was set to identify self-regulation skills required for online learning and to characterize cognitive transfer of on-campus and online students. The study included two groups of undergraduate students who studied the same course, but in different settings: online and on-campus. Data collected via an online survey and semi-structured interviews indicated that cognitive strategies and regulation of cognition are significant for successful online learning. Findings also indicated that the online students were more aware of mastery learning and information processing strategies than the on-campus peers. The online students specified the importance of planning, controlling, and evaluation skills for meaningful learning; whereas the on-campus students asserted lack of self-discipline and limited communication skills as barriers for distance learning. Near- and far-transfer components were identified, showing a significant positive correlation with self-regulation skills for both groups of learners.

Social-cognitive functioning and social skills in patients with early treated phenylketonuria: a PKU-COBESO study.

Science.gov (United States)

Jahja, Rianne; van Spronsen, Francjan J; de Sonneville, Leo M J; van der Meere, Jaap J; Bosch, Annet M; Hollak, Carla E M; Rubio-Gozalbo, M Estela; Brouwers, Martijn C G J; Hofstede, Floris C; de Vries, Maaike C; Janssen, Mirian C H; van der Ploeg, Ans T; Langendonk, Janneke G; Huijbregts, Stephan C J

2016-05-01

Early treatment of phenylketonuria (ET-PKU) prevents mental retardation, but many patients still show cognitive and mood problems. In this study, it was investigated whether ET-PKU-patients have specific phenylalanine (Phe-)related problems with respect to social-cognitive functioning and social skills. Ninety five PKU-patients (mean age 21.6 ± 10.2 years) and 95 healthy controls (mean age 19.6 ± 8.7 years) were compared on performance of computerized and paper-and-pencil tasks measuring social-cognitive abilities and on parent- and self-reported social skills, using multivariate analyses of variance, and controlling for general cognitive ability (IQ-estimate). Further comparisons were made between patients using tetrahydrobiopterin (BH4, N = 30) and patients not using BH4. Associations with Phe-levels on the day of testing, during childhood, during adolescence and throughout life were examined. PKU-patients showed poorer social-cognitive functioning and reportedly had poorer social skills than controls (regardless of general cognitive abilities). Quality of social-cognitive functioning was negatively related to recent Phe-levels and Phe-levels between 8 and 12 years for adolescents with PKU. Quality of social skills was negatively related to lifetime phenylalanine levels in adult patients, and specifically to Phe-levels between 0 and 7, and between 8 and 12 years. There were no differences with respect to social outcome measures between the BH4 and non-BH4 groups. PKU-patients have Phe-related difficulties with social-cognitive functioning and social skills. Problems seem to be more evident among adolescents and adults with PKU. High Phe-levels during childhood and early adolescence seem to be of greater influence than current and recent Phe-levels for these patients.

Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review.

Science.gov (United States)

Zeng, Nan; Ayyub, Mohammad; Sun, Haichun; Wen, Xu; Xiang, Ping; Gao, Zan

2017-01-01

This study synthesized literature concerning casual evidence of effects of various physical activity programs on motor skills and cognitive development in typically developed preschool children. Electronic databases were searched through July 2017. Peer-reviewed randomized controlled trials (RCTs) examining the effectiveness of physical activity on motor skills and cognitive development in healthy young children (4-6 years) were screened. A total of 15 RCTs were included. Of the 10 studies assessing the effects of physical activity on motor skills, eight (80%) reported significant improvements in motor performance and one observed mixed findings, but one failed to promote any beneficial outcomes. Of the five studies investigating the influence of physical activity on cognitive development, four (80%) showed significant and positive changes in language learning, academic achievement, attention, and working memory. Notably, one indicated no significant improvements were observed after the intervention. Findings support causal evidence of effects of physical activity on both motor skills and cognitive development in preschool children. Given the shortage of available studies, future research with large representative samples is warranted to explore the relationships between physical activity and cognitive domains as well as strengthen and confirm the dose-response evidence in early childhood.

Estimating the Technology of Cognitive and Noncognitive Skill Formation. NBER Working Paper No. 15664

Science.gov (United States)

Cunha, Flavio; Heckman, James; Schennach, Susanne

2010-01-01

This paper formulates and estimates multistage production functions for childrens' cognitive and noncognitive skills. Skills are determined by parental environments and investments at different stages of childhood. We estimate the elasticity of substitution between investments in one period and stocks of skills in that period to assess the…

Adolescent Cognitive Skills, Attitudinal/Behavioral Traits and Career Wages

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Hall, Matthew; Farkas, George

2011-01-01

We use panel data from the National Longitudinal Survey of Youth (NLSY79) to estimate the effects of cognitive skills (measured by the Armed Forces Qualification Test) and attitudinal/behavioral traits (a latent factor based on self-reported self-esteem, locus of control, educational aspirations and educational expectations) on career wage…

The Comparison of the Effectiveness of Cognitive and Cognitive-Metacognitive Strategies based on Mathematical Problem-Solving Skills on 9th Grade Girl Students with Intellectual Disability

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Seyyedeh Somayyeh Jalil-Abkenar

2012-01-01

Full Text Available Objective: The purpose of present research was the comparison of the effectiveness of cognitive & cognitive-metacognitive strategies based on mathematical problem-solving skills on 9th grade girl students with intellectual disability in Tehran Province. Materials & Methods: The research is an experimental, comparing pre-test and post-test data. The participants were chosen by cluster sampling from three schools three districts of Tehran Province (Gharchak, Shahrerey and Shahryar. Fifteen female students with Intellectual disability were assigned from each school and they were divided into three, one control and two experiment groups. For experimental groups students cognitive & cognitive-metacognitive strategies were taught in the 15 instructional sessions, but the control group students did not receive none of strategies in the same sessions. The instruments consist of Wechsler intelligence test was used for matching the groups in terms of IQ, a teacher performed the tests for mathematical problem-solving and instructional pakage of cognitive and cognitive-metacognitive strategies. The data analysis was done by using descriptive statistics (mean, standard deviation and frequency table and ANCOVA. Results: The findings of this research showed that there was significant increasing in mathematical problem-solving skills in the group receiving cognitive-metacognitive strategies in comparison with the cognitive group (P<0.005 and control group (P<0.001. Beside, the mean difference of the cognitive group was significantly more than the control group (P<0.003. Conclusion: The mathematical problem-solving skill of the students have been improved through cognitive-metacognitive and cognitive strategies. Also, the instruction of cognitive-metacognitive strategies, in compared with cognitive strategy caused more improvement on the performance of mathematical problem-solving skills.

Process skills acquisition, cognitive growth, and attitude change of ninth grade students in a scientific literacy course

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Baker, Dale R.; Piburn, Michael

This is a report of the effects of a scientific literacy course on the skills, cognitive ability, and attitude of students in the first year of high school. Specifically, the research examines (1) whether it is possible to teach scientific skills, (2) whether a literacy curriculum affects attitude and cognitive ability, and (3) whether incoming student characteristics affect the development of attitude and cognitive abilities. Two hundred and fifty (126 male and 124 female) ninth grade students were enrolled in a specially designed literacy course which met for 3 hours and 20 minutes each week for 39 weeks. Students were pretested for logical, spatial, verbal, and mathematical ability, as well as for attitude toward self and science, and psychological type. The course was successful in teaching skills. In addition, there were significant increases in spatial, verbal, and quantitative ability. Increases in cognitive ability were predicted by logical ability, measurement skills, and academic self-concept. Attitudes declined as a result of participation in the course. Self concept and mastery were related to cognitive variables and motivation, mastery, and control were related to psychological type.

Just-in-time, Schematic Supportive Information Presentation During Cognitive Skill Acquisition.

NARCIS (Netherlands)

Kester, Liesbeth; Lehnen, Chris; Van Gerven, Pascal; Kirschner, Paul A.

2008-01-01

Kester, L., Lehnen, C., Van Gerven, P.W. M., & Kirschner, P. A. (2006). Just-in-time, Schematic Supportive Information Presentation During Cognitive Skill Acquisition. Computers in Human Behavior, 22, 93-112 .

Individual differences in motor timing and its relation to cognitive and fine motor skills.

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Håvard Lorås

Full Text Available The present study investigated the relationship between individual differences in timing movements at the level of milliseconds and performance on selected cognitive and fine motor skills. For this purpose, young adult participants (N = 100 performed a repetitive movement task paced by an auditory metronome at different rates. Psychometric measures included the digit-span and symbol search subtasks from the Wechsler battery as well as the Raven SPM. Fine motor skills were assessed with the Purdue Pegboard test. Motor timing performance was significantly related (mean r = .3 to cognitive measures, and explained both unique and shared variance with information-processing speed of Raven's scores. No significant relations were found between motor timing measures and fine motor skills. These results show that individual differences in cognitive and motor timing performance is to some extent dependent upon shared processing not associated with individual differences in manual dexterity.

Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review

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Nan Zeng

2017-01-01

Full Text Available Objective. This study synthesized literature concerning casual evidence of effects of various physical activity programs on motor skills and cognitive development in typically developed preschool children. Methods. Electronic databases were searched through July 2017. Peer-reviewed randomized controlled trials (RCTs examining the effectiveness of physical activity on motor skills and cognitive development in healthy young children (4–6 years were screened. Results. A total of 15 RCTs were included. Of the 10 studies assessing the effects of physical activity on motor skills, eight (80% reported significant improvements in motor performance and one observed mixed findings, but one failed to promote any beneficial outcomes. Of the five studies investigating the influence of physical activity on cognitive development, four (80% showed significant and positive changes in language learning, academic achievement, attention, and working memory. Notably, one indicated no significant improvements were observed after the intervention. Conclusions. Findings support causal evidence of effects of physical activity on both motor skills and cognitive development in preschool children. Given the shortage of available studies, future research with large representative samples is warranted to explore the relationships between physical activity and cognitive domains as well as strengthen and confirm the dose-response evidence in early childhood.

The Effect of Education on Business Skills Cognition: The Case of Indigenous Microscale Enterprise Owners in Kenya.

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Bosire, Joseph; Etyang, Martin

2003-01-01

Interviews, observations, and checklists were used to measure business skills cognition of 208 informal-sector microenterprise owners in Kenya (91 had some primary, 109 some secondary, and 4 some postsecondary education). The association between educational level and business skills cognition was significant and positive. (Contains 27 references.)…

Medication self-management skills and cognitive impairment in older adults hospitalized for heart failure: A cross-sectional study.

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Howell, Erik H; Senapati, Alpana; Hsich, Eileen; Gorodeski, Eiran Z

2017-01-01

Cognitive impairment is highly prevalent among older adults (aged ≥65 years) hospitalized for heart failure and has been associated with poor outcomes. Poor medication self-management skills have been associated with poor outcomes in this population as well. The presence and extent of an association between cognitive impairment and poor medication self-management skills in this population has not been clearly defined. We assessed the cognition of consecutive older adults hospitalized for heart failure, in relation to their medication self-management skills. We conducted a cross-sectional study of older adults (aged ≥65 years) who were hospitalized for heart failure and were being discharged home. Prior to discharge, we assessed cognition using the Mini-Cog. We also tested patients' ability to read a pill bottle label, open a pill bottle safety cap, and allocate mock pills to a pill box. Pill allocation performance was assessed quantitatively (counts of errors of omission and commission) and qualitatively (patterns suggestive of knowledge-based mistakes, rule-based mistakes, or skill-based slips). Of 55 participants, 22% were found to have cognitive impairment. Patients with cognitive impairment tended to be older as compared to those without cognitive impairment (mean age = 81 vs 76 years, p = NS). Patients with cognitive impairment had a higher prevalence of inability to read pill bottle label (prevalence ratio = 5.8, 95% confidence interval = 3.2-10.5, p = 0.001) and inability to open pill bottle safety cap (prevalence ratio = 3.3, 95% confidence interval = 1.3-8.4, p = 0.03). While most patients (65%) had pill-allocation errors regardless of cognition, those patients with cognitive impairment tended to have more errors of omission (mean number of errors = 48 vs 23, p = 0.006), as well as more knowledge-based mistakes (75% vs 40%, p = 0.03). There is an association between cognitive impairment and poor

Medication self-management skills and cognitive impairment in older adults hospitalized for heart failure: A cross-sectional study

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Erik H Howell

2017-03-01

Full Text Available Background: Cognitive impairment is highly prevalent among older adults (aged ≥65 years hospitalized for heart failure and has been associated with poor outcomes. Poor medication self-management skills have been associated with poor outcomes in this population as well. The presence and extent of an association between cognitive impairment and poor medication self-management skills in this population has not been clearly defined. Objective: We assessed the cognition of consecutive older adults hospitalized for heart failure, in relation to their medication self-management skills. Methods: We conducted a cross-sectional study of older adults (aged ≥65 years who were hospitalized for heart failure and were being discharged home. Prior to discharge, we assessed cognition using the Mini-Cog. We also tested patients’ ability to read a pill bottle label, open a pill bottle safety cap, and allocate mock pills to a pill box. Pill allocation performance was assessed quantitatively (counts of errors of omission and commission and qualitatively (patterns suggestive of knowledge-based mistakes, rule-based mistakes, or skill-based slips. Results: Of 55 participants, 22% were found to have cognitive impairment. Patients with cognitive impairment tended to be older as compared to those without cognitive impairment (mean age = 81 vs 76 years, p = NS. Patients with cognitive impairment had a higher prevalence of inability to read pill bottle label (prevalence ratio = 5.8, 95% confidence interval = 3.2–10.5, p = 0.001 and inability to open pill bottle safety cap (prevalence ratio = 3.3, 95% confidence interval = 1.3–8.4, p = 0.03. While most patients (65% had pill-allocation errors regardless of cognition, those patients with cognitive impairment tended to have more errors of omission (mean number of errors = 48 vs 23, p = 0.006, as well as more knowledge-based mistakes (75% vs 40%, p = 0.03. Conclusion

Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills.

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Wischgoll, Anke

2016-01-01

Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.

Combined training of one cognitive and one metacognitive strategy improves academic writing skills

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Anke eWischgoll

2016-02-01

Full Text Available Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M=22.8, SD=4.4, which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.

Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills

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Wischgoll, Anke

2016-01-01

Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671

Cognitive abilities and superior decision making under risk

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Edward T. Cokely

2009-02-01

Full Text Available Individual differences in cognitive abilities and skills can predict normatively superior and logically consistent judgments and decisions. The current experiment investigates the processes that mediate individual differences in risky choices. We assessed working memory span, numeracy, and cognitive impulsivity and conducted a protocol analysis to trace variations in conscious deliberative processes. People higher in cognitive abilities made more choices consistent with expected values; however, expected-value choices rarely resulted from expected-value calculations. Instead, the cognitive ability and choice relationship was mediated by the number of simple considerations made during decision making --- e.g., transforming probabilities and considering the relative size of gains. Results imply that, even in simple lotteries, superior risky decisions associated with cognitive abilities and controlled cognition can reflect metacognitive dynamics and elaborative heuristic search processes, rather than normative calculations. Modes of cognitive control (e.g., dual process dynamics and implications for process models of risky decision-making (e.g., priority heuristic are discussed.

Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children.

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Geertsen, Svend Sparre; Thomas, Richard; Larsen, Malte Nejst; Dahn, Ida Marie; Andersen, Josefine Needham; Krause-Jensen, Matilde; Korup, Vibeke; Nielsen, Claus Malta; Wienecke, Jacob; Ritz, Christian; Krustrup, Peter; Lundbye-Jensen, Jesper

2016-01-01

To investigate associations between motor skills, exercise capacity and cognitive functions, and evaluate how they correlate to academic performance in mathematics and reading comprehension using standardised, objective tests. This cross-sectional study included 423 Danish children (age: 9.29±0.35 years, 209 girls). Fine and gross motor skills were evaluated in a visuomotor accuracy-tracking task, and a whole-body coordination task, respectively. Exercise capacity was estimated from the Yo-Yo intermittent recovery level 1 children's test (YYIR1C). Selected tests from the Cambridge Neuropsychological Test Automated Battery (CANTAB) were used to assess different domains of cognitive functions, including sustained attention, spatial working memory, episodic and semantic memory, and processing speed. Linear mixed-effects models were used to investigate associations between these measures and the relationship with standard tests of academic performance in mathematics and reading comprehension. Both fine and gross motor skills were associated with better performance in all five tested cognitive domains (all Pmotor skills (all Pmotor skills are positively correlated with several aspects of cognitive functions and with academic performance in both mathematics and reading comprehension. Moreover, exercise capacity was associated with academic performance and performance in some cognitive domains. Future interventions should investigate associations between changes in motor skills, exercise capacity, cognitive functions, and academic performance to elucidate the causality of these associations.

[Sleep deprivation effects on cognitive, psychomotor skills and its relationship with personal characteristics of resident doctors].

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Hamui-Sutton, Liz; Barragán-Pérez, Virginia; Fuentes-García, Ruth; Monsalvo-Obregón, Erika Cristina; Fouilloux-Morales, Claudia

2013-01-01

In countries such as United States and European Nations changes have been proposed regarding to duty and academic structure of specialists in training, this implies adjustments in the norms concerning the number of hours a week that residents work. The main argument which has underpinned such transformations is based on the assumption that excessive working hours (more than 16 hours uninterrupted) cause cognitive and psychomotor disorders in residents. To evaluate the association between sleep deprivation and cognitive and psychomotor skills of a sample of residents of different specialties of Medicine. Longitudinal study with measurements pre and post shifts, in 31 residents of Medicine. The measured variables were: cognitive and psychomotor skills, demographic data and conditions of the shift, quality of sleep and psychopathology. 81% residents showed detriment in at least one of the tests, however, in psychomotor skills significant different results were found in CPR maneuvers between pre and post shift with an improvement in scores. Sleep deprivation causes detriment of cognitive and psychomotor skills. While our results can't be generalized, they may constitute a precedent for possible changes in the working hours of medical residencies.

Social cognition in patients at ultra-high risk for psychosis: What is the relation to social skills and functioning?

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Glenthøj, Louise B; Fagerlund, Birgitte; Hjorthøj, Carsten; Jepsen, Jens R M; Bak, Nikolaj; Kristensen, Tina D; Wenneberg, Christina; Krakauer, Kristine; Roberts, David L; Nordentoft, Merete

2016-09-01

Patients at ultra-high risk (UHR) for psychosis show significant impairments in functioning. It is essential to determine which factors influence functioning, as it may have implications for intervention strategies. This study examined whether social cognitive abilities and clinical symptoms are associated with functioning and social skills. The study included 65 UHR patients and 30 healthy controls. Social cognitive function, social skills, and a broad range of functioning measures were assessed. The UHR patients demonstrated significant decrements on The Awareness of Social Inferences Task total score (p = .046, d  = .51), and on the CANTAB emotion recognition task total percent correct (p = .023, d  = .54) displaying particular difficulties in negative affect recognition. The patients exhibited significant impairments in social skills measured with the High Risk Social Challenge (p˂.001, d  = 1.05). Aspects of emotion recognition were associated with role functioning and social skill performance. The level of attributional bias was associated with overall functioning, and theory of mind ability was associated with self-reported functioning. Negative symptoms were associated with all measures of functioning (p ≤ .05). Significant impairments in social cognition and social skills were found in UHR patients. The patients' social cognitive function was associated with overall functioning and social skills. Negative symptoms appear to play an important role for functioning. Research is needed to investigate how the relations between social cognition, social skills and functioning develop from the UHR state to the stage of manifest illness. Research into how deficits in social cognition and social skills can be ameliorated in UHR patients is warranted.

The Role of Cognitive Factors in Childhood Social Anxiety: Social Threat Thoughts and Social Skills Perception.

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van Niekerk, Rianne E; Klein, Anke M; Allart-van Dam, Esther; Hudson, Jennifer L; Rinck, Mike; Hutschemaekers, Giel J M; Becker, Eni S

2017-01-01

Models of cognitive processing in anxiety disorders state that socially anxious children display several distorted cognitive processes that maintain their anxiety. The present study investigated the role of social threat thoughts and social skills perception in relation to childhood trait and state social anxiety. In total, 141 children varying in their levels of social anxiety performed a short speech task in front of a camera and filled out self-reports about their trait social anxiety, state anxiety, social skills perception and social threat thoughts. Results showed that social threat thoughts mediated the relationship between trait social anxiety and state anxiety after the speech task, even when controlling for baseline state anxiety. Furthermore, we found that children with higher trait anxiety and more social threat thoughts had a lower perception of their social skills, but did not display a social skills deficit. These results provide evidence for the applicability of the cognitive social anxiety model to children.

Correlation between cognitive function, gross motor skills and health â

African Journals Online (AJOL)

Saly Said Abd El-Hady

and health – Related quality of life in children with Down syndrome. Saly Said Abd El-Hady ... knowledge. It is a general term involving multiple classes of mental capacities. ..... organizations that can inappropriately influence this work. .... skills, cognitive development and balance functions of children with Down · syndrome.

Cognitive skills training in digital era: A paradigm shift in surgical education using the TaTME model.

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Knol, Joep; Keller, Deborah S

2018-04-30

Surgical competence is a complex, multifactorial process, requiring ample time and training. Optimal training is based on acquiring knowledge and psychomotor and cognitive skills. Practicing surgical skills is one of the most crucial tasks for both the novice surgeon learning new procedures and surgeons already in practice learning new techniques. Focus is placed on teaching traditional technical skills, but the importance of cognitive skills cannot be underestimated. Cognitive skills allow recognizing environmental cues to improve technical performance including situational awareness, mental readiness, risk assessment, anticipating problems, decision-making, adaptation, and flexibility, and may also accelerate the trainee's understanding of a procedure, formalize the steps being practiced, and reduce the overall training time to become technically proficient. The introduction and implementation of the transanal total mesorectal excision (TaTME) into practice may be the best demonstration of this new model of teaching and training, including pre-training, course attendance, and post-course guidance on technical and cognitive skills. To date, the TaTME framework has been the ideal model for structured training to ensure safe implementation. Further development of metrics to grade successful learning and assessment of long term outcomes with the new pathway will confirm the success of this training model. Copyright © 2018 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. All rights reserved.

Effect of Meta-Cognitive Therapy on Self Assertiveness Skill in Patients with

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Mohammad Hossein Bahadori

2014-05-01

Full Text Available Background: Self assertiveness can be considered as hearth of interpersonal behavior and weakness in this area is one of the obvious characteristic in the patients with social phobia disorder. This study aimed to determine the effect of meta-cognitive therapy on the rate of self assertiveness skill in patients with social phobia disorder. Materials and Methods: This experimental study was conducted with pretest-posttest and follow-up design, using control group. From all social phobia disorder patients visited in psychology clinics in Shiraz, south western part of Iran in 2012, 22 patients were selected through the objective sampling method and randomly divided into two experimental (11 persons and control (11 persons groups. The instruments of this study were social phobia symptoms assessment questioner (SPSAQ and self assertiveness scale (SAS. The experimental group received 8 weeks of Wells’ meta-cognitive therapy sessions. Data were analyzed through covariance analysis method. Results: The results showed that the mean of the self assertiveness scores in post-test and follow up in the experimental group is significantly higher than that of the control group (p<0.05. The results of analysis of multivariate covariance showed that MCT had a significant effect on increscent of the self assertiveness skill scores of posttest (0.39 and follow up (0.38 in patients with social phobia disorder (p<0.001. Conclusion: This intervention is believed to improve self assertiveness skill in SPD patients by facilitating transmission from the object mode to the meta-cognitive mode and enhancing the efficient and flexible coping skills.

The Effect of Cognitive Remediation Therapy on Social Skills in Institutionalized Elderly Patients with Schizophrenia.

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Mohammadi, Fatemeh; Momtaz, Yadollah Abolfathi; Motallebi, Seyedeh Ameneh; Boosepasi, Shahnaz

2017-01-01

There are limited scientific investigations on cognitive remediation in elderly patients with schizophrenia. The present study was aimed to examine the efficacy of cognitive remediation therapy on social skills in institutionalized elderly patients with schizophrenia. The study employed a randomized clinical trial. A total of 60 institutionalized elderly patients with schizophrenia from Razi Psychiatric Hospital, Tehran were selected and randomly allocated into two equal groups (control and intervention). The intervention group attended to cognitive remediation therapy for 8 weeks. The Evaluation of Living Skills Scale for psychiatric patients was used for data collection. The Chi Square, independent and paired t-tests using SPSS, version 22, were employed to analyze the data. The mean age of 60 elderly patients participated in the study was 65.25 ± 4.19 years. No significant differences were found between two groups at baseline. However, independent t-tests showed significant differences between the intervention and the control group in social skills after implementation of intervention. Additionally, the results of paired t-tests revealed significant improvements in intervention group on communication skills (t=5.50, psocial skills of elderly patients with schizophrenia. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

Efficacy of Guided iCBT for Depression and Mediation of Change by Cognitive Skill Acquisition.

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Forand, Nicholas R; Barnett, Jeffrey G; Strunk, Daniel R; Hindiyeh, Mohammed U; Feinberg, Jason E; Keefe, John R

2018-03-01

Guided internet CBT (iCBT) is a promising treatment for depression; however, it is less well known through what mechanisms iCBT works. Two possible mediators of change are the acquisition of cognitive skills and increases in behavioral activation. We report results of an 8-week waitlist controlled trial of guided iCBT, and test whether early change in cognitive skills or behavioral activation mediated subsequent change in depression. The sample was 89 individuals randomized to guided iCBT (n = 59) or waitlist (n = 30). Participants were 75% female, 72% Caucasian, and 33 years old on average. The PHQ9 was the primary outcome measure. Mediators were the Competencies of Cognitive Therapy Scale-Self Report and the Behavioral Activation Scale for Depression-Short Form. Treatment was Beating the Blues plus manualized coaching. Outcomes were analyzed using linear mixed models, and mediation with a bootstrap resampling approach. The iCBT group was superior to waitlist, with large effect sizes at posttreatment (Hedges' g = 1.45). Dropout of iCBT was 29% versus 10% for waitlist. In the mediation analyses, the acquisition of cognitive skills mediated subsequent depression change (indirect effect = -.61, 95% bootstrapped biased corrected CI: -1.47, -0.09), but increases in behavioral activation did not. iCBT is an effective treatment for depression, but dropout rates remain high. Change in iCBT appears to be mediated by improvements in the use of cognitive skills, such as critically evaluating and restructuring negative thoughts. Copyright © 2017. Published by Elsevier Ltd.

Children with cochlear implants: cognitive skills, adaptive behaviors, social and emotional skills.

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De Giacomo, Andrea; Craig, Francesco; D'Elia, Alessandra; Giagnotti, Francesca; Matera, Emilia; Quaranta, Nicola

2013-12-01

The aim of this study is to examine cognitive skills, adaptive behavior, social and emotional skills in deaf children with cochlear implant (CI) compared to normal hearing children. The study included twenty children affected by profound hearing loss implanted with a CI compared to 20 healthy children matched to chronological age and gender. Results of this study indicated that 55% of children with CI showed a score in the normal range of nonverbal intelligence (IQ > 84), 40% in the borderline range (71 differences were found after comparison with normal hearing children.Children with CI reported more abnormalities in emotional symptoms (p = .018) and peer problems(p = .037) than children with normal hearing. Age of CI was negatively correlated with IQ (p = .002),positively correlated with emotional symptoms (p = .04) and with peer problems (p = .02). CI has a positive effect on the lives of deaf children, especially if it is implanted in much earlier ages.

Analysis of the relationship between cognitive skills and unilateral sensory hearing loss.

Science.gov (United States)

Calderón-Leyva, I; Díaz-Leines, S; Arch-Tirado, E; Lino-González, A L

2016-07-21

To analyse cognitive skills in patients with severe unilateral hearing loss versus those in subjects with normal hearing. 40 adults participated: 20 patients (10 women and 10 men) with severe unilateral hearing loss and 20 healthy subjects matched to the study group. Cognitive abilities were measured with the Spanish version of the Woodcock Johnson Battery-Revised; central auditory processing was assessed with monaural psychoacoustic tests. Box plots were drawn and t tests were performed for samples with a significance of P≤.05. A comparison of performances on the filtered word testing and time-compressed disyllabic word tests between patients and controls revealed a statistically significant difference (P≤.05) with greater variability among responses by hearing impaired subjects. This same group also showed a better cognitive performance on the numbers reversed, visual auditory learning, analysis synthesis, concept formation, and incomplete words tests. Patients with hearing loss performed more poorly than controls on the filtered word and time-compressed disyllabic word tests, but more competently on memory, reasoning, and auditory processing tasks. Complementary tests, such as those assessing central auditory processes and cognitive ability tests, are important and helpful for designing habilitation/rehabilitation and therapeutic strategies intended to optimise and stimulate cognitive skills in subjects with unilateral hearing impairment. Copyright © 2016 Sociedad Española de Neurología. Publicado por Elsevier España, S.L.U. All rights reserved.

Jack Barney award: the effect of fatigue on cognitive and psychomotor skills of trauma residents and attending surgeons.

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Gerdes, Jodi; Kahol, Kanav; Smith, Marshall; Leyba, Mario J; Ferrara, John J

2008-12-01

Fatigue and sleep deprivation and their effects on surgical proficiency have been actively researched areas. Past studies that have focused solely on residents have provided an important insight into how fatigue affects residents' ability to perform. This study aims to quantify the effect of fatigue on attending surgeons. To quantify the effect of fatigue on psychomotor and cognitive skills of surgical residents and attending surgeons, visiohaptic simulations were created to mimic realistic interactions. Both groups showed a significant decrement in proficiency measures postcall. When tasks were separated based on psychomotor versus cognitive-dominated skills, attending surgeons made 25% fewer (P Psychomotor skills were equally affected in both groups. Call-associated fatigue is associated with increased error rates in the cognitive skill domain, although less so in attending surgeons compared with their resident counterparts.

A Cognitive Approach to the Compilation of Test Materials for the Evaluation of Translator's Skills

Directory of Open Access Journals (Sweden)

Elena Berg

2016-12-01

Full Text Available A Cognitive Approach to the Compilation of Test Materials for the Evaluation of Translator's Skills This paper discusses the importance of a cognitive approach to the evaluation of translator’s skills. The authors set forth their recommendations for the compilation of test materials for the evaluation of translators’ cognitive ability.   Kognitywne podejście do kompilowania tekstów służących ocenie umiejętności tłumacza Artykuł porusza wagę kognitywnego podejścia do ewaluacji umiejętności tłumacza. Autorzy przedstawiają swoje zalecenia co do kompilowania materiałów testowych do ewaluacji kognitywnych zdolności tłumacza.

Reliability and validity of the revised Gibson Test of Cognitive Skills, a computer-based test battery for assessing cognition across the lifespan.

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Moore, Amy Lawson; Miller, Terissa M

2018-01-01

The purpose of the current study is to evaluate the validity and reliability of the revised Gibson Test of Cognitive Skills, a computer-based battery of tests measuring short-term memory, long-term memory, processing speed, logic and reasoning, visual processing, as well as auditory processing and word attack skills. This study included 2,737 participants aged 5-85 years. A series of studies was conducted to examine the validity and reliability using the test performance of the entire norming group and several subgroups. The evaluation of the technical properties of the test battery included content validation by subject matter experts, item analysis and coefficient alpha, test-retest reliability, split-half reliability, and analysis of concurrent validity with the Woodcock Johnson III Tests of Cognitive Abilities and Tests of Achievement. Results indicated strong sources of evidence of validity and reliability for the test, including internal consistency reliability coefficients ranging from 0.87 to 0.98, test-retest reliability coefficients ranging from 0.69 to 0.91, split-half reliability coefficients ranging from 0.87 to 0.91, and concurrent validity coefficients ranging from 0.53 to 0.93. The Gibson Test of Cognitive Skills-2 is a reliable and valid tool for assessing cognition in the general population across the lifespan.

Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children.

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Kim, Young-Suk Grace

2016-01-01

We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction-integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and attention), foundational language skills (vocabulary and grammatical knowledge), and higher-order cognitive skills (inference, theory of mind, and comprehension monitoring) to listening comprehension. A total of 201 first grade children in South Korea participated in the study. Structural equation modeling results showed that listening comprehension is directly predicted by working memory, grammatical knowledge, inference, and theory of mind and is indirectly predicted by attention, vocabulary, and comprehension monitoring. The total effects were .46 for working memory, .07 for attention, .30 for vocabulary, .49 for grammatical knowledge, .31 for inference, .52 for theory of mind, and .18 for comprehension monitoring. These results suggest that multiple language and cognitive skills make contributions to listening comprehension, and their contributions are both direct and indirect. Copyright © 2015 Elsevier Inc. All rights reserved.

Just-in-time information presentation and the acquisition of complex cognitive skills

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Kester, Liesbeth; Kirschner, Paul A.; Van Merriënboer, Jeroen; Bäumer, Anita

2008-01-01

Kester, L., Kirschner, P., van Merriënboer, J. J. G., & Bäumer, A. (2001). Just-in-time information presentation and the acquisition of complex cognitive skills. Computers in Human Behavior, 17, 373-391.

An in-depth cognitive examination of individuals with superior face recognition skills.

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Bobak, Anna K; Bennetts, Rachel J; Parris, Benjamin A; Jansari, Ashok; Bate, Sarah

2016-09-01

Previous work has reported the existence of "super-recognisers" (SRs), or individuals with extraordinary face recognition skills. However, the precise underpinnings of this ability have not yet been investigated. In this paper we examine (a) the face-specificity of super recognition, (b) perception of facial identity in SRs, (c) whether SRs present with enhancements in holistic processing and (d) the consistency of these findings across different SRs. A detailed neuropsychological investigation into six SRs indicated domain-specificity in three participants, with some evidence of enhanced generalised visuo-cognitive or socio-emotional processes in the remaining individuals. While superior face-processing skills were restricted to face memory in three of the SRs, enhancements to facial identity perception were observed in the others. Notably, five of the six participants showed at least some evidence of enhanced holistic processing. These findings indicate cognitive heterogeneity in the presentation of superior face recognition, and have implications for our theoretical understanding of the typical face-processing system and the identification of superior face-processing skills in applied settings. Copyright © 2016 Elsevier Ltd. All rights reserved.

Synthetic Cognitive Apprenticeship Model – Possible Way to Enhance Students’ Metacognitive Skills

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Jelena Suchanova

2011-12-01

Full Text Available The article presents the kaleidoscopic view on the concept of metacognition. There are a lot of implications showing the link between metacognitive skills, learning and teaching. Metacognitive skills such as self-direction, self-evaluation, and self-control, as well as orientation, planning, monitoring, testing, diagnosing, repairing, evaluation and reflection play an important role in facilitating the process of transition from teacher-centered environment to autonomous foreign language studies. Synthetic Cognitive Apprenticeship model is suggested as possible way to help students enhance their metacognitive skills thus becoming more prepared for autonomous foreign language studies.

Direct and Mediated Effects of Language and Cognitive Skills on Comprehension or Oral Narrative Texts (Listening Comprehension) for Children

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Kim, Young-Suk Grace

2016-01-01

We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction--integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and…

An experimental study on the effects of a simulation game on students' clinical cognitive skills and motivation.

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Dankbaar, Mary E W; Alsma, Jelmer; Jansen, Els E H; van Merrienboer, Jeroen J G; van Saase, Jan L C M; Schuit, Stephanie C E

2016-08-01

Simulation games are becoming increasingly popular in education, but more insight in their critical design features is needed. This study investigated the effects of fidelity of open patient cases in adjunct to an instructional e-module on students' cognitive skills and motivation. We set up a three-group randomized post-test-only design: a control group working on an e-module; a cases group, combining the e-module with low-fidelity text-based patient cases, and a game group, combining the e-module with a high-fidelity simulation game with the same cases. Participants completed questionnaires on cognitive load and motivation. After a 4-week study period, blinded assessors rated students' cognitive emergency care skills in two mannequin-based scenarios. In total 61 students participated and were assessed; 16 control group students, 20 cases students and 25 game students. Learning time was 2 h longer for the cases and game groups than for the control group. Acquired cognitive skills did not differ between groups. The game group experienced higher intrinsic and germane cognitive load than the cases group (p = 0.03 and 0.01) and felt more engaged (p study longer. The e-module appeared to be very effective, while the high-fidelity game, although engaging, probably distracted students and impeded learning. Medical educators designing motivating and effective skills training for novices should align case complexity and fidelity with students' proficiency level. The relation between case-fidelity, motivation and skills development is an important field for further study.

Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children.

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Svend Sparre Geertsen

Full Text Available To investigate associations between motor skills, exercise capacity and cognitive functions, and evaluate how they correlate to academic performance in mathematics and reading comprehension using standardised, objective tests.This cross-sectional study included 423 Danish children (age: 9.29±0.35 years, 209 girls. Fine and gross motor skills were evaluated in a visuomotor accuracy-tracking task, and a whole-body coordination task, respectively. Exercise capacity was estimated from the Yo-Yo intermittent recovery level 1 children's test (YYIR1C. Selected tests from the Cambridge Neuropsychological Test Automated Battery (CANTAB were used to assess different domains of cognitive functions, including sustained attention, spatial working memory, episodic and semantic memory, and processing speed. Linear mixed-effects models were used to investigate associations between these measures and the relationship with standard tests of academic performance in mathematics and reading comprehension.Both fine and gross motor skills were associated with better performance in all five tested cognitive domains (all P<0.001, whereas exercise capacity was only associated with better sustained attention (P<0.046 and spatial working memory (P<0.038. Fine and gross motor skills (all P<0.001, exercise capacity and cognitive functions such as working memory, episodic memory, sustained attention and processing speed were all associated with better performance in mathematics and reading comprehension.The data demonstrate that fine and gross motor skills are positively correlated with several aspects of cognitive functions and with academic performance in both mathematics and reading comprehension. Moreover, exercise capacity was associated with academic performance and performance in some cognitive domains. Future interventions should investigate associations between changes in motor skills, exercise capacity, cognitive functions, and academic performance to elucidate the

Understanding Writing Problems in Young Children: Contributions of Cognitive Skills to the Development of Written Expression

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Childress, Amy

2011-01-01

While several models of adult writing have been proposed and studied, the development of writing skills in young children has only recently garnered attention. Using measures of fine-motor, language, working memory, and attention/executive functions, the current study explored motor and cognitive skills that may contribute to writing skill in…

Acquiring a cognitive skill with a new repeating version of the Tower of London task.

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Ouellet, Marie-Christine; Beauchamp, Miriam H; Owen, Adrian M; Doyon, Julien

2004-12-01

A computerized version of the Tower of London task was used to investigate cognitive skill learning. Thirty-six healthy volunteers were assigned to either a random condition (nonrecurring problems), or to a sequence condition in which, unbeknownst to the subjects, a repeating sequence of three problems was presented. Indices of execution, planning, and total time, as well as number of moves performed, were used to measure behavioural change. Subjects' performance improved in both conditions across blocks of practice. A distinct learning effect related to the repeating sequence was also observed. This suggests that a specific skill that reflects procedural learning of the strategies, rules, and procedures pertaining to repeating problems can develop over and above a more general skill at solving cognitive planning problems with practice.

Predicting Students' Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables

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Nehring, Andreas; Nowak, Kathrin H.; Belzen, Annette Upmeier zu; Tiemann, Rüdiger

2015-06-01

Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the field of scientific inquiry constitutes a focal point of interest for science education. Against this background, the purpose of this study was to investigate to which extent multiple student characteristics contribute to skills of scientific inquiry. Based on a theoretical framework describing nine epistemological acts, we constructed and administered a multiple-choice test that assesses these skills in lower and upper secondary school level (n = 780). The test items contained problem-solving situations that occur during chemical investigations in school and had to be solved by choosing an appropriate inquiry procedure. We collected further data on 12 cognitive, motivational, and sociodemographic variables such as conceptual knowledge, enjoyment of chemistry, or language spoken at home. Plausible values were drawn to quantify students' inquiry skills. The results show that students' characteristics predict their inquiry skills to a large extent (55%), whereas 9 out of 12 variables contribute significantly on a multivariate level. The influence of sociodemographic traits such as gender or the social background becomes non-significant after controlling for cognitive and motivational variables. Furthermore, the performance advance of students from upper secondary school level can be explained by controlling for cognitive covariates. We discuss our findings with regard to curricular aspects and raise the question whether the inquiry skills can be considered as an autonomous trait in science education research.

Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children

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Thomas, Richard; Larsen, Malte Nejst; Dahn, Ida Marie; Andersen, Josefine Needham; Krause-Jensen, Matilde; Korup, Vibeke; Nielsen, Claus Malta; Wienecke, Jacob; Ritz, Christian; Krustrup, Peter; Lundbye-Jensen, Jesper

2016-01-01

Objective To investigate associations between motor skills, exercise capacity and cognitive functions, and evaluate how they correlate to academic performance in mathematics and reading comprehension using standardised, objective tests. Methods This cross-sectional study included 423 Danish children (age: 9.29±0.35 years, 209 girls). Fine and gross motor skills were evaluated in a visuomotor accuracy-tracking task, and a whole-body coordination task, respectively. Exercise capacity was estimated from the Yo-Yo intermittent recovery level 1 children's test (YYIR1C). Selected tests from the Cambridge Neuropsychological Test Automated Battery (CANTAB) were used to assess different domains of cognitive functions, including sustained attention, spatial working memory, episodic and semantic memory, and processing speed. Linear mixed-effects models were used to investigate associations between these measures and the relationship with standard tests of academic performance in mathematics and reading comprehension. Results Both fine and gross motor skills were associated with better performance in all five tested cognitive domains (all Pperformance in mathematics and reading comprehension. Conclusions The data demonstrate that fine and gross motor skills are positively correlated with several aspects of cognitive functions and with academic performance in both mathematics and reading comprehension. Moreover, exercise capacity was associated with academic performance and performance in some cognitive domains. Future interventions should investigate associations between changes in motor skills, exercise capacity, cognitive functions, and academic performance to elucidate the causality of these associations. PMID:27560512

Patients with Parkinson's disease learn to control complex systems-an indication for intact implicit cognitive skill learning.

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Witt, Karsten; Daniels, Christine; Daniel, Victoria; Schmitt-Eliassen, Julia; Volkmann, Jens; Deuschl, Günther

2006-01-01

Implicit memory and learning mechanisms are composed of multiple processes and systems. Previous studies demonstrated a basal ganglia involvement in purely cognitive tasks that form stimulus response habits by reinforcement learning such as implicit classification learning. We will test the basal ganglia influence on two cognitive implicit tasks previously described by Berry and Broadbent, the sugar production task and the personal interaction task. Furthermore, we will investigate the relationship between certain aspects of an executive dysfunction and implicit learning. To this end, we have tested 22 Parkinsonian patients and 22 age-matched controls on two implicit cognitive tasks, in which participants learned to control a complex system. They interacted with the system by choosing an input value and obtaining an output that was related in a complex manner to the input. The objective was to reach and maintain a specific target value across trials (dynamic system learning). The two tasks followed the same underlying complex rule but had different surface appearances. Subsequently, participants performed an executive test battery including the Stroop test, verbal fluency and the Wisconsin card sorting test (WCST). The results demonstrate intact implicit learning in patients, despite an executive dysfunction in the Parkinsonian group. They lead to the conclusion that the basal ganglia system affected in Parkinson's disease does not contribute to the implicit acquisition of a new cognitive skill. Furthermore, the Parkinsonian patients were able to reach a specific goal in an implicit learning context despite impaired goal directed behaviour in the WCST, a classic test of executive functions. These results demonstrate a functional independence of implicit cognitive skill learning and certain aspects of executive functions.

The relative importance of different perceptual-cognitive skills during anticipation.

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North, Jamie S; Hope, Ed; Williams, A Mark

2016-10-01

We examined whether anticipation is underpinned by perceiving structured patterns or postural cues and whether the relative importance of these processes varied as a function of task constraints. Skilled and less-skilled soccer players completed anticipation paradigms in video-film and point light display (PLD) format. Skilled players anticipated more accurately regardless of display condition, indicating that both perception of structured patterns between players and postural cues contribute to anticipation. However, the Skill×Display interaction showed skilled players' advantage was enhanced in the video-film condition, suggesting that they make better use of postural cues when available during anticipation. We also examined anticipation as a function of proximity to the ball. When participants were near the ball, anticipation was more accurate for video-film than PLD clips, whereas when the ball was far away there was no difference between viewing conditions. Perceiving advance postural cues appears more important than structured patterns when the ball is closer to the observer, whereas the reverse is true when the ball is far away. Various perceptual-cognitive skills contribute to anticipation with the relative importance of perceiving structured patterns and advance postural cues being determined by task constraints and the availability of perceptual information. Copyright © 2016 Elsevier B.V. All rights reserved.

Cognitive Skills among Children in Senegal: Disentangling the Roles of Schooling and Family Background

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Glick, Peter; Sahn, David E.

2009-01-01

We use unique data to estimate the determinants of cognitive ability among 14-17-year olds in Senegal. Unlike standard school-based samples, tests were administered to current students as well as to children no longer--or never--enrolled. Years of schooling strongly affects cognitive skills, but conditional on years of school, parental education…

A Multisite Randomized Trial of a Cognitive Skills Program for Male Mentally Disordered Offenders: Violence and Antisocial Behavior Outcomes

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Cullen, Alexis E.; Clarke, Amory Y.; Kuipers, Elizabeth; Hodgins, Sheilagh; Dean, Kimberlie; Fahy, Tom

2012-01-01

Objective: Despite a large evidence base indicating that cognitive skills programs can reduce reoffending in individuals without mental illness, there have been no randomized controlled trials (RCTs) to determine their effectiveness in mentally disordered offenders (MDOs). In the first RCT of a cognitive skills program for MDOs, we aimed to…

42 CFR 413.350 - Periodic interim payments for skilled nursing facilities receiving payment under the skilled...

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2010-10-01

... facilities receiving payment under the skilled nursing facility prospective payment system for Part A... nursing facilities receiving payment under the skilled nursing facility prospective payment system for... SNF receiving payment under the prospective payment system may receive periodic interim payments (PIP...

Cognitive Load in Mastoidectomy Skills Training: Virtual Reality Simulation and Traditional Dissection Compared.

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Andersen, Steven Arild Wuyts; Mikkelsen, Peter Trier; Konge, Lars; Cayé-Thomasen, Per; Sørensen, Mads Sølvsten

2016-01-01

The cognitive load (CL) theoretical framework suggests that working memory is limited, which has implications for learning and skills acquisition. Complex learning situations such as surgical skills training can potentially induce a cognitive overload, inhibiting learning. This study aims to compare CL in traditional cadaveric dissection training and virtual reality (VR) simulation training of mastoidectomy. A prospective, crossover study. Participants performed cadaveric dissection before VR simulation of the procedure or vice versa. CL was estimated by secondary-task reaction time testing at baseline and during the procedure in both training modalities. The national Danish temporal bone course. A total of 40 novice otorhinolaryngology residents. Reaction time was increased by 20% in VR simulation training and 55% in cadaveric dissection training of mastoidectomy compared with baseline measurements. Traditional dissection training increased CL significantly more than VR simulation training (p < 0.001). VR simulation training imposed a lower CL than traditional cadaveric dissection training of mastoidectomy. Learning complex surgical skills can be a challenge for the novice and mastoidectomy skills training could potentially be optimized by employing VR simulation training first because of the lower CL. Traditional dissection training could then be used to supplement skills training after basic competencies have been acquired in the VR simulation. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Perceiving patterns of play in dynamic sport tasks: investigating the essential information underlying skilled performance.

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Willams, A Mark; Hodges, Nicola J; North, Jamie S; Barton, Gabor

2006-01-01

The perceptual-cognitive information used to support pattern-recognition skill in soccer was examined. In experiment 1, skilled players were quicker and more accurate than less-skilled players at recognising familiar and unfamiliar soccer action sequences presented on film. In experiment 2, these action sequences were converted into point-light displays, with superficial display features removed and the positions of players and the relational information between them made more salient. Skilled players were more accurate than less-skilled players in recognising sequences presented in point-light form, implying that each pattern of play can be defined by the unique relations between players. In experiment 3, various offensive and defensive players were occluded for the duration of each trial in an attempt to identify the most important sources of information underpinning successful performance. A decrease in response accuracy was observed under occluded compared with non-occluded conditions and the expertise effect was no longer observed. The relational information between certain key players, team-mates and their defensive counterparts may provide the essential information for effective pattern-recognition skill in soccer. Structural feature analysis, temporal phase relations, and knowledge-based information are effectively integrated to facilitate pattern recognition in dynamic sport tasks.

Impact of a Vascular Neurosurgery Simulation-Based Course on Cognitive Knowledge and Technical Skills in European Neurosurgical Trainees.

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Zammar, Samer G; El Tecle, Najib E; El Ahmadieh, Tarek Y; Adelson, P David; Veznedaroglu, Erol; Surdell, Daniel L; Harrop, James S; Benes, Vladimir; Rezai, Ali R; Resnick, Daniel K; Bendok, Bernard R

2015-08-01

To assess microsurgical and diagnostic cerebral angiography modules and their corresponding objective assessment scales as educational tools for European neurosurgical residents at the European Association of Neurosurgical Societies Resident Vascular Neurosurgery course, which was held in Prague, Czech Republic, on September 2013. Microsurgical skills and cerebral angiography are fundamental skills in vascular neurosurgery. There is a need to develop a simulation-based curriculum focusing on these skills for neurosurgical trainees worldwide. The course consisted of 2 modules: microanastomosis and diagnostic cerebral angiography. In addition to an initial screening survey, each module was divided into 3 components: 1) a before didactic cognitive knowledge and technical skills testing, 2) a didactic lecture, and 3) an after didactic cognitive knowledge and technical skills testing. We compared the trainees' cognitive and technical scores from the before and after testing phases. Wilcoxon sum rank test was used to test statistical significance. The knowledge test median scores increased from 63% and 68% to 80% and 88% (P technical proficiency. Copyright © 2015. Published by Elsevier Inc.

Executive function in children with high and low attentional skills: correspondences between behavioural and cognitive profiles.

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Scope, Alison; Empson, Janet; McHale, Sue

2010-06-01

Cognitive performance was compared between two groups of typically developing children, who had been observed and rated as differing significantly in their attentional skills at school. The participants were 24 8- and 9-year-old children scoring poorly relative to peers, on a classroom observation scale and teacher rating scale for attention, hyperactivity, and impulsivity [low-attentional skills (LAS) group] and 24 sex- and age-matched children scoring at a high level compared to peers [high-attentional skills (HAS) group]. The two groups were compared on a series of cognitive tasks to assess executive function (EF). The LAS group performed within the typical range yetat a significantly lower level than the HAS group on the majority of the EF tasks administered, namely working memory and inhibition measures, even though there were no significant differences between the groups on a measure of intellectual ability. Working memory measures followed by measures of inhibition emerged as the best predictors of group membership. These findings provide empirical evidence that there are individual differences in attentional skills. Specifically, that there is a relationship between behavioural inattention, hyperactivity, and impulsivity and cognitive performance on working memory and inhibitory control tasks.

A measurable impact of a self-practice/self-reflection programme on the therapeutic skills of experienced cognitive-behavioural therapists.

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Davis, Melanie L; Thwaites, Richard; Freeston, Mark H; Bennett-Levy, James

2015-01-01

The need for effective training methods for enhancing cognitive-behavioural therapist competency is not only relevant to new therapists but also to experienced therapists looking to retain and further enhance their skills. Self-practice/self-reflection (SP/SR) is a self-experiential cognitive-behavioural therapy (CBT) training programme, which combines the experience of practicing CBT methods on oneself with structured reflection on the implications of the experience for clinical practice. In order to build on previous qualitative studies of SP/SR, which have mainly focused on trainee CBT therapists, the aim of the current study was to quantify the impact of SP/SR on the therapeutic skills of an experienced cohort of CBT therapists. Fourteen CBT therapists were recruited to participate in an SP/SR programme specifically adapted for experienced therapists. In the context of a quasi-experimental design including multiple baselines within a single-case methodology, therapists provided self-ratings of technical cognitive therapy skill and interpersonal empathic skill at four critical time points: baseline, pre-SP/SR and post-SP/SR and follow-up. Analysis of programme completers (n = 7) indicated that SP/SR enhances both technical skill and interpersonal therapeutic skill. Further intention-to-treat group (n = 14) analyses including both those who left the programme early (n = 3) and those who partially completed the programme (n = 4) added to the robustness of findings with respect to technical cognitive therapy skills but not interpersonal empathic skills. It was concluded that SP/SR, as a training and development programme, could offer an avenue to further therapeutic skill enhancement in already experienced CBT therapists. Copyright © 2014 John Wiley & Sons, Ltd.

Social cognition and underlying cognitive mechanisms in children with an extra X chromosome: a comparison with autism spectrum disorder.

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van Rijn, S; Stockmann, L; van Buggenhout, G; van Ravenswaaij-Arts, C; Swaab, H

2014-06-01

Individuals with an extra X chromosome are at increased risk for autism symptoms. This study is the first to assess theory of mind and facial affect labeling in children with an extra X chromosome. Forty-six children with an extra X chromosome (29 boys with Klinefelter syndrome and 17 girls with Trisomy X), 56 children with autism spectrum disorder (ASD) and 88 non-clinical controls, aged 9-18 years, were included. Similar to children with ASD, children with an extra X chromosome showed significant impairments in social cognition. Regression analyses showed that different cognitive functions predicted social cognitive skills in the extra X and ASD groups. The social cognitive deficits were similar for boys and girls with an extra X chromosome, and not specific for a subgroup with high Autism Diagnostic Interview Revised autism scores. Thus, children with an extra X chromosome show social cognitive deficits, which may contribute to social dysfunction, not only in children showing a developmental pattern that is 'typical' for autism but also in those showing mild or late presenting autism symptoms. Our findings may also help explain variance in type of social deficit: children may show similar social difficulties, but these may arise as a consequence of different underlying information processing deficits. © 2014 John Wiley & Sons Ltd and International Behavioural and Neural Genetics Society.

The effects of exercise under hypoxia on cognitive function.

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Soichi Ando

Full Text Available Increasing evidence suggests that cognitive function improves during a single bout of moderate exercise. In contrast, exercise under hypoxia may compromise the availability of oxygen. Given that brain function and tissue integrity are dependent on a continuous and sufficient oxygen supply, exercise under hypoxia may impair cognitive function. However, it remains unclear how exercise under hypoxia affects cognitive function. The purpose of this study was to examine the effects of exercise under different levels of hypoxia on cognitive function. Twelve participants performed a cognitive task at rest and during exercise at various fractions of inspired oxygen (FIO2: 0.209, 0.18, and 0.15. Exercise intensity corresponded to 60% of peak oxygen uptake under normoxia. The participants performed a Go/No-Go task requiring executive control. Cognitive function was evaluated using the speed of response (reaction time and response accuracy. We monitored pulse oximetric saturation (SpO2 and cerebral oxygenation to assess oxygen availability. SpO2 and cerebral oxygenation progressively decreased during exercise as the FIO2 level decreased. Nevertheless, the reaction time in the Go-trial significantly decreased during moderate exercise. Hypoxia did not affect reaction time. Neither exercise nor difference in FIO2 level affected response accuracy. An additional experiment indicated that cognitive function was not altered without exercise. These results suggest that the improvement in cognitive function is attributable to exercise, and that hypoxia has no effects on cognitive function at least under the present experimental condition. Exercise-cognition interaction should be further investigated under various environmental and exercise conditions.

Curriculum providing cognitive knowledge and problem-solving skills for anesthesia systems-based practice.

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Wachtel, Ruth E; Dexter, Franklin

2010-12-01

Residency programs accredited by the ACGME are required to teach core competencies, including systems-based practice (SBP). Projects are important for satisfying this competency, but the level of knowledge and problem-solving skills required presupposes a basic understanding of the field. The responsibilities of anesthesiologists include the coordination of patient flow in the surgical suite. Familiarity with this topic is crucial for many improvement projects. A course in operations research for surgical services was originally developed for hospital administration students. It satisfies 2 of the Institute of Medicine's core competencies for health professionals: evidence-based practice and work in interdisciplinary teams. The course lasts 3.5 days (eg, 2 weekends) and consists of 45 cognitive objectives taught using 7 published articles, 10 lectures, and 156 computer-assisted problem-solving exercises based on 17 case studies. We tested the hypothesis that the cognitive objectives of the curriculum provide the knowledge and problem-solving skills necessary to perform projects that satisfy the SBP competency. Standardized terminology was used to define each component of the SBP competency for the minimum level of knowledge needed. The 8 components of the competency were examined independently. Most cognitive objectives contributed to at least 4 of the 8 core components of the SBP competency. Each component of SBP is addressed at the minimum requirement level of exemplify by at least 6 objectives. There is at least 1 cognitive objective at the level of summarize for each SBP component. A curriculum in operating room management can provide the knowledge and problem-solving skills anesthesiologists need for participation in projects that satisfy the SBP competency.

The relationship between motor skills and cognitive skills in 4-16 year old typically developing children : A systematic review

NARCIS (Netherlands)

van der Fels, Irene M. J.; te Wierike, Sanne C. M.; Hartman, Esther; Elferink-Gemser, Marije T.; Smith, Joanne; Visscher, Chris

2015-01-01

Objectives: This review aims to give an overview of studies providing evidence for a relationship between motor and cognitive skills in typically developing children. Design: A systematic review. Methods: PubMed, Web of Science, and PsychINFO were searched for relevant articles. A total of 21

Designing Cognitively Diagnostic Assessment for Algebraic Content Knowledge and Thinking Skills

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Zhang, Zhidong

2018-01-01

This study explored a diagnostic assessment method that emphasized the cognitive process of algebra learning. The study utilized a design and a theory-driven model to examine the content knowledge. Using the theory driven model, the thinking skills of algebra learning was also examined. A Bayesian network model was applied to represent the theory…

Difficulties with Fine Motor Skills and Cognitive Impairment in an Elderly Population: The Progetto Veneto Anziani.

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Curreri, Chiara; Trevisan, Caterina; Carrer, Pamela; Facchini, Silvia; Giantin, Valter; Maggi, Stefania; Noale, Marianna; De Rui, Marina; Perissinotto, Egle; Zambon, Sabina; Crepaldi, Gaetano; Manzato, Enzo; Sergi, Giuseppe

2018-02-01

To investigate dysfunction in fine motor skills in a cohort of older Italian adults, identifying their prevalence and usefulness as indicators and predictors of cognitive impairment. Population-based longitudinal study with mean follow-up of 4.4 years. Community. Older men and women enrolled in the Progetto Veneto Anziani (Pro.V.A.) (N = 2,361); 1,243 subjects who were cognitively intact at baseline were selected for longitudinal analyses. Fine motor skills were assessed by measuring the time needed to successfully complete two functional tasks: putting on a shirt and a manual dexterity task. Cognitive impairment was defined as a Mini-Mental State Examination (MMSE) score less than 24. On simple correlation, baseline MMSE score was significantly associated with the manual dexterity task (correlation coefficient (r) = -0.25, P motor tasks were significantly associated with changes in MMSE (putting on a shirt: β = 0.083, P = .003; manual dexterity task: β = 0.098, P motor skills are common in older adults, and assessing them may help to identify early signs of dementia, subjects at high risk to develop cognitive decline, and individuals who can be referred to specialists. © 2017, Copyright the Authors Journal compilation © 2017, The American Geriatrics Society.

Identifying instruments to quantify financial management skills in adults with acquired cognitive impairments.

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Engel, Lisa; Bar, Yael; Beaton, Dorcas E; Green, Robin E; Dawson, Deirdre R

2016-01-01

Financial management skills-that is, the skills needed to handle personal finances such as banking and paying bills-are essential to a person's autonomy, independence, and community living. To date, no comprehensive review of financial management skills instruments exists, making it difficult for clinicians and researchers to choose relevant instruments. The objectives of this review are to: (a) identify all available instruments containing financial management skill items that have been used with adults with acquired cognitive impairments; (b) categorize the instruments by source (i.e., observation based, self-report, proxy report); and (c) describe observation-based performance instruments by populations, overarching concepts measured, and comprehensiveness of financial management items. Objective (c) focuses on observation-based performance instruments as these measures can aid in situations where the person with cognitive impairment has poor self-awareness or where the proxy has poor knowledge of the person's current abilities. Two reviewers completed two systematic searches of five databases. Instruments were categorized by reviewing published literature, copies of the instruments, and/or communication with instrument authors. Comprehensiveness of items was based on nine key domains of financial management skills developed by the authors. A total of 88 discrete instruments were identified. Of these, 44 were categorized as observation-based performance and 44 as self- and/or proxy-reports. Of the 44 observation-based performance instruments, 8 had been developed for acquired brain injury populations and 24 for aging and dementia populations. Only 7 of the observation-based performance instruments had items spanning 6 or more of the 9 financial management skills domains. The majority of instruments were developed for aging and dementia populations, and few were comprehensive. This review provides foundation for future instrument psychometric and clinimetric

Cognition, behaviour and academic skills after cognitive rehabilitation in Ugandan children surviving severe malaria: a randomised trial

Directory of Open Access Journals (Sweden)

John Chandy C

2011-08-01

Full Text Available Abstract Background Infection with severe malaria in African children is associated with not only a high mortality but also a high risk of cognitive deficits. There is evidence that interventions done a few years after the illness are effective but nothing is known about those done immediately after the illness. We designed a study in which children who had suffered from severe malaria three months earlier were enrolled into a cognitive intervention program and assessed for the immediate benefit in cognitive, academic and behavioral outcomes. Methods This parallel group randomised study was carried out in Kampala City, Uganda between February 2008 and October 2010. Sixty-one Ugandan children aged 5 to 12 years with severe malaria were assessed for cognition (using the Kaufman Assessment Battery for Children, second edition and the Test of Variables of Attention, academic skills (Wide Range Achievement Test, third edition and psychopathologic behaviour (Child Behaviour Checklist three months after an episode of severe malaria. Twenty-eight were randomised to sixteen sessions of computerised cognitive rehabilitation training lasting eight weeks and 33 to a non-treatment group. Post-intervention assessments were done a month after conclusion of the intervention. Analysis of covariance was used to detect any differences between the two groups after post-intervention assessment, adjusting for age, sex, weight for age z score, quality of the home environment, time between admission and post-intervention testing and pre-intervention score. The primary outcome was improvement in attention scores for the intervention group. This trial is registered with Current Controlled Trials, number ISRCTN53183087. Results Significant intervention effects were observed in the intervention group for learning mean score (SE, [93.89 (4.00 vs 106.38 (4.32, P = 0.04] but for working memory the intervention group performed poorly [27.42 (0.66 vs 25.34 (0.73, P = 0.04]. No

A comparison of text and technology based training tools to improve cognitive skills in older adults.

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Power, Kevin; Kirwan, Grainne; Palmer, Marion

2011-01-01

Research has indicated that use of cognitive skills training tools can produce positive benefits with older adults. However, little research has compared the efficacy of technology-based interventions and more traditional, text-based interventions which are also available. This study aimed to investigate cognitive skills improvements experienced by 40 older adults using cognitive skills training tools. A Solomon 4 group design was employed to determine which intervention demonstrated the greatest improvement. Participants were asked to use the interventions for 5-10 minutes per day, over a period of 60 days. Pre and post-tests consisted of measures of numerical ability, self-reported memory and intelligence. Following training, older adults indicated significant improvements on numerical ability and intelligence regardless of intervention type. No improvement in selfreported memory was observed. This research provides a critical appraisal of brain training tools and can help point the way for future improvements in the area. Brain training improvements could lead to improved quality of life, and perhaps, have financial and independent living ramifications for older adults.

The Influence of Cognitive and Non-Cognitive Factors on the Development of Rifle Marksmanship Skills. CRESST Report 753

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Chung, Gregory K. W. K.; Nagashima, Sam O.; Espinosa, Paul D.; Berka, Chris; Baker, Eva L.

2009-01-01

In this report, researchers examined rifle marksmanship development within a skill development framework outlined by Chung, Delacruz, de Vries, Bewley, and Baker (2006). Thirty-three novice shooters used an M4 rifle training simulator system to learn to shoot an 8-inch target at a simulated distance of 200 yards. Cognitive, psychomotor, and…

Effects of Sleep Deprivation on Cognitive Ability and Skills of Pediatrics Residents.

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Storer, James S.; And Others

1989-01-01

The cognitive and skills performances of sleep-deprived pediatrics residents were measured by using questions like those on the pediatrics board certification examination and using tasks that required coordination and dexterity. Implications of findings are discussed in the context of the controversy over the structure and process of medical…

The Role of Infographics for the Development of Skills for Cognitive Modeling in Education

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Ivo Damyanov

2018-01-01

Full Text Available Contemporary culture is a visual culture. Visual images become the predominant form of communication. Students should be visually literate and be able to read and use visual language, to decode, interpret and evaluate visual messages successfully, and, last but not least, to encode and compose meaningful visual communication. The combination of modeling with other methods in scientific knowledge increases its potential as a cognitive method. Infographics can play a significant role in the process as tool or target according to the age and cognitive abilities of the students. Information images (infographics are visual representations of information, data or knowledge. The use of infographics as a modeling method can develop different cognitive skills such as interpretation, analysis, assessment, conclusion, explanation, which are all part of the modeling process. In fact, they can be a tool for achieving the next stage of literacy - visual literacy. All this necessitates the exploration of infographics as an instrument in the development of a comprehensive system of cognitive tasks in education related to the formation of skills for modeling. In the paper, six types of cognitive tasks in education are analyzed as well as their relation to the visual literacy competence standards approved by the Association of College & Research Libraries. A comparison of freely available infographics tools is provided and the suitability of different infographics templates is discussed.

Family Physicians May Benefit From Cognitive Behavioral Therapy Skills in Primary Care Setting.

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Omer Serkan Turan

2017-08-01

Full Text Available Dr Francis Peabody commented that the swing of the pendulum toward specialization had reached its apex, and that modern medicine had fragmented the health care delivery system too greatly. Thus the system was in need of a generalist physician to provide comprehensive personalized care. Family physician is the perfect candidate to fill the gap which Dr Peabody once speaks of and grants biopsychosocial model as its main philosophy. Biopsychosocial model proposes physician to consider multiple aspects of patient's life in order to manage disease. Behavioral pathogens such as poor diet, lack of physical activity, stress, substance abuse, unsafe sexual activity, inadequate emotional support, nonadherence to medical advice contribute to disease progress. Family physician can guide patient like a coach to obtain higher levels in Maslow’s hierarchy of needs as biopsychosocial model suggests and obtain the change in behavior towards a healthier life with using cognitive behavioral therapy skills. So family physician, biopsychosocial model and cognitive behavioral skills are three pillars of comprehensive personalized care and family physicians having these skill sets can be very helpful in making positive changes in the life of the patient. [JCBPR 2017; 6(2.000: 98-100

In-game assessment and training of nonverbal cognitive skills using TagTiles

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Verhaegh, J.; Fontijn, W.F.J.; Aarts, E.H.L.; Resing, W.C.M.

2013-01-01

We present a field study with a game for children called 'Tap the little hedgehog', which is played on the TagTiles console, a tangible electronic interface. The game was developed to train and assess cognitive skills and includes tasks which, in isolation, exhibit a high correlation with a number

The importance of job autonomy, cognitive ability, and job-related skill for predicting role breadth and job performance.

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Morgeson, Frederick P; Delaney-Klinger, Kelly; Hemingway, Monica A

2005-03-01

Role theory suggests and empirical research has found that there is considerable variation in how broadly individuals define their jobs. We investigated the theoretically meaningful yet infrequently studied relationships between incumbent job autonomy, cognitive ability, job-related skill, role breadth, and job performance. Using multiple data sources and multiple measurement occasions in a field setting, we found that job autonomy, cognitive ability, and job-related skill were positively related to role breadth, accounting for 23% of the variance in role breadth. In addition, role breadth was positively related to job performance and was found to mediate the relationship between job autonomy, cognitive ability, job-related skill, and job performance. These results add to our understanding of the factors that predict role breadth, as well as having implications for how job aspects and individual characteristics are translated into performance outcomes and the treatment of variability in incumbent reports of job tasks.

Development of the Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills program for adults on the autism spectrum: Results of initial study.

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Baker-Ericzén, Mary J; Fitch, Meghan A; Kinnear, Mikaela; Jenkins, Melissa M; Twamley, Elizabeth W; Smith, Linda; Montano, Gabriel; Feder, Joshua; Crooke, Pamela J; Winner, Michelle G; Leon, Juan

2018-01-01

The population of adults on the autism spectrum continues to increase, and vocational outcomes are particularly poor. Longitudinal studies of adults with autism spectrum and without intellectual disability have shown consistent and persistent deficits across cognitive, social, and vocational domains, indicating a need for effective treatments of functional disabilities as each impact employment. This initial pilot study is an open trial investigation of the feasibility, acceptability, and initial estimates of outcomes for the newly developed Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills intervention, a manualized "soft skills" curriculum, to enhance both cognitive and social development in adults with autism spectrum. A total of eight adults with autism spectrum, without intellectual disability (78% males), participated in the study. Results support the original hypothesis that adults with autism spectrum can improve both cognitive (i.e. executive functioning) and social cognitive (i.e. social thinking and social communication) abilities. Further Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills was found to be feasible, acceptable, and highly satisfactory for participants and parents. Employment rates more than doubled post-intervention, with an increase from 22% to 56% of participants employed. Conclusion is that Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills has promise as an intervention that can be easily embedded into exiting supported employment vocational training programs to improve cognitive, social, and vocational outcomes.

Associations among family socioeconomic status, EEG power at birth, and cognitive skills during infancy

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Natalie H. Brito

2016-06-01

Full Text Available Past research has demonstrated links between cortical activity, measured via EEG power, and cognitive processes during infancy. In a separate line of research, family socioeconomic status (SES has been strongly associated with children’s early cognitive development, with socioeconomic disparities emerging during the second year of life for both language and declarative memory skills. The present study examined associations among resting EEG power at birth, SES, and language and memory skills at 15-months in a sample of full-term infants. Results indicate no associations between SES and EEG power at birth. However, EEG power at birth was related to both language and memory outcomes at 15-months. Specifically, frontal power (24–48 Hz was positively correlated with later Visual Paired Comparison (VPC memory scores. Power (24–35 Hz in the parietal region was positively correlated with later PLS-Auditory Comprehension language scores. These findings suggest that SES disparities in brain activity may not be apparent at birth, but measures of resting neonatal EEG power are correlated with later memory and language skills independently of SES.

The Combined Influence of Air Pollution and Home Learning Environment on Early Cognitive Skills in Children

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Lanair A. Lett

2017-10-01

Full Text Available Cognitive skills are one component of school readiness that reflect a child’s neurodevelopment and are influenced by environmental and social factors. Most studies assess the impact of these factors individually, without taking into consideration the complex interactions of multiple factors. The objective of this study was to examine the joint association of markers of environmental pollution and of social factors on early cognitive skills in an urban cohort of children. For this, we chose isophorone in ambient air as a marker of industrial air pollution. Low quality home learning environments was chosen as a marker of the social factors contributing to cognitive development. Using a subpopulation from the Early Childhood Longitudinal Study, Birth Cohort (N = 4050, isophorone exposure was assigned using the 2002 National Air Toxics Assessment. Home learning environment was assessed with a modified version of the Home Observation for Measurement of the Environment (HOME Inventory, and standardized math assessment scores were used as a measure of early cognitive skills. Multiple linear regression was used to estimate the effect of both exposures on math scores. After adjustment for confounders, children living in areas with ambient isophorone in the upper quintile of exposure (>0.49 ng/m3 had math scores that were 1.63 points lower than their less exposed peers [95% CI: −2.91, −0.34], and children with lower HOME scores (at or below 9 out of 12 had math scores that were 1.20 points lower than children with better HOME scores [95% CI: −2.30, −0.10]. In adjusted models accounting for identified confounders and both exposures of interest, both high isophorone exposure and low HOME score remained independently associated with math scores [−1.48, 95% CI: −2.79, −0.18; −1.05, 95% CI: −2.15, 0.05, respectively]. There was no statistical evidence of interaction between the two exposures, although children with both higher isophorone

The Combined Influence of Air Pollution and Home Learning Environment on Early Cognitive Skills in Children.

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Lett, Lanair A; Stingone, Jeanette A; Claudio, Luz

2017-10-26

Cognitive skills are one component of school readiness that reflect a child's neurodevelopment and are influenced by environmental and social factors. Most studies assess the impact of these factors individually, without taking into consideration the complex interactions of multiple factors. The objective of this study was to examine the joint association of markers of environmental pollution and of social factors on early cognitive skills in an urban cohort of children. For this, we chose isophorone in ambient air as a marker of industrial air pollution. Low quality home learning environments was chosen as a marker of the social factors contributing to cognitive development. Using a subpopulation from the Early Childhood Longitudinal Study, Birth Cohort (N = 4050), isophorone exposure was assigned using the 2002 National Air Toxics Assessment. Home learning environment was assessed with a modified version of the Home Observation for Measurement of the Environment (HOME) Inventory, and standardized math assessment scores were used as a measure of early cognitive skills. Multiple linear regression was used to estimate the effect of both exposures on math scores. After adjustment for confounders, children living in areas with ambient isophorone in the upper quintile of exposure (>0.49 ng/m³) had math scores that were 1.63 points lower than their less exposed peers [95% CI: -2.91, -0.34], and children with lower HOME scores (at or below 9 out of 12) had math scores that were 1.20 points lower than children with better HOME scores [95% CI: -2.30, -0.10]. In adjusted models accounting for identified confounders and both exposures of interest, both high isophorone exposure and low HOME score remained independently associated with math scores [-1.48, 95% CI: -2.79, -0.18; -1.05, 95% CI: -2.15, 0.05, respectively]. There was no statistical evidence of interaction between the two exposures, although children with both higher isophorone exposure and a low HOME score had a

Using Video Game Telemetry Data to Research Motor Chunking, Action Latencies, and Complex Cognitive-Motor Skill Learning.

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Thompson, Joseph J; McColeman, C M; Stepanova, Ekaterina R; Blair, Mark R

2017-04-01

Many theories of complex cognitive-motor skill learning are built on the notion that basic cognitive processes group actions into easy-to-perform sequences. The present work examines predictions derived from laboratory-based studies of motor chunking and motor preparation using data collected from the real-time strategy video game StarCraft 2. We examined 996,163 action sequences in the telemetry data of 3,317 players across seven levels of skill. As predicted, the latency to the first action (thought to be the beginning of a chunked sequence) is delayed relative to the other actions in the group. Other predictions, inspired by the memory drum theory of Henry and Rogers, received only weak support. Copyright © 2017 Cognitive Science Society, Inc.

Sophisticated Fowl: The Complex Behaviour and Cognitive Skills of Chickens and Red Junglefowl

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Laura Garnham

2018-01-01

Full Text Available The world’s most numerous bird, the domestic chicken, and their wild ancestor, the red junglefowl, have long been used as model species for animal behaviour research. Recently, this research has advanced our understanding of the social behaviour, personality, and cognition of fowl, and demonstrated their sophisticated behaviour and cognitive skills. Here, we overview some of this research, starting with describing research investigating the well-developed senses of fowl, before presenting how socially and cognitively complex they can be. The realisation that domestic chickens, our most abundant production animal, are behaviourally and cognitively sophisticated should encourage an increase in general appraise and fascination towards them. In turn, this should inspire increased use of them as both research and hobby animals, as well as improvements in their unfortunately often poor welfare.

Fine Motor Function Skills in Patients with Parkinson Disease with and without Mild Cognitive Impairment.

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Dahdal, Philippe; Meyer, Antonia; Chaturvedi, Menorca; Nowak, Karolina; Roesch, Anne D; Fuhr, Peter; Gschwandtner, Ute

2016-01-01

The objective of this study was to investigate the relation between impaired fine motor skills in Parkinson disease (PD) patients and their cognitive status, and to determine whether fine motor skills are more impaired in PD patients with mild cognitive impairment (MCI) than in non-MCI patients. Twenty PD MCI and 31 PD non-MCI patients (mean age 66.7 years, range 50-84, 36 males/15 females), all right-handed, took part in a motor performance test battery. Steadiness, precision, dexterity, velocity of arm-hand movements, and velocity of wrist-finger movements were measured and compared across groups and analyzed for confounders (age, sex, education, severity of motor symptoms, and disease duration). Statistical analysis included t tests corrected for multiple testing, and a linear regression with stepwise elimination procedure was used to select significant predictors for fine motor function. PD MCI patients performed significantly worse in precision (p motor function skills were confounded by age. Fine motor skills in PD MCI patients are impaired compared to PD non-MCI patients. Investigating the relation between the fine motor performance and MCI in PD might be a relevant subject for future research. © 2016 S. Karger AG, Basel.

Optimal skill distribution under convex skill costs

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Tin Cheuk Leung

2018-03-01

Full Text Available This paper studies optimal distribution of skills in an optimal income tax framework with convex skill constraints. The problem is cast as a social planning problem where a redistributive planner chooses how to distribute a given amount of aggregate skills across people. We find that optimal skill distribution is either perfectly equal or perfectly unequal, but an interior level of skill inequality is never optimal.

Correlation between cognitive function, gross motor skills and health – Related quality of life in children with Down syndrome

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Saly Said Abd El-Hady

2018-04-01

Full Text Available Background: Children with Down syndrome (DS have delayed motor and cognitive development and have problems in health related quality of life (HRQOL. Purpose: To evaluate the correlation between cognitive function; attention/concentration, gross motor skills; standing and walking, running, jumping domains and HRQOL in children with DS. Subjects and methods: Seventy children with DS of both sexes (37 boys and 33 girls were selected from El Tarbia El Fekria School for children with Special Needs and Education and National Institute of neuro motor system. They were selected to be ranged in age from 8 to 12 years and to be free from visual, hearing or perceptual problems. They were divided into two age groups; group A (8–10 years, and group B (10–12 years. The Rehacom was used to evaluate the cognitive function (attention/concentration, the Gross Motor Function Measure-88 (GMFM-88 was used to evaluate the gross motor skills and the Pediatric quality of life inventory parent-proxy report (PedsQL TM was used to evaluate the HRQOL. Results: There was a weak to moderate correlation between the cognitive function, GMFM and HRQOL in both age groups. The level of difficulty of attention/concentration was moderate, positively and significantly correlated with GMFM; standing and walking, running, jumping domains in both age groups. There was a moderate, positive and significant correlation was found between the physical score of HRQOL and walking, running, jumping domain in age group B and between the psychosocial score of HRQOL and standing domain in age group A. Conclusion: The cognitive function and HRQOL should be considered in the evaluation of children with DS in addition to gross motor skills as there was a correlation between the cognitive function, HRQOL and GMFM. Keywords: Cognitive function, Gross motor skills, Health – related quality of life, Down syndrome children

Motor skills, cognition, and work performance of people with severe mental illness.

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Lipskaya-Velikovsky, Lena; Elgerisi, Dikla; Easterbrook, Adam; Ratzon, Navah Z

2018-01-12

Employment offers many benefits to people with mental illness, yet their employment rate is much lower than that of the general population. We investigated the effect of work-related motor skills, neurocognition, and job attitudes on the work performance of people with mental illness, comparing those working in sheltered workshops, with controls working in similar jobs. Twenty-nine adults with severe mental illness and 27 controls matched by gender and age were enrolled into the study using convenience sampling. They were assessed for gross and fine motor hand functioning, job attitudes, work performance, and cognition. People with mental illness scored lower on work performance, cognitive functioning, and hand dexterity while sitting and working with tools. They were assigned lower job loads than were controls, and perceived the physical environment at work as more constraining than did controls. Assembling motor skills significantly explained the work performance of people with mental illness. The results expand our understanding of the complexities involved in the employment of people with severe mental illness, and point to new paths for improving vocational outcomes of people with severe mental illness, taking into account their motor skills and job attitudes. Implications for rehabilitation Therapists should be aware that employed people with severe mental illness may have various unmet needs, affecting their work performance and experience of stress. This study results demonstrate importance of motor skills and perception of the work environment for the promotion of vocational outcomes among individuals with severe mental illness. Employment of people with severe mental illness should be viewed from holistic perspective as with general population, rather than focused on traditionally illness-related factors.

The Use of Classroom Assessment to Explore Problem Solving Skills Based on Pre-Service Teachers’ Cognitive Style Dimension in Basic Physics Course

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Rahmawati; Rustaman, Nuryani Y.; Hamidah, Ida; Rusdiana, Dadi

2017-02-01

The aim of this study was to explore the use of assessment strategy which can measure problem solving skills of pre-service teachers based on their cognitive style in basic physics course. The sample consisted of 95 persons (male = 15, female = 75). This study used an exploratory research with observation techniques by interview, questionnaire, and test. The results indicated that the lecturer only used paper-pencil test assessment strategy to measure pre-service teachers’ achievement and also used conventional learning strategy. It means that the lecturer did not measure pre-services’ thinking process in learning, like problem solving skills. One of the factors which can influence student problem solving skills is cognitive style as an internal factor. Field Dependent (FD) and Field Independent (FI) are two cognitive styles which were measured with using Group Embedded Figure Test (GEFT) test. The result showed that 82% of pre-service teachers were FD cognitive style and only 18% of pre-service teachers had FI cognitive style. Furthermore, these findings became the fundamental design to develop a problem solving assessment model to measure pre-service teachers’ problem solving skills and process in basic physics course.

Basic life support skills training in a first year medical curriculum: six years' experience with two cognitive-constructivist designs.

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Durak, Halil Ibrahim; Certuğ, Agah; Calişkan, Ayhan; van Dalen, Jan

2006-03-01

Although the Basic Life Support (BLS) ability of a medical student is a crucial competence, poor BLS training programs have been documented worldwide. Better training designs are needed. This study aims to share detailed descriptions and the test results of two cognitive-constructivist training models for the BLS skills in the first year of medical curriculum. A BLS skills training module was implemented in the first year curriculum in the course of 6 years (1997-2003). The content was derived from the European Resuscitation Council Guidelines. Initially, a competence-based model was used and was upgraded to a cognitive apprenticeship model in 2000. The main performance-content type that was expected at the end of the course was: competent application of BLS procedures on manikins and peers at an OSCE as well as 60% achievement in a test consisting of 25 MCQ items. A retrospective cohort survey design using exam results and a self-completed anonymous student ratings' questionnaire were used in order to test models. Training time for individual students varied from 21 to 29 hours. One thousand seven hundred and sixty students were trained. Fail rates were very low (1.0-2.2%). The students were highly satisfied with the module during the 6 years. In the first year of the medical curriculum, a competence-based or cognitive apprenticeship model using cognitive-constructivist designs of skills training with 9 hours theoretical and 12-20 hours long practical sessions took place in groups of 12-17 students; medical students reached a degree of competence to sufficiently perform BLS skills on the manikins and their peers. The cognitive-constructivist designs for skills training are associated with high student satisfaction. However, the lack of controls limits the extrapolation of this conclusion.

Education and Self-Reported Health: Evidence from 23 Countries on the Role of Years of Schooling, Cognitive Skills and Social Capital.

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Francesca Borgonovi

Full Text Available We examine the contribution of human capital to health in 23 countries worldwide using the OECD Survey of Adult Skills, a unique large-scale international assessment of 16-65 year olds that contains information about self-reported health, schooling, cognitive skills and indicators of interpersonal trust, which represents the cognitive dimension of social capital. We identify cross-national differences in education, skill and social capital gradients in self-reported health and explore the interaction between human capital and social capital to examine if and where social capital is a mediator or a moderator of years of schooling and cognitive abilities. We find large education gaps in self-reported health across all countries in our sample and a strong positive relationship between self-reported health and both literacy and trust in the majority of countries. Education and skill gradients in self-reported health appear to be largest in the United States and smallest in Italy, France, Sweden and Finland. On average around 5.5% of both the schooling gap in self-reported health and the literacy gap in self-reported health can be explained by the higher levels of interpersonal trust that better educated/more skilled individuals have, although the mediating role of trust varies considerably across countries. We find no evidence of a moderation effect: the relationships between health and years of schooling and health and cognitive skills are similar among individuals with different levels of trust.

Study and comparison of the meta cognitive-emotional processing and drug therapy in modifying emotional, cognitive and social skills in bipolar disorders

OpenAIRE

fatemeh bahrami; seyed kamal Solati dehkordi; ali farhadi

2009-01-01

Psychotherapy for bipolor disorder has been very much neglected. The aim of this study was to determine and compare the meta cognitive, emotional processing training (MEPT) with medical and standard therapy (drug) in increasing emotional, cognitive and social skills, of the patients with bipolar disorders. Materials and Methods: This semi experimental study with control group was carried out on 32 females in the 16-40 age bracket, diagnosed with bipolar disorder by means of DSM - IV –R crite...

A comparative study of student-teacher cognitive abilities and skills on evaluation of academic achievement practices

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Shirindokht habibzadeh

2013-06-01

Full Text Available During the past few years, there have been some changes on traditional training methodologies in the world, specially, in elementary schools. Many schools have decided to perform their assessments in elementary schools based on qualitative methods compared with traditional quantitative techniques. This paper performs an empirical investigation to find out whether the new evaluation technique has been able to improve student teacher’s cognitive abilities and skills on evaluation of academic achievement practices. These student-teacher people taught at elementary schools while they also were studying at university. There are two types of questionnaires: The first one measures cognitive capabilities in four categories including levels of learning and educational objectives, designing paper and pencil test, functional test design and analysis and interpretation of results. The second test is associated with measuring functional skills in the evaluation of academic progress. The information were analyzed based on t-student test as well as two-way analysis of variance. The result of t-statistics was significant only for the last item, analysis and interpretation. In addition, the results of ANOVA test have indicated that there were some differences on cognitive capabilities between two methods of assessments but gender did not make any meaningful difference on functional skills.

The Role of Scientific Communication Skills in Trainees’ Intention to Pursue Biomedical Research Careers: A Social Cognitive Analysis

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Cameron, Carrie; Lee, Hwa Young; Anderson, Cheryl; Byars-Winston, Angela; Baldwin, Constance D.; Chang, Shine

2015-01-01

Scientific communication (SciComm) skills are indispensable for success in biomedical research, but many trainees may not have fully considered the necessity of regular writing and speaking for research career progression. Our purpose was to investigate the relationship between SciComm skill acquisition and research trainees’ intentions to remain in research careers. We used social cognitive career theory (SCCT) to test a model of the relationship of SciComm skills to SciComm-related cognitive variables in explaining career intentions. A sample of 510 graduate students and postdoctoral fellows at major academic health science centers in the Texas Medical Center, Houston, Texas, were surveyed online. Results suggested that interest in performing SciComm tasks, SciComm outcome expectations (SCOEs), and SciComm productivity predicted intention to remain in a research career, while SciComm self-efficacy did not directly predict career intention. SCOEs also predicted interest in performing SciComm tasks. As in other SCCT studies, SciComm self-efficacy predicted SCOEs. We conclude that social cognitive factors of SciComm skill acquisition and SciComm productivity significantly predict biomedical trainees’ intentions to pursue research careers whether within or outside academia. While further studies are needed, these findings may lead to evidence-based interventions to help trainees remain in their chosen career paths. PMID:26628562

Cognitive assessment on elderly people under ambulatory care

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Bruna Zortea

2015-04-01

Full Text Available Objective: to evaluate the cognitive state of elderly people under ambulatory care and investigating the connection between such cognitive state and sociodemographic variables, health conditions, number of and adhesion to medicine. Methods: transversal, exploratory, and descriptive study, with a quantitative approach, realized with 107 elderly people under ambulatory care in a university hospital in southern Brazil, in november, 2013. The following variables were used: gender, age, civil status, income, schooling, occupation, preexisting noncommunicable diseases, number and type of prescribed medications, adhesion, mini-mental state examination score, and cognitive status. Data was analyzed through inferential and descriptive statistics. Results: the prevalence of cognitive deficit was of 42.1% and had a statistically significant connection to schooling, income, civil status, hypertension, and cardiopathy. Conclusion: nurses can intervene to avoid the increase of cognitive deficit through an assessment of the elderly person, directed to facilitative strategies to soften this deficit.

Computer simulations in the high school: students' cognitive stages, science process skills and academic achievement in microbiology

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Huppert, J.; Michal Lomask, S.; Lazarowitz, R.

2002-08-01

Computer-assisted learning, including simulated experiments, has great potential to address the problem solving process which is a complex activity. It requires a highly structured approach in order to understand the use of simulations as an instructional device. This study is based on a computer simulation program, 'The Growth Curve of Microorganisms', which required tenth grade biology students to use problem solving skills whilst simultaneously manipulating three independent variables in one simulated experiment. The aims were to investigate the computer simulation's impact on students' academic achievement and on their mastery of science process skills in relation to their cognitive stages. The results indicate that the concrete and transition operational students in the experimental group achieved significantly higher academic achievement than their counterparts in the control group. The higher the cognitive operational stage, the higher students' achievement was, except in the control group where students in the concrete and transition operational stages did not differ. Girls achieved equally with the boys in the experimental group. Students' academic achievement may indicate the potential impact a computer simulation program can have, enabling students with low reasoning abilities to cope successfully with learning concepts and principles in science which require high cognitive skills.

Assessment of the Prerequisite Skills for Cognitive Behavioral Therapy in Children with and without Autism Spectrum Disorders

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Lickel, Athena; MacLean, William E., Jr.; Blakeley-Smith, Audrey; Hepburn, Susan

2012-01-01

The purpose of this study was to assess the cognitive skills of children with autism spectrum disorders (ASD) thought to be necessary for Cognitive Behavioral Therapy (CBT). Forty children with ASD and forty age-matched typically developing children between the ages of 7-12 years participated. Groups were comparable with regard to nonverbal IQ,…

Comparing decisions under compound risk and ambiguity: the importance of cognitive skills

Czech Academy of Sciences Publication Activity Database

Prokosheva, Sasha

2016-01-01

Roč. 64, October (2016), s. 94-105 ISSN 2214-8043 Institutional support: PRVOUK-P23 Keywords : cognitive ability * reduction of compound lotteries Subject RIV: AH - Economics Impact factor: 0.809, year: 2016

Using Mobile Health Gamification to Facilitate Cognitive Behavioral Therapy Skills Practice in Child Anxiety Treatment: Open Clinical Trial.

Science.gov (United States)

Pramana, Gede; Parmanto, Bambang; Lomas, James; Lindhiem, Oliver; Kendall, Philip C; Silk, Jennifer

2018-05-10

Cognitive behavioral therapy is an efficacious treatment for child anxiety disorders. Although efficacious, many children (40%-50%) do not show a significant reduction in symptoms or full recovery from primary anxiety diagnoses. One possibility is that they are unwilling to learn and practice cognitive behavioral therapy skills beyond therapy sessions. This can occur for a variety of reasons, including a lack of motivation, forgetfulness, and a lack of cognitive behavioral therapy skills understanding. Mobile health (mHealth) gamification provides a potential solution to improve cognitive behavioral therapy efficacy by delivering more engaging and interactive strategies to facilitate cognitive behavioral therapy skills practice in everyday lives (in vivo). The goal of this project was to redesign an existing mHealth system called SmartCAT (Smartphone-enhanced Child Anxiety Treatment) so as to increase user engagement, retention, and learning facilitation by integrating gamification techniques and interactive features. Furthermore, this project assessed the effectiveness of gamification in improving user engagement and retention throughout posttreatment. We redesigned and implemented the SmartCAT system consisting of a smartphone app for children and an integrated clinician portal. The gamified app contains (1) a series of interactive games and activities to reinforce skill understanding, (2) an in vivo skills coach that cues the participant to use cognitive behavioral therapy skills during real-world emotional experiences, (3) a home challenge module to encourage home-based exposure tasks, (4) a digital reward system that contains digital points and trophies, and (5) a therapist-patient messaging interface. Therapists used a secure Web-based portal connected to the app to set up required activities for each session, receive or send messages, manage participant rewards and challenges, and view data and figures summarizing the app usage. The system was implemented as

Effects of a Risk and Resilience Course on Stress, Coping Skills, and Cognitive Strategies in College Students

Science.gov (United States)

Shatkin, Jess P.; Diamond, Ursula; Zhao, Yihong; DiMeglio, John; Chodaczek, Michaela; Bruzzese, Jean-Marie

2016-01-01

This study tested the impact of the skills-building component of a two-semester risk and resilience (R&R) course on the stress, coping skills, and cognitive style of 36 undergraduates compared to 62 students enrolled in a child and adolescent psychopathology course. In the fall, students learned about risk taking and decision-making as well as…

Emotion discourse, social cognition, and social skills in children with and without developmental delays.

Science.gov (United States)

Fenning, Rachel M; Baker, Bruce L; Juvonen, Jaana

2011-01-01

This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving) was coded in the context of parent-child conversations about emotion, and children were interviewed separately to assess social problem solving. Mothers, fathers, and teachers reported on children's social skills. The proposed strengths-based model partially accounted for social skills differences between typically developing children and children with delays. A multigroup analysis of the model linking emotion discourse to social skills through children's prosocial problem solving suggested that processes operated similarly for the two groups. Implications for ecologically focused prevention and intervention are discussed. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

eHealth literacy demands and cognitive processes underlying barriers in consumer health information seeking

Directory of Open Access Journals (Sweden)

Connie V. Chan

2015-12-01

Full Text Available Background: Consumer eHealth tools play an increasingly important role in engaging patients as participants in managing their health and seeking health information. However, there is a documented gap between the skill and knowledge demands of eHealth systems and user competencies to benefit from these tools. Objective: This research aims to reveal the knowledge- and skill-related barriers to effective use of eHealth tools. Methods: We used a micro-analytic framework for characterizing the different cognitive dimensions of eHealth literacy to classify task demands and barriers that 20 participants experienced while performing online information-seeking and decision-making tasks. Results: Participants ranged widely in their task performance across all 6 tasks as measured by task scores and types of barriers encountered. The highest performing participant experienced only 14 barriers whereas the lowest scoring one experienced 153. A more detailed analysis of two tasks revealed that the highest number of incorrect answers and experienced barriers were caused by tasks requiring: (a Media literacy and Science literacy at high cognitive complexity levels and (b a combination of Numeracy and Information literacy at different cognitive complexity levels. Conclusions: Applying this type of analysis enabled us to characterize task demands by literacy type and by cognitive complexity. Mapping barriers to literacy types provided insight into the interaction between users and eHealth tasks. Although the gap between eHealth tools, users’ skills, and knowledge can be difficult to bridge, an understanding of the cognitive complexity and literacy demands can serve to reduce the gap between designer and consumer.

Associations between social cognition, skills, and function and subclinical negative and positive symptoms in 22q11.2 deletion syndrome

DEFF Research Database (Denmark)

Vangkilde, A; Jepsen, J M R; Schmock, H

2016-01-01

-related symptoms. The aims of this study were to conduct a comprehensive investigation of social impairments at three different levels (function, skill, and cognition) and their interrelationship and to determine to what degree the social impairments correlate to subclinical levels of negative and positive...... symptoms, respectively, in a young cohort of 22q11.2DS not diagnosed with schizophrenia. METHODS: The level of social impairment was addressed using questionnaires and objective measures of social functioning (The Adaptive Behavior Assessment System), skills (Social Responsiveness Scale), and cognition....... Association between social impairment and negative and positive symptoms levels was examined in cases only. RESULTS: Subjects with 22q11.2DS were highly impaired in social function, social skills, and social cognition (p ≤ 6.2 × 10(-9)) relative to control peers and presented with more negative (p = 5.8 × 10...

Childhood and Adulthood Skill Acquisition - Importance for Labor Market Outcomes

DEFF Research Database (Denmark)

Krassel, Karl Fritjof; Sørensen, Kenneth Lykke

Using matched PISA and PIAAC data from Denmark, we investigate the return to cognitive and non-cognitive skills with respect to labor market outcomes. We measure cognitive and non-cognitive skills at childhood and when the respondents have entered the labor market. Hence, we are able to split up...... the analysis contingent on cognitive and non-cognitive skills measured before entering the labor market. In this way we can measure both whether cognitive and/or non-cognitive skills relate to earnings and employment rate as well as how important the timing of acquiring skills are for outcomes on the labor...... market. Overall we find that cognitive skills are important for both earnings and employment rate but that the timing of the acquisition of the skills is of less importance. On the contrary, non-cognitive skills are important for earnings independent on whether the worker had high or low cognitive skills...

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

NARCIS (Netherlands)

Kostons, Danny; Van Gog, Tamara; Paas, Fred

2012-01-01

Kostons, D., Van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121-132. doi:10.1016/j.learninstruc.2011.08.004

Study and comparison of the meta cognitive-emotional processing and drug therapy in modifying emotional, cognitive and social skills in bipolar disorders

Directory of Open Access Journals (Sweden)

fatemeh bahrami

2009-11-01

Full Text Available Psychotherapy for bipolor disorder has been very much neglected. The aim of this study was to determine and compare the meta cognitive, emotional processing training (MEPT with medical and standard therapy (drug in increasing emotional, cognitive and social skills, of the patients with bipolar disorders. Materials and Methods: This semi experimental study with control group was carried out on 32 females in the 16-40 age bracket, diagnosed with bipolar disorder by means of DSM - IV –R criteria selected among referrals from Isfahan hospitals and psychology clinics. One group randomly received medical therapy plus MEPT. The second group (control group received standard drug therapy. Data gathering instruments were a semi – structural interview based on DSM – IV – R criteria and the following questionnaires: Mania (Bech, et al, 1979, Depression (Hamilton, 1980, Emotional intelligence (Cooper, 1999, Self – control (Rosenbaum, 1980, Insigt (David, et al, 1992, Social function (Hurry, et al, 1983. And the Aconomic, social, cultural questionnaire was used to control social ststus of the subjects. this questionnaire was made by the researcher. Results: The MEPT method influenced on increasing all of the emotional skills, sub scales and total scales. And also influenced on cognitive scales such as: dysfunctional thought, (p=0. 000, insight (p=0. 05, self – control (p=0. 000. Social skills could be increased (p=0. 02 by use of MEPT. Conclusion: Using pschological treatment in addition to pharmacotherapy increases treatment efficay. Therefor an educational program about MEPT is necessary for therapists.

Examination on Validity of Mothers' Parenting Skills Scale: The Relationship among Scale for Mother's Cognitive and Affective Attitudes on Adolescent and Mother's parenting Attitude toward Adolescent Child

OpenAIRE

渡邉, 賢二; 平石, 賢二; WATANABE, Kenji; HIRAISHI, Kenji

2009-01-01

The purpose of this study was to examine the validity of parenting skills scale, and the relationship among the parenting skills scale and scale for mother's cognitive and affective attitudes on adolescent and mother's parenting attitude toward adolescent child. 3 subscales of the parenting skills were positively related to "positive cognition and affection" and negatively related to "negative cognition and affection." They were negatively related to "sense of uncertainly" and positively rela...

Promoting Cognitive and Social Aspects of Inquiry through Classroom Discourse

Science.gov (United States)

Jin, Hui; Wei, Xin; Duan, Peiran; Guo, Yuying; Wang, Wenxia

2016-01-01

We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught.…

Souvenaid reduces behavioral deficits and improves social cognition skills in frontotemporal dementia: a proof-of-concept study.

Science.gov (United States)

Pardini, Matteo; Serrati, Carlo; Guida, Silvia; Mattei, Chiara; Abate, Lucia; Massucco, Davide; Sassos, Davide; Amore, Mario; Krueger, Frank; Cocito, Leonardo; Emberti Gialloreti, Leonardo

2015-01-01

Souvenaid™ is a nutraceutical compound thought to positively enhance synaptic function. In line with this mechanism of action, Souvenaid™ has been shown to improve cognitive function in subjects with mild Alzheimer's disease in randomized clinical trials. To date, however, the potential of Souvenaid™ to improve cognitive functioning in subjects with other neurodegenerative conditions also characterized by synaptic loss has not been explored. To evaluate the impact of Souvenaid™ on executive functions, social cognition and behavioral disturbances in subjects with the behavioral variant of frontotemporal dementia (bv-FTD). Twenty-six subjects with bv-FTD were enrolled in the study and randomized to Souvenaid™ (125 ml/day) or placebo groups. After 12 weeks, subjects were switched between the two groups. All subjects, blinded to treatment, underwent clinical and cognitive evaluations at enrollment, after 12 weeks and after 24 weeks. Treatment with Souvenaid™ was associated with a significant reduction of behavioral symptoms and an increase in Theory of Mind skills compared to placebo, which both returned to baseline when Souvenaid™ was discontinued. Souvenaid™ did not have an effect on executive functions. Our results provide evidence of the potential of Souvenaid™ therapy for the treatment of behavioral disturbances and social cognition skills in FTD. © 2015 S. Karger AG, Basel.

Randomized clinical trial of cognitive behavioral social skills training for schizophrenia: improvement in functioning and experiential negative symptoms.

Science.gov (United States)

Granholm, Eric; Holden, Jason; Link, Peter C; McQuaid, John R

2014-12-01

Identifying treatments to improve functioning and reduce negative symptoms in consumers with schizophrenia is of high public health significance. In this randomized clinical trial, participants with schizophrenia or schizoaffective disorder (N = 149) were randomly assigned to cognitive behavioral social skills training (CBSST) or an active goal-focused supportive contact (GFSC) control condition. CBSST combined cognitive behavior therapy with social skills training and problem-solving training to improve functioning and negative symptoms. GFSC was weekly supportive group therapy focused on setting and achieving functioning goals. Blind raters assessed functioning (primary outcome: Independent Living Skills Survey [ILSS]), CBSST skill knowledge, positive and negative symptoms, depression, and defeatist performance attitudes. In mixed-effects regression models in intent-to-treat analyses, CBSST skill knowledge, functioning, amotivation/asociality negative symptoms, and defeatist performance attitudes improved significantly more in CBSST relative to GFSC. In both treatment groups, comparable improvements were also found for positive symptoms and a performance-based measure of social competence. The results suggest CBSST is an effective treatment to improve functioning and experiential negative symptoms in consumers with schizophrenia, and both CBSST and supportive group therapy actively focused on setting and achieving functioning goals can improve social competence and reduce positive symptoms.

(Social) Cognitive skills and social information processing in children with mild to borderline intellectual disabilities

NARCIS (Netherlands)

van Nieuwenhuijzen, M.; Vriens, A.

2012-01-01

The purpose of this study was to examine the unique contributions of (social) cognitive skills such as inhibition, working memory, perspective taking, facial emotion recognition, and interpretation of situations to the variance in social information processing in children with mild to borderline

Comparing decisions under compound risk and ambiguity: the importance of cognitive skills

Czech Academy of Sciences Publication Activity Database

Prokosheva, Sasha

2016-01-01

Roč. 64, October (2016), s. 94-105 ISSN 2214-8043 R&D Projects: GA ČR(CZ) GBP402/12/G130 Institutional support: RVO:67985998 Keywords : cognitive ability * reduction of compound lotteries Subject RIV: AH - Economics Impact factor: 0.809, year: 2016

Utility of the Psychoeducational Profile-3 for Assessing Cognitive and Language Skills of Children with Autism Spectrum Disorders

Science.gov (United States)

Fulton, Mandy L.; D'Entremont, Barbara

2013-01-01

The Psychoeducational Profile-3's (PEP-3) ability to estimate cognitive and language skills of 136 children (20-75 months) with autism spectrum disorders (ASDs) across a range of functioning, and the association between the PEP-3 and ASD symptomatology was examined using retrospective data. PEP-3 cognitive and language measures were positively…

Relationship between a Child’s Cognitive Skills Andthe Inclusion of Age Appropriate Toys in the Home Environment

Directory of Open Access Journals (Sweden)

Somayeh Kavousipor

2016-12-01

Full Text Available Background: With respect to the significance of toys, playing, and the home environment on children’s development, the present study investigates the relationship between gross motor and fine motor toys existing athome and in the home environment, withchild cognitive skills such as problem-solving, communication, and personal–social skills. Methods: This cross-sectional study was conducted with the participation of 140 mother–child couples (children between the ages of 18 and42 months of age randomly selected from the healthcare centers of the city of Shiraz. Employing the questionnaire of the Affordance in the Home Environment for Motor Development-Self Report (AHEMD-SR and the Ages & Stages Questionnaires®, Third Edition (ASQ-3™, both of which have validity and reliability in Iran, the required data were collected,the relationship between children’s cognitive development was evaluated by ASQ, and the toys and the home environment evaluated by AHEMD-SR was calculated by the Pearson correlation coefficient. Results: Studying the relationships revealed that playing with toys related to gross movement stimulation have weak correlations with all three skills of theASQ considered in the present study, i.e.,communication(r=0.218, P=0.001, problem solving(r=0.168, P=0.02, andpersonal–social skills(r=0.187, P=0.04. Nevertheless, toys related to fine movement stimulation had very low correlations.In addition, the final score of the AHEMD-SR, including toys and other aspects of the home environment, indicate an important relationship with the personal–social skill item of the ASQ (r=0.367, P=0.02. Conclusion: With regard to the findings of the present study, theinside-home space characteristic and playing with appropriate toys maymotivate the child’s cognitive development. Making parents and healthcare officials aware ofthe appropriate toys and the home environment, therefore, seems to be necessary.

Human cognition

International Nuclear Information System (INIS)

Norman, D.A.

1982-01-01

The study of human cognition encompasses the study of all mental phenomena, from the receipt and interpretation of sensory information to the final control of the motor system in the performance of action. The cognitive scientist examines all intermediary processes, including thought, decision making, and memory and including the effects of motivation, states of arousal and stress, the study of language, and the effects of social factors. The field therefore ranges over an enormous territory, covering all that is known or that should be known about human behavior. It is not possible to summarize the current state of knowledge about cognition with any great confidence that we know the correct answer about any aspect of the work. Nontheless, models provide good characterizations of certain aspects of the data and situations. Even if these models should prove to be incorrect, they do provide good approximate descriptions of people's behavior in some situations, and these approximations will still apply even when the underlying theories have changed. A quick description is provided of models within a number of areas of human cognition and skill and some general theoretical frameworks with which to view human cognition. The frameworks are qualitative descriptions that provide a way to view the development of more detailed, quantitative models and, most important, a way of thinking about human performance and skill

Becker meets Ricardo: A social and cognitive skills model of human capabilities

OpenAIRE

Xianwen Shi; Ronald Wolthoff; Aloysius Siow; Robert McCann

2012-01-01

This paper studies an equilibrium model of social and cognitive skills interactions in school, work and marriage. The model uses a common team production function in each sector which integrates the complementarity concerns of Becker with the task assigment and comparative advantage concerns of Ricardo. The theory delivers full task specialization in the labor and education markets, incomplete task specialization in marriage. It rationalizes many to one matching, a common feature in labor mar...

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results

Directory of Open Access Journals (Sweden)

Noelia Sánchez-Pérez

2018-01-01

Full Text Available Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF, has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ and their school achievement (math and language grades and abilities were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results.

Science.gov (United States)

Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A; Pina, Violeta; Puga, Jorge L; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J

2017-01-01

Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

(Social) Cognitive Skills and Social Information Processing in Children with Mild to Borderline Intellectual Disabilities

Science.gov (United States)

van Nieuwenhuijzen, M.; Vriens, A.

2012-01-01

The purpose of this study was to examine the unique contributions of (social) cognitive skills such as inhibition, working memory, perspective taking, facial emotion recognition, and interpretation of situations to the variance in social information processing in children with mild to borderline intellectual disabilities. Respondents were 79…

The Cognitive Correlates of Third-Grade Skill in Arithmetic, Algorithmic Computation, and Arithmetic Word Problems

Science.gov (United States)

Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Powell, Sarah R.; Seethaler, Pamela M.; Capizzi, Andrea M.; Schatschneider, Christopher; Fletcher, Jack M.

2006-01-01

The purpose of this study was to examine the cognitive correlates of RD-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured on language, nonverbal problem solving, concept formation, processing speed, long-term memory, working memory, phonological decoding, and sight word…

COPING SKILLS IN CHILDREN WITH EPILEPSY--EVALUATION OF COGNITIVE BEHAVIORAL THERAPY INTERVENTION.

Science.gov (United States)

Batista, Maja; Mestrović, Antonela; Vekić, Ana Marija; Malenical, Masa; Kukuruzović, Monika; Begovac, Ivan

2015-12-01

A pilot study was conducted to examine the efficiency and satisfaction of cognitive behavioral therapy (CBT) intervention in youth with epilepsy regarding coping strategies. The CBT intervention was based on the main principles and empirically supported cognitive-behavioral techniques. The intervention consists of epilepsy education, stress education, and coping skill strategies. Seventeen children and adolescents aged 9-17 diagnosed with epilepsy for at least one year, with at least average intelligence and no history of serious mental illness completed the CBT intervention during summer camp, providing data on the efficiency of and satisfaction with CBT intervention. Upon completion of the CBT intervention, study subjects achieved significantly higher scores on the following Scale of Coping with Stress subscales: Problem solving; Seeking for social support from friends; Seeking for social support from family; and Cognitive restructuring, for both measures of usage frequency and effectiveness of each subscale. The participants reported a high level of satisfaction with the CBT intervention. This study provided explanation of research limitations and recommendations for future clinical trials.

How does cognition evolve? Phylogenetic comparative psychology

Science.gov (United States)

Matthews, Luke J.; Hare, Brian A.; Nunn, Charles L.; Anderson, Rindy C.; Aureli, Filippo; Brannon, Elizabeth M.; Call, Josep; Drea, Christine M.; Emery, Nathan J.; Haun, Daniel B. M.; Herrmann, Esther; Jacobs, Lucia F.; Platt, Michael L.; Rosati, Alexandra G.; Sandel, Aaron A.; Schroepfer, Kara K.; Seed, Amanda M.; Tan, Jingzhi; van Schaik, Carel P.; Wobber, Victoria

2014-01-01

Now more than ever animal studies have the potential to test hypotheses regarding how cognition evolves. Comparative psychologists have developed new techniques to probe the cognitive mechanisms underlying animal behavior, and they have become increasingly skillful at adapting methodologies to test multiple species. Meanwhile, evolutionary biologists have generated quantitative approaches to investigate the phylogenetic distribution and function of phenotypic traits, including cognition. In particular, phylogenetic methods can quantitatively (1) test whether specific cognitive abilities are correlated with life history (e.g., lifespan), morphology (e.g., brain size), or socio-ecological variables (e.g., social system), (2) measure how strongly phylogenetic relatedness predicts the distribution of cognitive skills across species, and (3) estimate the ancestral state of a given cognitive trait using measures of cognitive performance from extant species. Phylogenetic methods can also be used to guide the selection of species comparisons that offer the strongest tests of a priori predictions of cognitive evolutionary hypotheses (i.e., phylogenetic targeting). Here, we explain how an integration of comparative psychology and evolutionary biology will answer a host of questions regarding the phylogenetic distribution and history of cognitive traits, as well as the evolutionary processes that drove their evolution. PMID:21927850

How does cognition evolve? Phylogenetic comparative psychology.

Science.gov (United States)

MacLean, Evan L; Matthews, Luke J; Hare, Brian A; Nunn, Charles L; Anderson, Rindy C; Aureli, Filippo; Brannon, Elizabeth M; Call, Josep; Drea, Christine M; Emery, Nathan J; Haun, Daniel B M; Herrmann, Esther; Jacobs, Lucia F; Platt, Michael L; Rosati, Alexandra G; Sandel, Aaron A; Schroepfer, Kara K; Seed, Amanda M; Tan, Jingzhi; van Schaik, Carel P; Wobber, Victoria

2012-03-01

Now more than ever animal studies have the potential to test hypotheses regarding how cognition evolves. Comparative psychologists have developed new techniques to probe the cognitive mechanisms underlying animal behavior, and they have become increasingly skillful at adapting methodologies to test multiple species. Meanwhile, evolutionary biologists have generated quantitative approaches to investigate the phylogenetic distribution and function of phenotypic traits, including cognition. In particular, phylogenetic methods can quantitatively (1) test whether specific cognitive abilities are correlated with life history (e.g., lifespan), morphology (e.g., brain size), or socio-ecological variables (e.g., social system), (2) measure how strongly phylogenetic relatedness predicts the distribution of cognitive skills across species, and (3) estimate the ancestral state of a given cognitive trait using measures of cognitive performance from extant species. Phylogenetic methods can also be used to guide the selection of species comparisons that offer the strongest tests of a priori predictions of cognitive evolutionary hypotheses (i.e., phylogenetic targeting). Here, we explain how an integration of comparative psychology and evolutionary biology will answer a host of questions regarding the phylogenetic distribution and history of cognitive traits, as well as the evolutionary processes that drove their evolution.

Measuring cognitive load during procedural skills training with colonoscopy as an exemplar.

Science.gov (United States)

Sewell, Justin L; Boscardin, Christy K; Young, John Q; Ten Cate, Olle; O'Sullivan, Patricia S

2016-06-01

Few studies have investigated cognitive factors affecting learning of procedural skills in medical education. Cognitive load theory, which focuses on working memory, is highly relevant, but methods for measuring cognitive load during procedural training are not well understood. Using colonoscopy as an exemplar, we used cognitive load theory to develop a self-report instrument to measure three types of cognitive load (intrinsic, extraneous and germane load) and to provide evidence for instrument validity. We developed the instrument (the Cognitive Load Inventory for Colonoscopy [CLIC]) using a multi-step process. It included 19 items measuring three types of cognitive load, three global rating items and demographics. We then conducted a cross-sectional survey that was administered electronically to 1061 gastroenterology trainees in the USA. Participants completed the CLIC following a colonoscopy. The two study phases (exploratory and confirmatory) each lasted for 10 weeks during the 2014-2015 academic year. Exploratory factor analysis determined the most parsimonious factor structure; confirmatory factor analysis assessed model fit. Composite measures of intrinsic, extraneous and germane load were compared across years of training and with global rating items. A total of 477 (45.0%) invitees participated (116 in the exploratory study and 361 in the confirmatory study) in 154 (95.1%) training programmes. Demographics were similar to national data from the USA. The most parsimonious factor structure included three factors reflecting the three types of cognitive load. Confirmatory factor analysis verified that a three-factor model was the best fit. Intrinsic, extraneous and germane load items had high internal consistency (Cronbach's alpha 0.90, 0.87 and 0.96, respectively) and correlated as expected with year in training and global assessment of cognitive load. The CLIC measures three types of cognitive load during colonoscopy training. Evidence of validity is

Measures of Student Non-Cognitive Skills and Political Tolerance after Two Years of the Louisiana Scholarship Program. Louisiana Scholarship Program Evaluation Report #2. Technical Report

Science.gov (United States)

Mills, Jonathan N.; Cheng, Albert; Hitt, Collin E.; Wolf, Patrick J.; Greene, Jay P.

2016-01-01

This report examines the short-term effects of the Louisiana Scholarship Program (LSP) on students' non-cognitive skills and civic values. While a growing number of studies have evaluated K-12 school voucher programs along academic dimensions, few have focused on the development of non-cognitive skills and civic values. This study aims to address…

German National Proficiency Scales in Biology: Internal Structure, Relations to General Cognitive Abilities and Verbal Skills

Science.gov (United States)

KÖLLER, OLAF

2016-01-01

ABSTRACT National and international large‐scale assessments (LSA) have a major impact on educational systems, which raises fundamental questions about the validity of the measures regarding their internal structure and their relations to relevant covariates. Given its importance, research on the validity of instruments specifically developed for LSA is still sparse, especially in science and its subdomains biology, chemistry, and physics. However, policy decisions for the improvement of educational quality based on LSA can only be helpful if valid information on students’ achievement levels is provided. In the present study, the nature of the measurement instruments based on the German Educational Standards in Biology is examined. On the basis of data from 3,165 students in Grade 10, we present dimensional analyses and report the relationship between different subdimensions of biology literacy and cognitive covariates such as general cognitive abilities and verbal skills. A theory‐driven two‐dimensional model fitted the data best. Content knowledge and scientific inquiry, two subdimensions of biology literacy, are highly correlated and show differential correlational patterns to the covariates. We argue that the underlying structure of biology should be incorporated into curricula, teacher training and future assessments. PMID:27818532

Democracy, cognitive skill, and top 1% income share in the 21st century

OpenAIRE

Yamamura, Eiji

2015-01-01

Studies to date have shown that income concentration for the top 1% income share, the super-rich, has increased conspicuously in the 21st century. However, there is insufficient knowledge on how political factors and types of human capital influence income concentration. Using cross-country data from this century, I provide empirical evidence that shows that democracy and cognitive skill are negatively correlated to the top 1% income share.

Retrofitting Non-Cognitive-Diagnostic Reading Assessment under the Generalized DINA Model Framework

Science.gov (United States)

Chen, Huilin; Chen, Jinsong

2016-01-01

Cognitive diagnosis models (CDMs) are psychometric models developed mainly to assess examinees' specific strengths and weaknesses in a set of skills or attributes within a domain. By adopting the Generalized-DINA model framework, the recently developed general modeling framework, we attempted to retrofit the PISA reading assessments, a…

Students' Competence in some Problem Solving Skills throughout ...

African Journals Online (AJOL)

Students' Competence in some Problem Solving Skills throughout their B.Sc. Course. ... there is a need for explicitly identifying important cognitive skills and strategies and ... Keywords: Cognitive skills, thinking skills, problem solving, students' ...

Neural activity during emotion recognition after combined cognitive plus social-cognitive training in schizophrenia

Science.gov (United States)

Hooker, Christine I.; Bruce, Lori; Fisher, Melissa; Verosky, Sara C.; Miyakawa, Asako; Vinogradov, Sophia

2012-01-01

Cognitive remediation training has been shown to improve both cognitive and social-cognitive deficits in people with schizophrenia, but the mechanisms that support this behavioral improvement are largely unknown. One hypothesis is that intensive behavioral training in cognition and/or social-cognition restores the underlying neural mechanisms that support targeted skills. However, there is little research on the neural effects of cognitive remediation training. This study investigated whether a 50 hour (10-week) remediation intervention which included both cognitive and social-cognitive training would influence neural function in regions that support social-cognition. Twenty-two stable, outpatient schizophrenia participants were randomized to a treatment condition consisting of auditory-based cognitive training (AT) [Brain Fitness Program/auditory module ~60 minutes/day] plus social-cognition training (SCT) which was focused on emotion recognition [~5–15 minutes per day] or a placebo condition of non-specific computer games (CG) for an equal amount of time. Pre and post intervention assessments included an fMRI task of positive and negative facial emotion recognition, and standard behavioral assessments of cognition, emotion processing, and functional outcome. There were no significant intervention-related improvements in general cognition or functional outcome. FMRI results showed the predicted group-by-time interaction. Specifically, in comparison to CG, AT+SCT participants had a greater pre-to-post intervention increase in postcentral gyrus activity during emotion recognition of both positive and negative emotions. Furthermore, among all participants, the increase in postcentral gyrus activity predicted behavioral improvement on a standardized test of emotion processing (MSCEIT: Perceiving Emotions). Results indicate that combined cognition and social-cognition training impacts neural mechanisms that support social-cognition skills. PMID:22695257

Improving Geoscience Students' Spatial Thinking Skills: Applying Cognitive Science Research in the Classroom

Science.gov (United States)

Ormand, C. J.; Shipley, T. F.; Manduca, C. A.; Tikoff, B.

2011-12-01

Spatial thinking skills are critical to success in many subdisciplines of the geosciences (and beyond). There are many components of spatial thinking, such as mental rotation, penetrative visualization, disembedding, perspective taking, and navigation. Undergraduate students in introductory and upper-level geoscience courses bring a wide variety of spatial skill levels to the classroom, as measured by psychometric tests of many of these components of spatial thinking. Furthermore, it is not unusual for individual students to excel in some of these areas while struggling in others. Although pre- and post-test comparisons show that student skill levels typically improve over the course of an academic term, average gains are quite modest. This suggests that it may be valuable to develop interventions to help undergraduate students develop a range of spatial skills that can be used to solve geoscience problems. Cognitive science research suggests a number of strong strategies for building students' spatial skills. Practice is essential, and time on task is correlated to improvement. Progressive alignment may be used to scaffold students' successes on simpler problems, allowing them to see how more complex problems are related to those they can solve. Gesturing has proven effective in moving younger students from incorrect problem-solving strategies to correct strategies in other disciplines. These principles can be used to design instructional materials to improve undergraduate geoscience students' spatial skills; we will present some examples of such materials.

Evidence for skill level differences in the thought processes of golfers during high and low pressure situations.

Directory of Open Access Journals (Sweden)

Amy Elizabeth Whitehead

2016-01-01

Full Text Available Two studies examined differences in the cognition of golfers with differing levels of expertise in high and low pressure situations. In study 1, six high skill and six low skill golfers performed six holes of golf, while verbalizing their thoughts using Think Aloud (TA protocol. Higher skilled golfers’ cognitive processes centered more on planning in comparison to lower skilled golfers. Study 2 investigated whether thought processes of golfers changed in response to competitive pressure. Eight high skill and eight moderate skilled golfers, completed a practice round and a competition round whilst verbalizing thoughts using TA. To create pressure in the competition condition, participants were instructed that monetary prizes would be awarded to the top three performers and scores of all golfers would be published in a league table in the club house. When performing under competitive pressure, it was found that higher skilled golfers were more likely to verbalize technical rules compared to practice conditions, especially during putting performance. This shift in cognition toward more technical aspects of motor performance was strongly related to scores on the Decision Specific Reinvestment Scale, suggesting individuals with a higher propensity for reinvestment show the largest changes in cognition under pressure. From a practical perspective, TA can aid a player, coach or sport psychologist by allowing thought processes to be identified and investigate a performer’s thoughts when faced with the pressure of a competition.

Emotion Unchained: Facial Expression Modulates Gaze Cueing under Cognitive Load.

Science.gov (United States)

Pecchinenda, Anna; Petrucci, Manuel

2016-01-01

Direction of eye gaze cues spatial attention, and typically this cueing effect is not modulated by the expression of a face unless top-down processes are explicitly or implicitly involved. To investigate the role of cognitive control on gaze cueing by emotional faces, participants performed a gaze cueing task with happy, angry, or neutral faces under high (i.e., counting backward by 7) or low cognitive load (i.e., counting forward by 2). Results show that high cognitive load enhances gaze cueing effects for angry facial expressions. In addition, cognitive load reduces gaze cueing for neutral faces, whereas happy facial expressions and gaze affected object preferences regardless of load. This evidence clearly indicates a differential role of cognitive control in processing gaze direction and facial expression, suggesting that under typical conditions, when we shift attention based on social cues from another person, cognitive control processes are used to reduce interference from emotional information.

Older drivers with cognitive impairment: Perceived changes in driving skills, driving-related discomfort and self-regulation of driving

DEFF Research Database (Denmark)

Meng, A.; Siren, A.; Teasdale, Thomas William

2013-01-01

The results of a previous study indicate that in general, older drivers who recognise cognitive problems show realistic self-assessment of changes in their driving skills and that driving-related discomfort may function as an indirect monitoring of driving ability, contributing to their safe...... drivers may recognise cognitive problems, they tend not to recognise changes to their driving, which may reflect reluctance to acknowledge the impact of cognitive impairment on their driving. Furthermore, the results suggest that driving-related discomfort plays an important role in the self......-regulation of driving among cognitively impaired older drivers. However, it is less clear what triggers driving-related discomfort among cognitively impaired older drivers indicating that it may be a less reliable aspect of their self-monitoring of driving ability....

Cognitive-Behavioral Therapy for Depression Using Mind Over Mood: CBT Skill Use and Differential Symptom Alleviation.

Science.gov (United States)

Hawley, Lance L; Padesky, Christine A; Hollon, Steven D; Mancuso, Enza; Laposa, Judith M; Brozina, Karen; Segal, Zindel V

2017-01-01

Cognitive-behavioral therapy (CBT) for depression is highly effective. An essential element of this therapy involves acquiring and utilizing CBT skills; however, it is unclear whether the type of CBT skill used is associated with differential symptom alleviation. Outpatients (N = 356) diagnosed with a primary mood disorder received 14 two-hour group sessions of CBT for depression, using the Mind Over Mood protocol. In each session, patients completed the Beck Depression Inventory and throughout the week they reported on their use of CBT skills: behavioral activation (BA), cognitive restructuring (CR), and core belief (CB) strategies. Bivariate latent difference score (LDS) longitudinal analyses were used to examine patterns of differential skill use and subsequent symptom change, and multigroup LDS analyses were used to determine whether longitudinal associations differed as a function of initial depression severity. Higher levels of BA use were associated with a greater subsequent decrease in depressive symptoms for patients with mild to moderate initial depression symptoms relative to those with severe symptoms. Higher levels of CR use were associated with a greater subsequent decrease in depressive symptoms, whereas higher levels of CB use were followed by a subsequent increase in depressive symptoms, regardless of initial severity. Results indicated that the type of CBT skill used is associated with differential patterns of subsequent symptom change. BA use was associated with differential subsequent change as a function of initial severity (patients with less severe depression symptoms demonstrated greater symptom improvement), whereas CR use was associated with symptom alleviation and CB use with an increase in subsequent symptoms as related to initial severity. Copyright © 2016. Published by Elsevier Ltd.

Case Report: "ADHD Trainer": the mobile application that enhances cognitive skills in ADHD patients [version 5; referees: 2 approved, 1 approved with reservations

Directory of Open Access Journals (Sweden)

Gonzalo Ruiz-Manrique

2015-10-01

Full Text Available We report the case of a 10 year old patient diagnosed with attention deficit hyperactivity disorder (ADHD and comorbid video game addiction, who was treated with medication combined with a novel cognitive training method based on video games called TCT method. A great risk of developing video game or internet addiction has been reported in children, especially in children with ADHD. Despite this risk, we hypothesize that the good use of these new technologies might be useful to develop new methods of cognitive training. The cognitive areas in which a greater improvement was observed through the use of video games were visuospatial working memory and fine motor skills. TCT method is a cognitive training method that enhances cognitive skills such as attention, working memory, processing speed, calculation ability, reasoning, and visuomotor coordination. The purpose of reviewing this case is to highlight that regular cognitive computerized training in ADHD patients may improve some of their cognitive symptoms and might be helpful for treating video game addiction.

Retention of Mastoidectomy Skills After Virtual Reality Simulation Training.

Science.gov (United States)

Andersen, Steven Arild Wuyts; Konge, Lars; Cayé-Thomasen, Per; Sørensen, Mads Sølvsten

2016-07-01

pretraining relative reaction time, 1.42 [95% CI, 1.37-1.47]; mean end of training relative reaction time, 1.24 [95% CI, 1.16-1.32]; and mean retention relative reaction time, 1.36 [95% CI, 1.30-1.42]; massed practice group: mean pretraining relative reaction time, 1.34 [95% CI, 1.28-1.40]; mean end of training relative reaction time, 1.31 [95% CI, 1.21-1.42]; and mean retention relative reaction time, 1.39 [95% CI, 1.31-1.46]) indicated that cognitive load during the virtual procedures had returned to the pretraining level. Mastoidectomy skills acquired under time-distributed practice conditions were retained better than skills acquired under massed practice conditions. Complex psychomotor skills should be regularly reinforced to consolidate both motor and cognitive aspects. Virtual reality simulation training provides the opportunity for such repeated training and should be integrated into training curricula.

Poverty, Physical Stature, and Cognitive Skills: Mechanisms Underlying Children's School Enrollment in Zambia

Science.gov (United States)

McCoy, Dana Charles; Zuilkowski, Stephanie Simmons; Fink, Günther

2015-01-01

Past research suggests robust positive associations between household socioeconomic status and children's early cognitive development in Western countries. Relatively little is known about these relations in low-income country settings characterized by economic adversity, high prevalence of malnutrition and infectious disease, and relatively lower…

Relations Between Nonverbal and Verbal Social Cognitive Skills and Complex Social Behavior in Children and Adolescents with Autism.

Science.gov (United States)

Demopoulos, Carly; Hopkins, Joyce; Lewine, Jeffrey D

2016-07-01

Although there is an extensive literature on domains of social skill deficits in individuals with Autism Spectrum Disorders (ASD), little research has examined the relation between specific social cognitive skills and complex social behaviors in daily functioning. This was the aim of the present study. Participants were 37 (26 male and 11 female) children and adolescents aged 6-18 years diagnosed with ASD. To determine the amount of variance in parent-rated complex social behavior accounted for by the linear combination of five directly-assessed social cognitive variables (i.e., adult and child facial and vocal affect recognition and social judgment) after controlling for general intellectual ability, a hierarchical regression analysis was performed. The linear combination of variables accounted for 35.4 % of the variance in parent-rated complex social behavior. Vocal affect recognition in adult voices showed the strongest association with complex social behavior in ASD. Results suggest that assessment and training in vocal affective comprehension should be an important component of social skills interventions for individuals with ASD.

Asymmetric Spatial Processing Under Cognitive Load.

Science.gov (United States)

Naert, Lien; Bonato, Mario; Fias, Wim

2018-01-01

Spatial attention allows us to selectively process information within a certain location in space. Despite the vast literature on spatial attention, the effect of cognitive load on spatial processing is still not fully understood. In this study we added cognitive load to a spatial processing task, so as to see whether it would differentially impact upon the processing of visual information in the left versus the right hemispace. The main paradigm consisted of a detection task that was performed during the maintenance interval of a verbal working memory task. We found that increasing cognitive working memory load had a more negative impact on detecting targets presented on the left side compared to those on the right side. The strength of the load effect correlated with the strength of the interaction on an individual level. The implications of an asymmetric attentional bias with a relative disadvantage for the left (vs the right) hemispace under high verbal working memory (WM) load are discussed.

Asymmetric Spatial Processing Under Cognitive Load

Directory of Open Access Journals (Sweden)

Lien Naert

2018-04-01

Full Text Available Spatial attention allows us to selectively process information within a certain location in space. Despite the vast literature on spatial attention, the effect of cognitive load on spatial processing is still not fully understood. In this study we added cognitive load to a spatial processing task, so as to see whether it would differentially impact upon the processing of visual information in the left versus the right hemispace. The main paradigm consisted of a detection task that was performed during the maintenance interval of a verbal working memory task. We found that increasing cognitive working memory load had a more negative impact on detecting targets presented on the left side compared to those on the right side. The strength of the load effect correlated with the strength of the interaction on an individual level. The implications of an asymmetric attentional bias with a relative disadvantage for the left (vs the right hemispace under high verbal working memory (WM load are discussed.

Individual Placement and Support supplemented with cognitive remediation and work-related social skills training in Denmark

DEFF Research Database (Denmark)

Christensen, Thomas Nordahl; Nielsen, Iben Gammelgaard; Stenager, Elsebeth

2015-01-01

with a higher minimum wage and fewer entry-level jobs in comparison with other countries such as the US. Furthermore, long-term job retention and economic self-sufficiency have not been clearly demonstrated. Integrating methods such as cognitive remediation and work-related social skills training may be ways...

Neural activity during emotion recognition after combined cognitive plus social cognitive training in schizophrenia.

Science.gov (United States)

Hooker, Christine I; Bruce, Lori; Fisher, Melissa; Verosky, Sara C; Miyakawa, Asako; Vinogradov, Sophia

2012-08-01

Cognitive remediation training has been shown to improve both cognitive and social cognitive deficits in people with schizophrenia, but the mechanisms that support this behavioral improvement are largely unknown. One hypothesis is that intensive behavioral training in cognition and/or social cognition restores the underlying neural mechanisms that support targeted skills. However, there is little research on the neural effects of cognitive remediation training. This study investigated whether a 50 h (10-week) remediation intervention which included both cognitive and social cognitive training would influence neural function in regions that support social cognition. Twenty-two stable, outpatient schizophrenia participants were randomized to a treatment condition consisting of auditory-based cognitive training (AT) [Brain Fitness Program/auditory module ~60 min/day] plus social cognition training (SCT) which was focused on emotion recognition [~5-15 min per day] or a placebo condition of non-specific computer games (CG) for an equal amount of time. Pre and post intervention assessments included an fMRI task of positive and negative facial emotion recognition, and standard behavioral assessments of cognition, emotion processing, and functional outcome. There were no significant intervention-related improvements in general cognition or functional outcome. fMRI results showed the predicted group-by-time interaction. Specifically, in comparison to CG, AT+SCT participants had a greater pre-to-post intervention increase in postcentral gyrus activity during emotion recognition of both positive and negative emotions. Furthermore, among all participants, the increase in postcentral gyrus activity predicted behavioral improvement on a standardized test of emotion processing (MSCEIT: Perceiving Emotions). Results indicate that combined cognition and social cognition training impacts neural mechanisms that support social cognition skills. Copyright © 2012 Elsevier B.V. All

Students' Competence in some Problem Solving Skills throughout ...

African Journals Online (AJOL)

NICO

Cognitive skills, thinking skills, problem solving, students' difficulties with cognitive skills. 1. Introduction ... storage of information in memory, and the retrieval and use of ..... 18 P. Eggen and D. Kauchak, Educational Psychology, Windows on.

The Effect of Think-Pair-Share-Write Based on Hybrid Learning on Metakognitive Skills, Creative Thinking and Cognitive Learning at SMA Negeri 3 Malang

Directory of Open Access Journals (Sweden)

Ika Yulianti Siregar

2017-07-01

Full Text Available The results of biology learning observation show that there are many constraints during the learning process in the class and consultation meeting between teacher and students. The think-pair-share-write based on hybrid learning was conducted to analyze the effect on metacognitive skills, creative thinking and learning outcomes. The research design was quasi experiment with pretest-posttest non-equivalent control group design. The independent variable is think-pair-share-write based on Hybrid learning model, while the dependent variables are metacognitive skills, creative thinking, and cognitive learning outcomes. Metacognitive skills are measured by using metacognitive rubrics. Creative thinking skills and cognitive learning outcomes are measured by using a description test. The data were taken by conducting pretest and posttest. The hypothesis test used was anakova with level of significance 0,05 (P <0,05, as the test result was significant then the test was continued to LSD. Before the anakova test, normality and homogeneity test were performed. The results showed that think-pair-share-write based on Hybrid Learning significantly affecting: 1 the metacognitive skills with F arithmetic of 183,472 and Sig. 0,000; 2 the creative thinking skill with F value of 325,111 and Sig. 0,000; 3 the cognitive learning outcomes with F arithmetic of 175.068 and Sig. 0,000.

21st Century-Based Soft Skills: Spotlight on Non-Cognitive Skills in a Cognitive-Laden Dentistry Program

Science.gov (United States)

Quieng, Marjorie C.; Lim, Pearly P.; Lucas, Maria Rita D.

2015-01-01

Teaching and learning in the 21st century aims to produce students proficient in content knowledge, specific abilities, literacy, numeracy, and technology uses. From these 21st century skills, soft skills were delineated from these learning outcomes; and defined as intra- and interpersonal skills vital for personal development, social…

An experimental study on the effects of a simulation game on students’ clinical cognitive skills and motivation

NARCIS (Netherlands)

M. Dankbaar (Mary); J. Alsma (Jelmer); E.E.H. Jansen (Els E. H.); J.J.G. van Merriënboer (Jeroen); J.L.C.M. van Saase (Jan); S.C.E. Schuit (Stephanie)

2016-01-01

textabstractSimulation games are becoming increasingly popular in education, but more insight in their critical design features is needed. This study investigated the effects of fidelity of open patient cases in adjunct to an instructional e-module on students’ cognitive skills and motivation. We

Psychosocial working conditions and cognitive complaints among Swedish employees.

Directory of Open Access Journals (Sweden)

Cecilia U D Stenfors

Full Text Available BACKGROUND: Cognitive complaints involving problems with concentration, memory, decision-making and thinking are relatively common in the work force. The sensitivity of both subjective and objective cognitive functioning to common psychiatric conditions, stress levels and to cognitive load makes it plausible that psychosocial working conditions play a role in cognitive complaints. Thus, this study aimed to test the associations between psychosocial work factors and cognitive complaints in nationally representative samples of the Swedish work force. Cross-sectional (n = 9751 and prospective (n = 3644; two time points two years apart sequential multiple regression analyses were run, adjusting for general confounders, depressive- and sleeping problems. Additional prospective analyses were run adjusting for baseline cognitive complaints. CROSS/SECTIONAL RESULTS: High quantitative demands, information and communication technology (ICT demands, under qualification and conflicts were positively associated with cognitive complaints, while social support, good resources at work and over qualification were negatively associated with cognitive complaints in all models. Skill discretion and decision authority were weakly associated with cognitive complaints. Conflicts were more strongly associated with cognitive complaints in women than in men, after adjustment for general confounders. PROSPECTIVE RESULTS: Quantitative job demands, ICT demands and under qualification were positively associated with future cognitive complaints in all models, including when adjusted for baseline cognitive complaints. Decision authority was weakly positively associated with future cognitive complaints, only after adjustment for depressive- and sleeping problems respectively. Social support was negatively associated with future cognitive complaints after adjustment for general confounders and baseline cognitive complaints. Skill discretion and resources were negatively

Reducing Cognitive Skill Decay and Diagnostic Error: Theory-Based Practices for Continuing Education in Health Care

Science.gov (United States)

Weaver, Sallie J.; Newman-Toker, David E.; Rosen, Michael A.

2012-01-01

Missed, delayed, or wrong diagnoses can have a severe impact on patients, providers, and the entire health care system. One mechanism implicated in such diagnostic errors is the deterioration of cognitive diagnostic skills that are used rarely or not at all over a prolonged period of time. Existing evidence regarding maintenance of effective…

Are greenhouse gas emissions and cognitive skills related? Cross-country evidence.

Science.gov (United States)

Omanbayev, Bekhzod; Salahodjaev, Raufhon; Lynn, Richard

2018-01-01

Are greenhouse gas emissions (GHG) and cognitive skills (CS) related? We attempt to answer this question by exploring this relationship, using cross-country data for 150 countries, for the period 1997-2012. After controlling for the level of economic development, quality of political regimes, population size and a number of other controls, we document that CS robustly predict GHG. In particular, when CS at a national level increase by one standard deviation, the average annual rate of air pollution changes by nearly 1.7% (slightly less than one half of a standard deviation). This significance holds for a number of robustness checks. Copyright © 2017 Elsevier Inc. All rights reserved.

Skills Matter: Further Results from the Survey of Adult Skills. OECD Skills Studies

Science.gov (United States)

Kankaraš, Miloš; Montt, Guillermo; Paccagnella, Marco; Quintini, Glenda; Thorn, William

2016-01-01

In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially. The "Survey of Adult Skills," a product of the OECD Programme for the International Assessment of Adult…

The Effectiveness of an Interactive Training Program in Developing a Set of Non-Cognitive Skills in Students at University of Petra

Science.gov (United States)

Gheith, Eman; Aljaberi, Nahil M.

2017-01-01

This study aimed to investigate the effectiveness of interactive training programs in developing a set of non-cognitive skills in students at the University of Petra. Furthermore, it sought to examine the impact of the sex, academic year, and university major variables on developing these skills in students who underwent the training program, as…

Research on the Training of Higher Cognitive Learning and Thinking Skills. Final Report. Report No. 5560.

Science.gov (United States)

Nickerson, R. S.

The technical reports summarized in this paper were prepared as part of a project designed to determine what is known about the teaching of cognitive skills and to formulate questions relating to such teaching for further research. Topics discussed in the 22 reports include the following: (1) teaching thinking; (2) Aristotle's logic; (3) a…

Gene, environment and cognitive function

DEFF Research Database (Denmark)

Xu, Chunsheng; Sun, Jianping; Duan, Haiping

2015-01-01

BACKGROUND: the genetic and environmental contributions to cognitive function in the old people have been well addressed for the Western populations using twin modelling showing moderate to high heritability. No similar study has been conducted in the world largest and rapidly ageing Chinese...... population living under distinct environmental condition as the Western populations. OBJECTIVE: this study aims to explore the genetic and environmental impact on normal cognitive ageing in the Chinese twins. DESIGN/SETTING: cognitive function was measured on 384 complete twin pairs with median age of 50...... years for seven cognitive measurements including visuospatial, linguistic skills, naming, memory, attention, abstraction and orientation abilities. Data were analysed by fitting univariate and bivariate twin models to estimate the genetic and environmental components in the variance and co...

Man's underground best friend: domestic ferrets, unlike the wild forms, show evidence of dog-like social-cognitive skills.

Science.gov (United States)

Hernádi, Anna; Kis, Anna; Turcsán, Borbála; Topál, József

2012-01-01

Recent research has shown that dogs' possess surprisingly sophisticated human-like social communication skills compared to wolves or chimpanzees. The effects of domestication on the emergence of socio-cognitive skills, however, are still highly debated. One way to investigate this is to compare socialized individuals from closely related domestic and wild species. In the present study we tested domestic ferrets (Mustela furo) and compared their performance to a group of wild Mustela hybrids and to domestic dogs (Canis familiaris). We found that, in contrast to wild Mustela hybrids, both domestic ferrets and dogs tolerated eye-contact for a longer time when facing their owners versus the experimenter and they showed a preference in a two-way choice task towards their owners. Furthermore, domestic ferrets, unlike the wild hybrids, were able to follow human directional gestures (sustained touching; momentary pointing) and could reach the success rate of dogs. Our study provides the first evidence that domestic ferrets, in a certain sense, are more dog-like than their wild counterparts. These findings support the hypothesis that domestic species may share basic socio-cognitive skills that enable them to engage in effectively orchestrated social interactions with humans.

Man's underground best friend: domestic ferrets, unlike the wild forms, show evidence of dog-like social-cognitive skills.

Directory of Open Access Journals (Sweden)

Anna Hernádi

Full Text Available Recent research has shown that dogs' possess surprisingly sophisticated human-like social communication skills compared to wolves or chimpanzees. The effects of domestication on the emergence of socio-cognitive skills, however, are still highly debated. One way to investigate this is to compare socialized individuals from closely related domestic and wild species. In the present study we tested domestic ferrets (Mustela furo and compared their performance to a group of wild Mustela hybrids and to domestic dogs (Canis familiaris. We found that, in contrast to wild Mustela hybrids, both domestic ferrets and dogs tolerated eye-contact for a longer time when facing their owners versus the experimenter and they showed a preference in a two-way choice task towards their owners. Furthermore, domestic ferrets, unlike the wild hybrids, were able to follow human directional gestures (sustained touching; momentary pointing and could reach the success rate of dogs. Our study provides the first evidence that domestic ferrets, in a certain sense, are more dog-like than their wild counterparts. These findings support the hypothesis that domestic species may share basic socio-cognitive skills that enable them to engage in effectively orchestrated social interactions with humans.

Cognitive consilience: Primate non-primary neuroanatomical circuits underlying cognition

Directory of Open Access Journals (Sweden)

Soren Van Hout Solari

2011-12-01

Full Text Available Interactions between the cerebral cortex, thalamus, and basal ganglia form the basis ofcognitive information processing in the mammalian brain. Understanding the principles ofneuroanatomical organization in these structures is critical to understanding the functions theyperform and ultimately how the human brain works. We have manually distilled and synthesizedhundreds of primate neuroanatomy facts into a single interactive visualization. The resultingpicture represents the fundamental neuroanatomical blueprint upon which cognitive functionsmust be implemented. Within this framework we hypothesize and detail 7 functional circuitscorresponding to psychological perspectives on the brain: consolidated long-term declarativememory, short-term declarative memory, working memory/information processing, behavioralmemory selection, behavioral memory output, cognitive control, and cortical information flow regulation. Each circuit is described in terms of distinguishable neuronal groups including thecerebral isocortex (9 pyramidal neuronal groups, parahippocampal gyrus and hippocampus,thalamus (4 neuronal groups, basal ganglia (7 neuronal groups, metencephalon, basal forebrainand other subcortical nuclei. We focus on neuroanatomy related to primate non-primary corticalsystems to elucidate the basis underlying the distinct homotypical cognitive architecture. To dis-play the breadth of this review, we introduce a novel method of integrating and presenting datain multiple independent visualizations: an interactive website (www.cognitiveconsilience.comand standalone iPhone and iPad applications. With these tools we present a unique, annotatedview of neuroanatomical consilience (integration of knowledge.

An Exploratory Analysis of American Indian Children's Cultural Engagement, Fluid Cognitive Skills, and Standardized Verbal IQ Scores

Science.gov (United States)

Tsethlikai, Monica

2011-01-01

This exploratory cross-sectional study examined fluid cognitive skills and standardized verbal IQ scores in relation to cultural engagement amongst Tohono O'odham children (N = 99; ages 7 to 12 years). Guardians with higher socioeconomic status engaged their children in more cultural activities, and participation in more cultural activities…

Is time spent playing video games associated with mental health, cognitive and social skills in young children?

NARCIS (Netherlands)

Kovess-Masfety, V.; Keyes, K.M.; Hamilton, A.; Hanson, G.; Bitfoi, A.; Golitz, D.; Koç, C.; Kuijpers, R.C.W.M.; Lesinskiene, S.; Mihova, Z.; Otten, R.; Fermanian, C.; Pez, O.

2016-01-01

Video games are one of the favourite leisure activities of children; the influence on child health is usually perceived to be negative. The present study assessed the association between the amount of time spent playing video games and children mental health as well as cognitive and social skills.

Donation to disaster relief campaigns: underlying social cognitive factors exposed

NARCIS (Netherlands)

Oosterhof, Liesbeth; Heuvelman, A.; Peters, O.

2009-01-01

number of very serious natural disasters have put an enormous pressure on relief organizations in the last few years. The present study exposes underlying social cognitive factors for donation to relief campaigns. A causal model was constructed, based on social cognitive theory, research on

Counting on fine motor skills: links between preschool finger dexterity and numerical skills.

Science.gov (United States)

Fischer, Ursula; Suggate, Sebastian P; Schmirl, Judith; Stoeger, Heidrun

2017-10-26

Finger counting is widely considered an important step in children's early mathematical development. Presumably, children's ability to move their fingers during early counting experiences to aid number representation depends in part on their early fine motor skills (FMS). Specifically, FMS should link to children's procedural counting skills through consistent repetition of finger-counting procedures. Accordingly, we hypothesized that (a) FMS are linked to early counting skills, and (b) greater FMS relate to conceptual counting knowledge (e.g., cardinality, abstraction, order irrelevance) via procedural counting skills (i.e., one-one correspondence and correctness of verbal counting). Preschool children (N = 177) were administered measures of procedural counting skills, conceptual counting knowledge, FMS, and general cognitive skills along with parent questionnaires on home mathematics and fine motor environment. FMS correlated with procedural counting skills and conceptual counting knowledge after controlling for cognitive skills, chronological age, home mathematics and FMS environments. Moreover, the relationship between FMS and conceptual counting knowledge was mediated by procedural counting skills. Findings suggest that FMS play a role in early counting and therewith conceptual counting knowledge. © 2017 John Wiley & Sons Ltd.

The Mechanism of Suppression: A Component of General Comprehension Skill

OpenAIRE

Gernsbacher, Morton Ann; Faust, Mark E.

1991-01-01

We investigated whether the cognitive mechanism of suppression underlies differences in adult comprehension skill. Less skilled comprehenders reject less efficiently the inappropriate meanings of ambiguous words (e.g., the playing card vs. garden tool meaning of spade), the incorrect forms of homophones (e.g., patients vs. patience), the highly typical but absent members of scenes (e.g., a tractor in a farm scene), and words superimposed on pictures or pictures surrounding words. However, les...

Baseline Cognition, Behavior, and Motor Skills in Children with New-Onset, Idiopathic Epilepsy

Science.gov (United States)

Bhise, Vikram V.; Burack, Gail D.; Mandelbaum, David E.

2010-01-01

Aim: Epilepsy is associated with difficulties in cognition and behavior in children. These problems have been attributed to genetics, ongoing seizures, psychosocial issues, underlying abnormality of the brain, and/or antiepileptic drugs. In a previous study, we found baseline cognitive differences between children with partial versus generalized…

Deciphering the Cognitive and Neural Mechanisms Underlying ...

International Development Research Centre (IDRC) Digital Library (Canada)

Deciphering the Cognitive and Neural Mechanisms Underlying Auditory Learning. This project seeks to understand the brain mechanisms necessary for people to learn to perceive sounds. Neural circuits and learning. The research team will test people with and without musical training to evaluate their capacity to learn ...

How Does Parental Reading Influence Children's Reading? A Study of Cognitive Mediation

Science.gov (United States)

van Bergen, Elsje; Bishop, Dorothy; van Zuijen, Titia; de Jong, Peter F.

2015-01-01

Cognitive processes underlying a behavioural outcome (like reading ability) and the impact of familial risk (e.g., for dyslexia) have been studied in isolation. We present a novel design, linking the two avenues. How do familial influences impact on children's cognitive skills, which subsequently underlie reading development? Participants from the…

Cognition-Action Trade-Offs Reflect Organization of Attention in Infancy.

Science.gov (United States)

Berger, Sarah E; Harbourne, Regina T; Horger, Melissa N

2018-01-01

This chapter discusses what cognition-action trade-offs in infancy reveal about the organization and developmental trajectory of attention. We focus on internal attention because this aspect is most relevant to the immediate concerns of infancy, such as fluctuating levels of expertise, balancing multiple taxing skills simultaneously, learning how to control attention under variable conditions, and coordinating distinct psychological domains. Cognition-action trade-offs observed across the life span include perseveration during skill emergence, errors and inefficient strategies during decision making, and the allocation of resources when attention is taxed. An embodied cognitive-load account interprets these behavioral patterns as a result of limited attentional resources allocated across simultaneous, taxing task demands. For populations where motor errors could be costly, like infants and the elderly, attention is typically devoted to motor demands with errors occurring in the cognitive domain. In contrast, healthy young adults tend to preserve their cognitive performance by modifying their actions. © 2018 Elsevier Inc. All rights reserved.

Teaching and testing basic surgical skills without using patients

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Razavi M

2004-10-01

Full Text Available Background: Nowadays, clinical skills centers are important structural components of authentic universities in the world. These centers can be use for tuition of cognitive, affective and psychomotor skills. In this study we have designed a surgical course, consist of 19 theoretical knowledge (cognitive skills and 10 procedural skills. Purpose: teaching and testing the designed course. Methods: This study has been conducted on 678 medical students at clerkship stage. Pre and post-self assessment technique has been used to assess learning progress. A multivariate statistical comparison were adapted for Judgments of learning achievement, Hotelling’s T-square has been used to ascertain the differences between pre and post tests score. For measuring the reliability of the test items. Cronbach's Alpha has been used to measure the reliability of test item. Results: The reliability of the test was 0.84 for cognitive skills and 0.92 for procedural skills. The two tailed test for comparing each pairs of score of 19 cognitive items showed a significant statistical difference between 13 items (P=0.000. For procedural skills the differences between the mean score of 9 items were significant (P=0.000. These results indicate learning achievements by students. Conclusion: This study suggests that, the ability of trainees in both cognitive and psychomotor skills can be improved by tuition of basic surgical skills in skill Lab. (without use of patients. Key words: BASIC SURGICAL SKILLS, CSC, (CLINICAL SKILLS CENTER PRE AND POST SELF-ASSESSMENT

Cognitive Load Imposed by Knobology May Adversely Affect Learners' Perception of Utility in Using Ultrasonography to Learn Physical Examination Skills, but Not Anatomy

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Jamniczky, Heather A.; McLaughlin, Kevin; Kaminska, Malgorzata E.; Raman, Maitreyi; Somayaji, Ranjani; Wright, Bruce; Ma, Irene W. Y.

2015-01-01

Ultrasonography is increasingly used for teaching anatomy and physical examination skills but its effect on cognitive load is unknown. This study aimed to determine ultrasound's perceived utility for learning, and to investigate the effect of cognitive load on its perceived utility. Consenting first-year medical students (n?=?137) completed…

Assessment of medical communication skills by computer: assessment method and student experiences

NARCIS (Netherlands)

Hulsman, R. L.; Mollema, E. D.; Hoos, A. M.; de Haes, J. C. J. M.; Donnison-Speijer, J. D.

2004-01-01

BACKGROUND A computer-assisted assessment (CAA) program for communication skills designated ACT was developed using the objective structured video examination (OSVE) format. This method features assessment of cognitive scripts underlying communication behaviour, a broad range of communication

Developing scenario-based serious games for complex cognitive skills acquisition: Design, development and evaluation of the EMERGO platform

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Slootmaker, Aad; Kurvers, Hub; Hummel, Hans; Koper, Rob

2014-01-01

Serious games are considered to provide powerful and attractive ways to acquire complex cognitive skills for education and training. But existing platforms for development of game-based e-learning often appear either not to be very user-friendly or too rigid or costly. This article addresses the

An Experimental Study on the Effects of a Simulation Game on Students' Clinical Cognitive Skills and Motivation

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Dankbaar, Mary E. W.; Alsma, Jelmer; Jansen, Els E. H.; van Merrienboer, Jeroen J. G.; van Saase, Jan L. C. M.; Schuit, Stephanie C. E.

2016-01-01

Simulation games are becoming increasingly popular in education, but more insight in their critical design features is needed. This study investigated the effects of fidelity of open patient cases in adjunct to an instructional e-module on students' cognitive skills and motivation. We set up a three-group randomized post-test-only design: a…

Individual differences in competent consumer choice: the role of cognitive reflection and numeracy skills.

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Graffeo, Michele; Polonio, Luca; Bonini, Nicolao

2015-01-01

In this paper, we investigate whether cognitive reflection and numeracy skills affect the quality of the consumers' decision-making process in a purchase decision context. In a first (field) experiment, an identical product was on sale in two shops with different initial prices and discounts. One of the two deals was better than the other and the consumers were asked to choose the best one and to describe which arithmetic operations they used to solve the problem; then they were asked to complete the numeracy scale (Lipkus et al., 2001). The choice procedures used by the consumers were classified as "complete decision approach" when all the arithmetic operations needed to solve the problem were computed, and as "partial decision approach" when only some operations were computed. A mediation model shows that higher numeracy is associated with use of the complete decision approach. In turn, this approach is positively associated with the quality of the purchase decision. Given that these findings highlight the importance of the decision processes, in a second (laboratory) experiment we used a supplementary method to study the type of information search used by the participants: eye-tracking. In this experiment the participants were presented with decision problems similar to those used in Experiment 1 and they completed the Lipkus numeracy scale and the Cognitive Reflection Test (CRT; Frederick, 2005). Participants with a high CRT score chose the best deal more frequently, and showed a more profound and detailed information search pattern compared to participants with a low CRT score. Overall, results indicate that higher levels of cognitive reflection and numeracy skills predict the use of a more thorough decision process (measured with two different techniques: retrospective verbal reports and eye movements). In both experiments the decision process is a crucial factor which greatly affects the quality of the purchase decision.

Individual differences in competent consumer choice: the role of Cognitive Reflection and Numeracy skills

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Michele eGraffeo

2015-06-01

Full Text Available In this paper, we investigate whether cognitive reflection and numeracy skills affect the quality of the consumers’ decision-making process in a purchase decision context. In a first (field experiment, an identical product was on sale in two shops with different initial prices and discounts. One of the two deals was better than the other and the consumers were asked to choose the best one and to describe which arithmetic operations they used to solve the problem; then they were asked to complete the numeracy scale (Lipkus et al., 2001. The choice procedures used by the consumers were classified as complete decision approach when all the arithmetic operations needed to solve the problem were computed, and as partial decision approach when only some operations were computed. A mediation model shows that higher numeracy is associated with use of the complete decision approach. In turn, this approach is positively associated with the quality of the purchase decision. Given that these findings highlight the importance of the decision processes, in a second (laboratory experiment we used a supplementary method to study the type of information search used by the participants: eye-tracking. In this experiment the participants were presented with decision problems similar to those used in experiment 1 and they completed the Lipkus numeracy scale and the Cognitive Reflection Test (CRT, (Frederick, 2005. Participants with a high CRT score chose the best deal more frequently, and showed a more profound and detailed information search pattern compared to participants with a low CRT score. Overall, results indicate that higher levels of cognitive reflection and numeracy skills predict the use of a more thorough decision process (measured with two different techniques: retrospective verbal reports and eye movements. In both experiments the decision process is a crucial factor which greatly affects the quality of the purchase decision.

Transforming Spatial Reasoning Skills in the Upper-Level Undergraduate Geoscience Classroom Through Curricular Materials Informed by Cognitive Science Research

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Ormand, C. J.; Shipley, T. F.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T. A.; Tikoff, B.; Atit, K.; Gagnier, K. M.; Resnick, I.

2014-12-01

Spatial visualization is an essential skill in the STEM disciplines, including the geosciences. Undergraduate students, including geoscience majors in upper-level courses, bring a wide range of spatial skill levels to the classroom. Students with weak spatial skills may be unable to understand fundamental concepts and to solve geological problems with a spatial component. However, spatial thinking skills are malleable. As a group of geoscience faculty members and cognitive psychologists, we have developed a set of curricular materials for Mineralogy, Sedimentology & Stratigraphy, and Structural Geology courses. These materials are designed to improve students' spatial skills, and in particular to improve students' abilities to reason about spatially complex 3D geological concepts and problems. Teaching spatial thinking in the context of discipline-based exercises has the potential to transform undergraduate STEM education by removing one significant barrier to success in the STEM disciplines. The curricular materials we have developed are based on several promising teaching strategies that have emerged from cognitive science research on spatial thinking. These strategies include predictive sketching, making visual comparisons, gesturing, and the use of analogy. We have conducted a three-year study of the efficacy of these materials in strengthening the spatial skills of students in upper-level geoscience courses at three universities. Our methodology relies on a pre- and post-test study design, with several tests of spatial thinking skills administered at the beginning and end of each semester. In 2011-2012, we used a "business as usual" approach to gather baseline data, measuring how much students' spatial thinking skills improved in response to the existing curricula. In the two subsequent years we have incorporated our new curricular materials, which can be found on the project website: http://serc.carleton.edu/spatialworkbook/activities.html Structural Geology

The Differences between Emergentism & Skill Acquisition Theory

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Naeemeh Kharaghani

2017-01-01

Full Text Available Although both emergentism and skill acquisition theory developed in the same field (cognitive theories and as an attempt to replace Universal grammar-based approaches, there are some differences between these two theories. The differences lie under their different models of knowledge representation and their diverse degree of emphasis on the role of input. In addition, skill acquisition considers the process of learning while emergentism considers input and output, and what goes on in between has not been considered. Finally it should be mentioned that these two theories take different views towards the learning process. 

Effect of Neuroscience-Based Cognitive Skill Training on Growth of Cognitive Deficits Associated with Learning Disabilities in Children Grades 2-4

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Avtzon, Sarah Abitbol

2012-01-01

Working memory, executive functions, and cognitive processes associated with specific academic areas, are empirically identified as being the core underlying cognitive deficits in students with specific learning disabilities. Using Hebb's theory of neuroplasticity and the principle of automaticity as theoretical bases, this experimental study…

Associations between fine and gross motor skills, aerobic fitness, cognition and academic performance in 7-8 years old Danish children

DEFF Research Database (Denmark)

Lind, Rune Rasmussen; Beck, Mikkel Malling; Geertsen, Svend Sparre

Purpose: The current literature is concentrated around the positive effects of aerobic fitness (AF) on performance in cognitive tests (CP) and academic performance (AP) (reviewed in Hillman 2008). However, motor skills (MS) are often overlooked in this equation, and studies evaluating both AF......, phonological working-memory capacity (PWM), spatial working-memory capacity (SWM), math performance (MP) and fine- and gross-motor skill (FMS & GMS) assessed. Results: Significant associations were found between FMS and MP (P

Cognitive skills and reading in adults with Usher syndrome type 2

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Cecilia eHenricson

2015-03-01

Full Text Available Objective: To investigate working memory, phonological skills, lexical skills, and reading comprehension in adults with Usher syndrome type 2 (USH2.Design: The participants performed tests of phonological processing, lexical access, working memory and reading comprehension. The design of the test situation and tests was specifically considered for use with persons with low vision in combination with hearing impairment. The performance of the group with USH2 on the different cognitive measures was compared to that of a matched control group with normal hearing and vision (NVH.Study Sample: Thirteen participants with USH2 aged 21–60 years and a control group of ten individuals with NVH, matched on age and level of education.Results: The group with USH2 displayed significantly lower performance on tests of phonological processing, and on measures requiring both fast visual judgment and phonological processing. There was a larger variation in performance among the individuals with USH2 than in the matched control group.Conclusions: The performance of the group with USH2 indicated similar problems with phonological processing skills and phonological working memory as in individuals with long-term hearing loss. The group with USH2 also had significantly longer reaction times, indicating that processing of visual stimuli is difficult due to the visual impairment. These findings point toward the difficulties in accessing information that persons with USH2 experience, and could be part of the explanation of why individuals with USH2 report high levels of fatigue and feelings of stress (Wahlqvist et al., 2013.

Does Naming Therapy Make Ordering in a Restaurant Easier? Dynamics of Co-Occurring Change in Cognitive-Linguistic and Functional Communication Skills in Aphasia

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Johnson, Jeffrey P.; Villard, Sarah; Kiran, Swathi

2017-01-01

Purpose This study was conducted to investigate the static and dynamic relationships between impairment-level cognitive-linguistic abilities and activity-level functional communication skills in persons with aphasia (PWA). Method In Experiment 1, a battery of standardized assessments was administered to a group of PWA (N = 72) to examine associations between cognitive-linguistic ability and functional communication at a single time point. In Experiment 2, impairment-based treatment was administered to a subset of PWA from Experiment 1 (n = 39) in order to examine associations between change in cognitive-linguistic ability and change in function and associations at a single time point. Results In both experiments, numerous significant associations were found between scores on tests of cognitive-linguistic ability and a test of functional communication at a single time point. In Experiment 2, significant treatment-induced gains were seen on both types of measures in participants with more severe aphasia, yet cognitive-linguistic change scores were not significantly correlated with functional communication change scores. Conclusions At a single time point, cognitive-linguistic and functional communication abilities are associated in PWA. However, although changes on standardized assessments reflecting improvements in both types of skills can occur following an impairment-based therapy, these changes may not be significantly associated with each other. PMID:28196373

Stochastic Dynamics Underlying Cognitive Stability and Flexibility.

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Kai Ueltzhöffer

2015-06-01

Full Text Available Cognitive stability and flexibility are core functions in the successful pursuit of behavioral goals. While there is evidence for a common frontoparietal network underlying both functions and for a key role of dopamine in the modulation of flexible versus stable behavior, the exact neurocomputational mechanisms underlying those executive functions and their adaptation to environmental demands are still unclear. In this work we study the neurocomputational mechanisms underlying cue based task switching (flexibility and distractor inhibition (stability in a paradigm specifically designed to probe both functions. We develop a physiologically plausible, explicit model of neural networks that maintain the currently active task rule in working memory and implement the decision process. We simplify the four-choice decision network to a nonlinear drift-diffusion process that we canonically derive from a generic winner-take-all network model. By fitting our model to the behavioral data of individual subjects, we can reproduce their full behavior in terms of decisions and reaction time distributions in baseline as well as distractor inhibition and switch conditions. Furthermore, we predict the individual hemodynamic response timecourse of the rule-representing network and localize it to a frontoparietal network including the inferior frontal junction area and the intraparietal sulcus, using functional magnetic resonance imaging. This refines the understanding of task-switch-related frontoparietal brain activity as reflecting attractor-like working memory representations of task rules. Finally, we estimate the subject-specific stability of the rule-representing attractor states in terms of the minimal action associated with a transition between different rule states in the phase-space of the fitted models. This stability measure correlates with switching-specific thalamocorticostriatal activation, i.e., with a system associated with flexible working memory

The mechanism of suppression: a component of general comprehension skill.

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Gernsbacher, M A; Faust, M E

1991-03-01

We investigated whether the cognitive mechanism of suppression underlies differences in adult comprehension skill. Less skilled comprehenders reject less efficiently the inappropriate meanings of ambiguous words (e.g., the playing card vs. garden tool meaning of spade), the incorrect forms of homophones (e.g., patients vs. patience), the highly typical but absent members of scenes (e.g., a tractor in a farm scene), and words superimposed on pictures or pictures surrounding words. However, less skilled comprehenders are not less cognizant of what is contextually appropriate; in fact, they benefit from a biasing context just as much (and perhaps more) as more skilled comprehenders do. Thus, less skilled comprehenders do not have difficulty enhancing contextually appropriate information. Instead, we suggest that less skilled comprehenders suffer from a less efficient suppression mechanism, which we conclude is an important component of general comprehension skill.

Understanding the cognitive processes involved in writing to learn.

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Arnold, Kathleen M; Umanath, Sharda; Thio, Kara; Reilly, Walter B; McDaniel, Mark A; Marsh, Elizabeth J

2017-06-01

Writing is often used as a tool for learning. However, empirical support for the benefits of writing-to-learn is mixed, likely because the literature conflates diverse activities (e.g., summaries, term papers) under the single umbrella of writing-to-learn. Following recent trends in the writing-to-learn literature, the authors focus on the underlying cognitive processes. They draw on the largely independent writing-to-learn and cognitive psychology learning literatures to identify important cognitive processes. The current experiment examines learning from 3 writing tasks (and 1 nonwriting control), with an emphasis on whether or not the tasks engaged retrieval. Tasks that engaged retrieval (essay writing and free recall) led to better final test performance than those that did not (note taking and highlighting). Individual differences in structure building (the ability to construct mental representations of narratives; Gernsbacher, Varner, & Faust, 1990) modified this effect; skilled structure builders benefited more from essay writing and free recall than did less skilled structure builders. Further, more essay-like responses led to better performance, implicating the importance of additional cognitive processes such as reorganization and elaboration. The results highlight how both task instructions and individual differences affect the cognitive processes involved when writing-to-learn, with consequences for the effectiveness of the learning strategy. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Examining social-cognitive predictors of parenting skills among mothers with preschool and early elementary school-aged children.

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Norouzi, Saiideh; Moghaddam, Mohammad Hossein Baghiani; Morowatisharifabad, Mohammad Ali; Norouzi, Ali; Jafari, Ali Reza; Fallahzadeh, Hossein

2015-01-01

Identification of parenting skills determinants among mothers is an ongoing field of research. The aim of this study was to identify the social cognitive predictors of parenting skills among mothers. Previous studies have demonstrated the health action process approach (HAPA) as a credible frame for predicting behavior, but the number of studies considering the predictive value of parenting skills determinants among mothers is rare. An 8 months prospective design was applied. Participants were mothers with preschool and early elementary school-aged children. At the 1(st) time, 120 participants completed self-report questionnaires regarding their risk perception, outcome expectancies, task self-efficacy, and intentions toward parenting skills. At the 2(nd) time, they returned a follow-up questionnaire, which measured planning, coping self-efficacy, and recovery self-efficacy and finally, 8 months later as the 3(rd) time, parenting skills were measured. Path analysis was used for analysis. Path analysis indicated that, in the motivational phase, there was no relationship between parenting skills intention and risk perception, outcome expectancies, and task self-efficacy. Furthermore, no relationship was found between parenting skills intention and planning. In the volitional phase, coping self-efficacy, recovery self-efficacy, and planning were statistically significant predictors of parenting skills. The results of this study confirm that volitional phase of the HAPA model is useful in determining parenting skills. However, the role motivational variables seem to be unimportant in performing these behaviors. It was concluded that everybody intended to apply parenting skills, in nature, and intervention strategies should be focused on turning intentions into behavior.

Developmental trajectories of pitch-related music skills in children with Williams syndrome.

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Martínez-Castilla, Pastora; Rodríguez, Manuel; Campos, Ruth

2016-01-01

The study of music cognition in Williams syndrome (WS) has resulted in theoretical debates regarding cognitive modularity and development. However, no research has previously investigated the development of music skills in this population. In this study, we used the cross-sectional developmental trajectories approach to assess the development of pitch-related music skills in children with WS compared with typically developing (TD) peers. Thus, we evaluated the role of change over time on pitch-related music skills and the developmental relationships between music skills and different cognitive areas. In the TD children, the pitch-related music skills improved with chronological age and cognitive development. In the children with WS, developmental relationships were only found between several pitch-related music skills and specific cognitive processes. We also found non-systematic relationships between chronological age and the pitch-related music skills, stabilization in the level reached in music when cognitive development was considered, and uneven associations between cognitive and music skills. In addition, the TD and WS groups differed in their patterns of pitch-related music skill development. These results suggest that the development of pitch-related music skills in children with WS is atypical. Our findings stand in contrast with the views that claim innate modularity for music in WS; rather, they are consistent with neuroconstructivist accounts. Copyright © 2016 Elsevier Ltd. All rights reserved.

The effectiveness of program developed from cognitive-experiential self-theory and life skills technique on adolescent coping with stress.

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Monkong, L; Pongpanich, S; Viwatwongkasem, C; Chantavanich, S; Wongpiromsarn, Y; Katz, L S

2009-12-01

Many methodologies to decrease stress in adolescents have been introduced and implemented. However, it seems that the problems in their physical, mental, emotional, and learning conditions still exist, especially for long-term. The proposed program with some booster was used to solve the long run problems. To examine the effectiveness of program developed from cognitive-experiential self-theory and life skills technique on adolescent coping with stress. A quasi-experimental research in two groups is used to modify theoretical concepts of cognitive-experiential self-theory and life skills technique on adolescent coping with stress. The students of secondary schools in Nakhon Sawan Province Thailand were the target population. Two schools were randomly chosen, one for control and the other for experiment. The sample size of 84 students was randomly selected and requested to be volunteers and 44 volunteers were trained on concept of thinking, strategies to resolve the problem and control emotion for 5 days and booster in school for 9 months in every fortnight and was measured 5 times, before and after interventions at 3rd, 6th and 9th months. We used independent t-test, paired t-test, analysis of variance and covariance for data analysis. There were no difference in the mean of summation of knowledge, attitude and practice of pre-test score between treatment and control group (P = 0.124). After the training program, the volunteers showed significant improvement of knowledge, attitude and practice (P cognitive-experiential self-theory and life skills technique on adolescent enabled the participants to improve knowledge, attitude and practice in coping with stress.

The Relation of Maternal Emotional and Cognitive Support During Problem Solving to Pre-Academic Skills in Preschoolers

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Leerkes, Esther M.; Blankson, A. Nayena; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

2011-01-01

Using a sample of 263 mother-child dyads, we examined the extent to which maternal emotional and cognitive support during a joint problem solving task when children were 3-years-old predicted children’s academic skills one year later independent of each other, the quality of the home learning environment, and maternal emotional responsiveness. When all parenting measures were examined simultaneously, only maternal emotional support during problem solving and the quality of the home learning environment predicted unique variation in gains in pre-academic skills from age 3 to age 4. The positive effect of emotional support during problem solving was especially apparent for children whose pre-academic skills were low at age 3. These findings are discussed in light of the changing demands placed on young children and their parents as they prepare for entry to the formal school system. PMID:22121336

Brain stimulation, mathematical, and numerical training: Contribution of core and noncore skills.

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Looi, C Y; Cohen Kadosh, R

2016-01-01

Mathematical abilities that are correlated with various life outcomes vary across individuals. One approach to improve mathematical abilities is by understanding the underlying cognitive functions. Theoretical and experimental evidence suggest that mathematical abilities are subserved by "core" and "noncore" skills. Core skills are commonly regarded as the "innate" capacity to attend to and process numerical information, while noncore skills are those that are important for mathematical cognition, but are not exclusive to the mathematical domain such as executive functions, spatial skills, and attention. In recent years, mathematical training has been combined with the application of noninvasive brain stimulation to further enhance training outcomes. However, the development of more strategic training paradigms is hindered by the lack of understanding on the contributory nature of core and noncore skills and their neural underpinnings. In the current review, we will examine the effects of brain stimulation with focus on transcranial electrical stimulation on core and noncore skills, and its impact on mathematical and numerical training. We will conclude with a discussion on the theoretical and experimental implications of these studies and directions for further research. © 2016 Elsevier B.V. All rights reserved.

Geometry Skill Analysis In Problem Solving Reviewed From The Difference Of Cognitive Style Students Junior High School

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Andi Saparuddin Nur

2017-12-01

Full Text Available This study aimed to analyze the geometry skills in solving problems in terms of cognitive styles differences in the students of SMP Negeri Urumb. The type of this research is descriptive research that is qualitative with case study approach. The subject of this research is all students of SMP Negeri Urumb. Subject selection is done by using snowball sampling technique. The main instrument in this study is the researchers themselves and accompanied by supporting instruments such as diagnostic tests, geometry solving test, and interview guides. Validity and reliability of data is done through credibility test, transferability test, dependability test, and confirmability test. Data analysis consists of data collection, data reduction, data presentation, and conclusions. The results of this study were (1 reflective FI subjects showing visual, verbal, drawing, and logic skills with level of geometry thinking at level 2 (informal deduction; (2 impulsive FI subjects exhibiting visual, verbal, and drawing skills with geometric thinking level at level 1 (analysis, (3 reflective FD subjects exhibit visual skills, and draw with level of geometric thinking at level 0 (visualization, and (4 impulsive FD subjects exhibit visual, verbal skills with geometric level thinking at level 0 (visualization.

Development of social skills in children: neural and behavioral evidence for the elaboration of cognitive models

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Soto-Icaza, Patricia; Aboitiz, Francisco; Billeke, Pablo

2015-01-01

Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other's behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills. We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development. PMID:26483621

The Effects of Using Concept Mapping for Improving Advanced Level Biology Students' Lower- and Higher-Order Cognitive Skills

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Bramwell-Lalor, Sharon; Rainford, Marcia

2014-01-01

This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from…

Response inhibition under alcohol: effects of cognitive and motivational conflict.

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Fillmore, M T; Vogel-Sprott, M

2000-03-01

This experiment tested the effect of cognitive and motivational conflict on response inhibition under alcohol. Fifty-six male social drinkers were randomly assigned to one of eight groups (n = 8). Four pairs of groups received 0.62 g/kg of alcohol, or a placebo, and each pair performed a go/stop choice reaction time task under one of four conflict conditions. One condition (C) produced cognitive conflict by presenting "go" and "stop" signals in the task. Another condition (IR) added motivational conflict by administering an equal monetary reward for inhibiting responses to stop-signals, and for responding to go-signals. The remaining two conditions resolved the motivational conflict by administering the monetary reward only for inhibitions (I), or only for responses (R). Compared with placebo, alcohol reduced inhibitions (i.e., impaired inhibitory control) under cognitive conflict (C; p = .041) and under motivational conflict (IR; p = .012). No significant effect of alcohol on inhibitions was observed in conditions where conflict was resolved (i.e., I and R). The study shows that alcohol can reduce the ability to inhibit a response. However, impaired inhibitory control is not an inevitable outcome of the drug action, because it can be counteracted by the consequences of behavior in the situation.

The cognitive nature of action - functional links between cognitive psychology, movement science, and robotics.

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Schack, Thomas; Ritter, Helge

2009-01-01

This paper examines the cognitive architecture of human action, showing how it is organized over several levels and how it is built up. Basic action concepts (BACs) are identified as major building blocks on a representation level. These BACs are cognitive tools for mastering the functional demands of movement tasks. Results from different lines of research showed that not only the structure formation of mental representations in long-term memory but also chunk formation in working memory are built up on BACs and relate systematically to movement structures. It is concluded that such movement representations might provide the basis for action implementation and action control in skilled voluntary movements in the form of cognitive reference structures. To simulate action implementation we discuss challenges and issues that arise when we try to replicate complex movement abilities in robots. Among the key issues to be addressed is the question how structured representations can arise during skill acquisition and how the underlying processes can be understood sufficiently succinctly to replicate them on robot platforms. Working towards this goal, we translate our findings in studies of motor control in humans into models that can guide the implementation of cognitive robot architectures. Focusing on the issue of manual action control, we illustrate some results in the context of grasping with a five-fingered anthropomorphic robot hand.

Individual Placement and Support supplemented with cognitive remediation and work-related social skills training in Denmark: study protocol for a randomized controlled trial.

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Christensen, Thomas Nordahl; Nielsen, Iben Gammelgaard; Stenager, Elsebeth; Morthorst, Britt Reuter; Lindschou, Jane; Nordentoft, Merete; Eplov, Lene Falgaard

2015-06-21

Individual Placement and Support (IPS) appears to be an effective vocational intervention for obtaining competitive employment for people with severe mental illness. However, no IPS studies or trials have been conducted in Denmark, a country characterized by a specialized labor market with a higher minimum wage and fewer entry-level jobs in comparison with other countries such as the US. Furthermore, long-term job retention and economic self-sufficiency have not been clearly demonstrated. Integrating methods such as cognitive remediation and work-related social skills training may be ways to address these issues. The trial design is an investigator-initiated, randomized, assessor-blinded, multi-center trial. A total of 750 patients with severe mental illness will be randomly assigned into three groups: (1) IPS, (2) IPS enhanced with cognitive remediation and work-related social skills training, and (3) service as usual. The primary outcome is number of hours in competitive employment or education at 18-month follow-up. Secondary and exploratory outcomes are money earned, days to first employment, symptoms, functional level, self-esteem, and self-efficacy at 18-month follow-up. Thirty- and 60-month follow-ups will be register-based. This will be one of the largest randomized trials investigating IPS to date. The trial will be conducted with high methodological quality in order to reduce the risk of bias. If the results of this trial show that IPS, or IPS enhanced with cognitive remediation and work-related social skills training, is superior to service as usual, this will support preliminary evidence. Furthermore, it will show that the method is generalizable to a variety of labor markets and welfare systems and provide important knowledge about the effect of adding cognitive remediation and social skills training to the IPS intervention. ClinicalTrials registration number: NCT01722344 (registered 2 Nov. 2012).

Multimedia educational tools for cognitive surgical skill acquisition in open and laparoscopic colorectal surgery: a randomized controlled trial.

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Shariff, U; Kullar, N; Haray, P N; Dorudi, S; Balasubramanian, S P

2015-05-01

Conventional teaching in surgical training programmes is constrained by time and cost, and has room for improvement. This study aimed to determine the effectiveness of a multimedia educational tool developed for an index colorectal surgical procedure (anterior resection) in teaching and assessment of cognitive skills and to evaluate its acceptability amongst general surgical trainees. Multimedia educational tools in open and laparoscopic anterior resection were developed by filming multiple operations which were edited into procedural steps and substeps and then integrated onto interactive navigational platforms using Adobe® Flash® Professional CS5 10.1. A randomized controlled trial was conducted on general surgical trainees to evaluate the effectiveness of online multimedia in comparison with conventional 'study day' teaching for the acquisition of cognitive skills. All trainees were assessed before and after the study period. Trainees in the multimedia group evaluated the tools by completing a survey. Fifty-nine trainees were randomized but 27% dropped out, leaving 43 trainees randomized to the multimedia group (n = 25) and study day group (n = 18) who were available for analysis. Posttest scores improved significantly in both groups (P multimedia group was not significantly different from the study day group (6.02 ± 5.12 and 5.31 ± 3.42, respectively; P = 0.61). Twenty-five trainees completed the evaluation survey and experienced an improvement in their decision making (67%) and in factual and anatomical knowledge (88%); 96% agreed that the multimedia tool was a useful additional educational resource. Multimedia tools are effective for the acquisition of cognitive skills in colorectal surgery and are well accepted as an educational resource. Colorectal Disease © 2014 The Association of Coloproctology of Great Britain and Ireland.

Cognitive load measurement as a means to advance cognitive load theory

NARCIS (Netherlands)

Paas, F.; Tuovinen, J.E.; Tabbers, H.; van Gerven, P.W.M.

2003-01-01

This paper discusses cognitive load measurement techniques with regard to their contribution to cognitive load theory (CLT). CLT is concerned with the design of instructional methods that efficiently use people's limited cognitive processing capacity to apply acquired knowledge and skills to new

Analysis of Mathematical Communication Skills and Confidence of 10th Grader of SMK in Geometry Material Viewed from Cognitive Style

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Elanda Laksinta Putri

2017-03-01

Full Text Available The purpose of this study were to describe the mathematical communication skills and the confidence of grade X SMK students on Van Hiele model geometry learning based on their cognitive styles. It was a qualitative descriptive research. The subjects were 2 impulsive students and 2 reflective students which were selected with MFFT instrument. The data collection techniques were mathematical communication skills tests (written and orally, interviews, documentation, attitude scale and activity observation sheets. The results showed that both written and orally, reflective students were able to meet 5 indicators of mathematical communication skills, and less meet another indicators. While, impulsive students less meet all of the mathematical communication skills indictors. The impulsive students confidence was in the medium category. In contrary, the reflective students confidence was in the high category.

Testing a model of science process skills acquisition: An interaction with parents' education, preferred language, gender, science attitude, cognitive development, academic ability, and biology knowledge

Science.gov (United States)

Germann, Paul J.

Path analysis techniques were used to test a hypothesized structural model of direct and indirect causal effects of student variables on science process skills. The model was tested twice using data collected at the beginning and end of the school year from 67 9th- and 10th-grade biology students who lived in a rural Franco-American community in New England. Each student variable was found to have significant effects, accounting for approximately 80% of the variance in science process skills achievement. Academic ability, biology knowledge, and language preference had significant direct effects. There were significant mediated effects by cognitive development, parents' education, and attitude toward science in school. The variables of cognitive development and academic ability had the greatest total effects on science process skills. Implications for practitioners and researchers are discussed.

Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes.

Science.gov (United States)

Casagrand, Janet; Semsar, Katharine

2017-06-01

Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures, both inside and outside of class. Due to the incremental nature of the reforms and absence of pre-reform learning assessments, we needed a way to retrospectively assess the effectiveness of our efforts. To do this, we first looked at performance on 12 conserved exam questions. Students performed significantly higher post-reform on questions requiring lower-level cognitive skills and those requiring higher-level cognitive skills. Furthermore, student performance on conserved questions was higher post-reform in both the top and bottom quartiles of students, although lower-quartile student performance did not improve until after the first exam. To examine student learning more broadly, we also used Bloom's taxonomy to quantify a significant increase in the Bloom's level of exams, with students performing equally well post-reform on exams that had over twice as many questions at higher cognitive skill levels. Finally, we believe that four factors provided critical contributions to the success of the course reform, including: transformation efforts across multiple course components, alignment between formative and evaluative course materials, student buy-in to course instruction, and instructional support. This reform demonstrates both the effectiveness of incorporating student-centered, active learning into our course, and the utility of using Bloom's level as a metric to assess course reform. Copyright © 2017 the American Physiological Society.

Guided Inquiry with Cognitive Conflict Strategy: Drilling Indonesian High School Students’ Creative Thinking Skills

Science.gov (United States)

Syadzili, A. F.; Soetjipto; Tukiran

2018-01-01

This research aims to produce physics learning materials in Indonesian high school using guided inquiry with cognitive conflict strategy to drill students’ creative thinking skills in a static fluid learning. This development research used 4D model with one group pre-test and post-test design implemented in the eleventh grade students in the second semester of 2016/2017 academic year. The data were collected by validation sheets, questionnaires, tests and observations, while data analysis techniques is descriptive quantitative analysis. This research obtained several findings, they are : the learning material developed had an average validity score with very valid category. The lesson plan can be implemented very well. The students’ responses toward the learning process were very possitive with the students’ interest to follow the learning. Creative thinking skills of student before the implementation of product was inadequate, then it is very creative after product was implemented. The impacts of the research suggest that guided inquiry may stimulate the students to think creatifly.

A Closer Look at Social Skills and School Performance: Students' Peer Relations Skills and Assertion Skills as Predictors for Their Written and Oral Performances

Science.gov (United States)

Jurkowski, Susanne; Hänze, Martin

2017-01-01

Students' individual learning is supposed to be based on cognitive and social processes. Therefore, students' social skills are assumed to play an important role for school performance. This study set out to investigate the links between students' peer relations skills and assertion skills and their grades for written performances and oral…

Age-related neural correlates of cognitive task performance under increased postural load

NARCIS (Netherlands)

Van Impe, A; Bruijn, S M; Coxon, J P; Wenderoth, N; Sunaert, S; Duysens, J; Swinnen, S P

2013-01-01

Behavioral studies suggest that postural control requires increased cognitive control and visuospatial processing with aging. Consequently, performance can decline when concurrently performing a postural and a demanding cognitive task. We aimed to identify the neural substrate underlying this

Cognitive Processes in Decisions Under Risk Are Not the Same As in Decisions Under Uncertainty

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Kirsten G Volz

2012-07-01

Full Text Available We deal with risk versus uncertainty, a distinction that is of fundamental importance for cognitive neuroscience yet largely neglected. In a world of risk (small world, all alternatives, consequences, and probabilities are known. In uncertain (large worlds, some of this information is unknown or unknowable. Most of cognitive neuroscience studies exclusively study the neural correlates for decisions under risk (e.g., lotteries, with the tacit implication that understanding these would lead to an understanding of decision making in general. First, we show that normative strategies for decisions under risk do not generalize to uncertain worlds, where simple heuristics are often the more accurate strategies. Second, we argue that the cognitive processes for making decisions in a world of risk are not the same as those for dealing with uncertainty. Because situations with known risks are the exception rather than the rule in human evolution, it is unlikely that our brains are adapted to them. We therefore suggest a paradigm shift towards studying decision processes in uncertain worlds and provide first examples.

Mental skills training effectively minimizes operative performance deterioration under stressful conditions: Results of a randomized controlled study.

Science.gov (United States)

Anton, N E; Beane, J; Yurco, A M; Howley, L D; Bean, E; Myers, E M; Stefanidis, D

2018-02-01

Stress can negatively impact surgical performance, but mental skills may help. We hypothesized that a comprehensive mental skills curriculum (MSC) would minimize resident performance deterioration under stress. Twenty-four residents were stratified then randomized to receive mental skills and FLS training (MSC group), or only FLS training (control group). Laparoscopic suturing skill was assessed on a live porcine model with and without external stressors. Outcomes were compared with t-tests. Twenty-three residents completed the study. The groups were similar at baseline. There were no differences in suturing at posttest or transfer test under normal conditions. Both groups experienced significantly decreased performance when stress was applied, but the MSC group significantly outperformed controls under stress. This MSC enabled residents to perform significantly better than controls in the simulated OR under unexpected stressful conditions. These findings support the use of psychological skills as an integral part of a surgical resident training. Copyright © 2017 Elsevier Inc. All rights reserved.

The role of prevention focus under stereotype threat: Initial cognitive mobilization is followed by depletion.

Science.gov (United States)

Ståhl, Tomas; Van Laar, Colette; Ellemers, Naomi

2012-06-01

Previous research has demonstrated that stereotype threat induces a prevention focus and impairs central executive functions. The present research examines how these 2 consequences of stereotype threat are related. The authors argue that the prevention focus is responsible for the effects of stereotype threat on executive functions and cognitive performance. However, because the prevention focus is adapted to deal with threatening situations, the authors propose that it also leads to some beneficial responses to stereotype threat. Specifically, because stereotype threat signals a high risk of failure, a prevention focus initiates immediate recruitment of cognitive control resources. The authors further argue that this response initially facilitates cognitive performance but that the additional cognitive demands associated with working under threat lead to cognitive depletion over time. Study 1 demonstrates that stereotype threat (vs. control) facilitates immediate cognitive control capacity during a stereotype-relevant task. Study 2 experimentally demonstrates the process by showing that stereotype threat (vs. control) facilitates cognitive control as a default, as well as when a prevention focus has been experimentally induced, but not when a promotion focus has been induced. Study 3 shows that stereotype threat facilitates initial math performance under a prevention focus, whereas no effect is found under a promotion focus. Consistent with previous research, however, stereotype threat impaired math performance over time under a prevention focus, but not under a promotion focus. 2012 APA, all rights reserved

Usefulness of the University of California San Diego Performance-Based Skills Assessment for the evaluation of cognitive function and activities of daily living function in patients with cognitive impairment.

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Jeon, Dong-Wook; Ju, Hyun-Bin; Jung, Do-Un; Kim, Sung-Jin; Shim, Joo-Cheol; Moon, Jung-Joon; Kim, You-Na

2017-10-25

To assess the usefulness of the University of California San Diego Performance-Based Skills Assessment (UPSA) as a new diagnostic method and tool for the assessment of cognitive function and activities of daily living function in patients with cognitive impairment. In total, 35 patients with cognitive impairment and 35 healthy controls were recruited for this study. The Mini-Mental State Examination (MMSE), Clinical Dementia Rating (CDR), and Global Deterioration Scale (GDS) were used for the evaluation of cognitive function, while the Barthel Activities of Daily Living Index (BADL), Instrumental Activities of Daily Living Index (IADL), and UPSA were used for the evaluation of activities of daily living function. UPSA scores were significantly lower in patients with cognitive impairment than in controls. The UPSA total score was significantly correlated with MMSE, CDR, GDS, and IADL scores. With regard to the detection of cognitive impairment, UPSA exhibited a greater determination power (R 2 = 0.593) compared with BADL (R 2 = 0.149) and IADL (R 2 = 0.423) and higher sensitivity and specificity compared with IADL. Our results suggest that UPSA is a useful tool for the evaluation of cognitive function and activities of daily living function in patients with cognitive impairment.

The Effectiveness of Training in Communicative Skills Training with A Cognitive – Behaviorist Approach on Spouses ’Marital Adjustment and the Prevention of Addicts from Relapsing in Male Addicts in Isfahan

Directory of Open Access Journals (Sweden)

2008-11-01

Findings: The result showed that training in communicative skills with a cognitive-behaviorist approach influences positively general adjustment. No positive effect was noticed in marital satisfaction and mutual correlation factors. There is positive effect of training skills on mutual agreement and love expression factors. Furthermore, the prevention of addicts from relapsing in male addicts, the number of relapse in control group is more than experimental group but this different was not significant. Results: In general, communicative skills training with a cognitive – behaviorist approach effects spouses adjustment of male addicts.

Language and communication skills in preschool children with autism spectrum disorders: contribution of cognition, severity of autism symptoms, and adaptive functioning to the variability.

Science.gov (United States)

Kjellmer, Liselotte; Hedvall, Åsa; Fernell, Elisabeth; Gillberg, Christopher; Norrelgen, Fritjof

2012-01-01

This study examined the contribution of cognitive function, severity of autism, and adaptive functioning to the variability in language and communication skills in 129 preschool children (aged 24-63 months) with autism spectrum disorder (ASD). Participants were selected from a representative research cohort of 208 preschool children on the basis of caregiver completion of the MacArthur-Bates Communicative Development Inventories (CDI). The children were classified into three cognitive groups: (a) Normal intelligence; (b) Developmental delay; and (c) Intellectual disability. Autism symptom severity was measured by the Autistic Behavior Checklist (ABC), and adaptive functioning by the Daily Living Skills (DLS) and Socialization (Soc) subscales from the Vineland Adaptive Behavior Scales. For each of five CDI variables (Phrases understood, Words understood, Words produced, Gestures and actions, and Language use), the contribution of cognition, severity of autism symptoms, and adaptive functioning to the variability was examined. Cognition and age explained about half or more of the variance in the four verbal language CDI variables, but only about one fourth of the variance in the non-verbal communication variable Gestures and actions. Severity of autism symptoms and the two adaptive measures (DLS and Soc) each only accounted for a few percent more of the variance in the four CDI language variables; however, for Gestures and actions, an additional 11-21% of the variance was accounted for. In conclusion, for children with ASD, receptive and expressive language is mainly related to cognitive level, whereas non-verbal communication skills seem to also be related to severity of autism symptoms and adaptive functioning. Copyright © 2011 Elsevier Ltd. All rights reserved.

Soft Skill Competencies, Hard Skill Competencies, and Intention to Become Entrepreneur of Vocational Graduates

OpenAIRE

Benedicta Prihatin Dwi Riyanti; Christine Winstinindah Sandroto; M. Tri Warmiyati D.W

2016-01-01

This study aimed to determine the effect of soft skill competencies and hard skill competencies to the intention to become entrepreneur in the vocational school graduates. Hard skill entrepreneurial competencies are competencies that are needed to running business. Meanwhile for soft skill competencies are competencies related to aspects of personality and cognitive style. Population in this research is vocational graduates in Jakarta and Jogjakarta. The sampling technique used is incidental ...

Collaborative learning of clinical skills in health professions education

DEFF Research Database (Denmark)

Tolsgaard, Martin G.; Kulasegaram, Kulamakan M.; Ringsted, Charlotte V

2016-01-01

Objectives: This study is designed to provide an overview of why, how, when and for whom collaborative learning of clinical skills may work in health professions education. Why: Collaborative learning of clinical skills may influence learning positively according to the non-medical literature...... suggests that learning is dependent on cognitive co-construction, shared knowledge and reduced cognitive load. When and for whom: The literature on the collaborative learning of clinical skills in health science education is reviewed to support or contradict the hypotheses provided by the theories outlined...... above. Collaborative learning of clinical skills leads to improvements in self-efficacy, confidence and performance when task processing is observable or communicable. However, the effects of collaborative learning of clinical skills may decrease over time as benefits in terms of shared cognition...

Classifying cognitive profiles using machine learning with privileged information in Mild Cognitive Impairment

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Hanin Hamdan Alahmadi

2016-11-01

used as inputs to the classifier, the post-training session is most relevant; and (2 when the graph feature reflecting underlying spatiotemporal fMRI pattern is used, the pre-training session is most relevant. Taken together these results suggest that brain connectivity before training and overall fMRI signal after training are both diagnostic of cognitive skills in MCI.

Integration of a Social Skills Training: A Case Study of Children with Low Social Skills

Science.gov (United States)

Choi, Dong Hwa; Md-Yunus, Sham'ah

2011-01-01

This study explores changes in children's social skills after a cognitive-social skills model intervention. The intervention was conducted over a period of 12 weeks within a regular preschool setting. Sixteen children including four considered to have low social skills participated in the study. Data analysis revealed that the four children with…

Mental skills training with basic combat training soldiers: A group-randomized trial.

Science.gov (United States)

Adler, Amy B; Bliese, Paul D; Pickering, Michael A; Hammermeister, Jon; Williams, Jason; Harada, Coreen; Csoka, Louis; Holliday, Bernie; Ohlson, Carl

2015-11-01

Cognitive skills training has been linked to greater skills, self-efficacy, and performance. Although research in a variety of organizational settings has demonstrated training efficacy, few studies have assessed cognitive skills training using rigorous, longitudinal, randomized trials with active controls. The present study examined cognitive skills training in a high-risk occupation by randomizing 48 platoons (N = 2,432 soldiers) in basic combat training to either (a) mental skills training or (b) an active comparison condition (military history). Surveys were conducted at baseline and 3 times across the 10-week course. Multilevel mixed-effects models revealed that soldiers in the mental skills training condition reported greater use of a range of cognitive skills and increased confidence relative to those in the control condition. Soldiers in the mental skills training condition also performed better on obstacle course events, rappelling, physical fitness, and initial weapons qualification scores, although effects were generally moderated by gender and previous experience. Overall, effects were small; however, given the rigor of the design, the findings clearly contribute to the broader literature by providing supporting evidence that cognitive training skills can enhance performance in occupational and sports settings. Future research should address gender and experience to determine the need for targeting such training appropriately. (c) 2015 APA, all rights reserved).

Relationship between conversational repair strategies and cognitive-linguistic skills in children with moderate hearing loss in Ahvaz, Southern Iran

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Peyman Zamani

2015-02-01

Full Text Available Background and Aim: Conversational repair skills are essential for establishing mutually successful verbal communication. Cognitive and linguistic disorders can have negative effects on these skills. Children with hearing loss have special cognitive and linguistic issues. This study was performed to contribute to the paucity of data on conversational repair strategies used by hearing impaired children.Methods: The participants included 58 children with moderate hearing loss (38 boys and 20 girls aged 6 to 7 from Ahvaz city. A cross-sectional study design was used. Frequency of using different types of repair strategies in ten repair situations was calculated. Scores of intelligence, memory, word finding, lexical richness, and mean length of sentences was obtained through cognitive-linguistic tests. Data was analyzed employing an independent t-test, Pearson correlation coefficient, and logistic regression.Results: A direct correlation was observed between clarification strategy and communicative social intelligence (p=0.045. A direct correlation was observed between applying different types of conversational repair strategies and linguistic abilities in children with moderate hearing loss (p<0.05.Conclusion: Children with moderate hearing loss (age: 6-7 years use repetition more than any other strategy to repair conversation. One unit increase in word finding ability or in mean length of sentence predicts one unit increase in the degree of using repetition strategy.

From the general managerial skills to the school manager’s skills

OpenAIRE

Stan, Cristina

2016-01-01

Training and skill development represents a process in progress during the whole career and involves specialized training both within the organization and throughout the professional and social environment. Notion of skill/ com-petence has been the object of investigation for many sciences. Clarification of notion of competence/skill is necessary for those who want to deal with compe-tences, no matter is about their competences or of the others. In cognitive psychology and in educational scie...

Effect of training the communication skills with cognitive-behavioral model to drug dependent couples on communication patterns and recurrent relapse

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M. Rahbarian

2016-12-01

Full Text Available Background: One of the main challenges in methadone maintenance treatment is relapse and lack of sustainability on treatment. Therefore, considering the effective factors in this regard and reducing it through psychological interventions as an adjunct to medication is necessary. Objective: The current study aimed to determine the effectiveness of communication skill training based on cognitive-behavioral model on communication patterns and recurrent relapse in drug dependent couples. Methods: This study was a quasi-experimental intervention with pretest-posttest and control group in 2013 which carried on 40 couple referred to public addiction treatment center of Qazvin city. These people had troubled communication patterns and were selected using convenience sampling and were divided into two groups of intervention and control, randomly. Two groups were assessed by relapse prediction scale (RPS and structured clinical interview for DSM (SCID-I for men and communication pattern questionnaire (CPQ for couples in pre and post-test. Intervention group received 9 two hours sessions of communication skill training based on cognitive-behavioral model. Data were analyzed using Levin and Box tests and multivariate analysis of covariance (MANCOVA. Findings: The difference between the intervention and control groups in the constructive communication pattern with 51% (p<0/05, in mutual avoidance pattern with 61% (p<0/0001 and in the demand / withdraw pattern with 45% (p<0/05 was statistically significant. Also, the difference between the two groups in the rate of relapse with 64% (p<0/0001 was statistically significant. Conclusion: According to the findings it seems group training of communication skill based on cognitive-behavioral model can improve the communication patterns in drug-dependent couples, as well as prevents relapse in men.

Human cognitive ecology: an instructive framework for comparative primatology.

Science.gov (United States)

Keller, Janet Dixon

2004-03-01

In this review, research on human cognitive ecology is compared with studies of the cognitive ecologies of apes-especially the common chimpanzee. The objective was to assess the feasibility of extending an activity-theory framework developed in studies of humans to an integrated approach for studying the cognitive accomplishments and skills of other primates living in the wild. Six generalizations were abstracted from studies of humans: 1) Social and material environments are arranged to facilitate production. 2) Human activity is shaped by conceptual and cultural principles that provide underlying logic for working knowledge and practice. 3) Schemata (multimodal, mental representations of procedures, strategies, and techniques) govern performance in a domain. 4) Working knowledge, skills, and social identities are co-constructed in communities of practice. 5) Rehearsal improves skilled performances, from which reputations as well as material products are derived. 6) Planning and emergence are in productive tension in human practices. These generalizations are applied to findings in the literature regarding the behavior of chimpanzees and other apes in the wild to assess the potential utility of a situated-activity approach for comparative studies of primate cognition. It is argued in the Discussion that schemata constitute a common core of higher primate intelligence. Planning, emergence, and alterations of the environment to facilitate production further characterize human and chimpanzee or gorilla behaviors to varying degrees. Less apparent in the nonhuman-primate literature is evidence of governing principles, rehearsal, and skill-based reputations or identities entailing theories of mind. Nonetheless, recent observations in the wild suggest that further research is warranted to explore the rudiments of each of these components to enhance our understanding of the ecology of primate cognition and its evolutionary history. Copyright 2004 Wiley-Liss, Inc.

Perspectives on Cognitive Therapy Training within Community Mental Health Settings: Implications for Clinician Satisfaction and Skill Development

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Shannon Wiltsey Stirman

2012-01-01

Full Text Available Despite the mounting evidence of the benefits of cognitive therapy for depression and suicidal behaviors over usual care, like other evidence-based psychosocial treatments (EBTs, it has not been widely adopted in clinical practice. Studies have shown that training followed by intensive consultation is needed to prepare providers to an appropriate level of competency in complex, multisession treatment packages such as cognitive therapy. Given the critical role of training in EBT implementation, more information on factors associated with the success and challenges of training programs is needed. To identify potential reasons for variation in training outcomes across ten agencies in a large, urban community mental health system, we explored program evaluation data and examined provider, consultant, and training program administrator perspectives through follow-up interviews. Perceptions of cognitive therapy, contextual factors, and reactions to feedback on audio recordings emerged as broad categories of themes identified from interviews. These factors may interact and impact clinician efforts to learn cognitive therapy and deliver it skillfully in their practice. The findings highlight experiences and stakeholder perspectives that may contribute to more or less successful training outcomes.

Scheduling a maintenance activity under skills constraints to minimize total weighted tardiness and late tasks

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Djalal Hedjazi

2015-04-01

Full Text Available Skill management is a key factor in improving effectiveness of industrial companies, notably their maintenance services. The problem considered in this paper concerns scheduling of maintenance tasks under resource (maintenance teams constraints. This problem is generally known as unrelated parallel machine scheduling. We consider the problem with a both objectives of minimizing total weighted tardiness (TWT and number of tardiness tasks. Our interest is focused particularly on solving this problem under skill constraints, which each resource has a skill level. So, we propose a new efficient heuristic to obtain an approximate solution for this NP-hard problem and demonstrate his effectiveness through computational experiments. This heuristic is designed for implementation in a static maintenance scheduling problem (with unequal release dates, processing times and resource skills, while minimizing objective functions aforementioned.

Early social cognition in three cultural contexts.

Science.gov (United States)

Callaghan, Tara; Moll, Henrike; Rakoczy, Hannes; Warneken, Felix; Liszkowski, Ulf; Behne, Tanya; Tomasello, Michael

2011-08-01

The influence of culture on cognitive development is well established for school age and older children. But almost nothing is known about how different parenting and socialization practices in different cultures affect infants' and young children's earliest emerging cognitive and social-cognitive skills. In the current monograph, we report a series of eight studies in which we systematically assessed the social-cognitive skills of 1- to 3-year-old children in three diverse cultural settings. One group of children was from a Western, middle-class cultural setting in rural Canada and the other two groups were from traditional, small-scale cultural settings in rural Peru and India.In a first group of studies, we assessed 1-year-old children's most basic social-cognitive skills for understanding the intentions and attention of others: imitation, helping, gaze following, and communicative pointing.Children's performance in these tasks was mostly similar across cultural settings. In a second group of studies, we assessed 1-year-old children's skills in participating in interactive episodes of collaboration and joint attention.Again in these studies the general finding was one of cross-cultural similarity. In a final pair of studies, we assessed 2- to 3-year-old children's skills within two symbolic systems (pretense and pictorial). Here we found that the Canadian children who had much more experience with such symbols showed skills at an earlier age.Our overall conclusion is that young children in all cultural settings get sufficient amounts of the right kinds of social experience to develop their most basic social-cognitive skills for interacting with others and participating in culture at around the same age. In contrast, children's acquisition of more culturally specific skills for use in practices involving artifacts and symbols is more dependent on specific learning experiences.

Cognitive mechanisms underlying disorganization of thought in a genetic syndrome (47,XXY)

NARCIS (Netherlands)

Van Rijn, Sophie; Aleman, Andre; De Sonneville, Leo; Swaab, Hanna

Because of the risk for development of psychopathology such as psychotic symptoms, it has been suggested that studying men with the XXY karyotype may help in the search for underlying cognitive, neural and genetic mechanisms. The aim of this study was to identify cognitive mechanisms that may

Developmental Relations Among Motor and Cognitive Processes and Mathematics Skills.

Science.gov (United States)

Kim, Helyn; Duran, Chelsea A K; Cameron, Claire E; Grissmer, David

2018-03-01

This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Hard Thinking about Soft Skills

Science.gov (United States)

Claxton, Guy; Costa, Arthur L.; Kallick, Bena

2016-01-01

People use various terms to refer to traits and tendencies connected to social-emotional behavior and ways of thinking or approaching problems--from 21st century skills to mindsets to habits of mind. Such traits are also often called soft skills or non-cognitive skills. The authors contend that these latter terms imply that these traits and…

Cognitive knowledge, attitude toward science, and skill development in virtual science laboratories

Science.gov (United States)

Babaie, Mahya

The purpose of this quantitative, descriptive, single group, pretest posttest design study was to explore the influence of a Virtual Science Laboratory (VSL) on middle school students' cognitive knowledge, skill development, and attitudes toward science. This study involved 2 eighth grade Physical Science classrooms at a large urban charter middle school located in Southern California. The Buoyancy and Density Test (BDT), a computer generated test, assessed students' scientific knowledge in areas of Buoyancy and Density. The Attitude Toward Science Inventory (ATSI), a multidimensional survey assessment, measured students' attitudes toward science in the areas of value of science in society, motivation in science, enjoyment of science, self-concept regarding science, and anxiety toward science. A Virtual Laboratory Packet (VLP), generated by the researcher, captured students' mathematical and scientific skills. Data collection was conducted over a period of five days. BDT and ATSI assessments were administered twice: once before the Buoyancy and Density VSL to serve as baseline data (pre) and also after the VSL (post). The findings of this study revealed that students' cognitive knowledge and attitudes toward science were positively changed as expected, however, the results from paired sample t-tests found no statistical significance. Analyses indicated that VSLs were effective in supporting students' scientific knowledge and attitude toward science. The attitudes most changed were value of science in society and enjoyment of science with mean differences of 1.71 and 0.88, respectively. Researchers and educational practitioners are urged to further examine VSLs, covering a variety of topics, with more middle school students to assess their learning outcomes. Additionally, it is recommended that publishers in charge of designing the VSLs communicate with science instructors and research practitioners to further improve the design and analytic components of these

Development of Web-Based Learning Environment Model to Enhance Cognitive Skills for Undergraduate Students in the Field of Electrical Engineering

Science.gov (United States)

Lakonpol, Thongmee; Ruangsuwan, Chaiyot; Terdtoon, Pradit

2015-01-01

This research aimed to develop a web-based learning environment model for enhancing cognitive skills of undergraduate students in the field of electrical engineering. The research is divided into 4 phases: 1) investigating the current status and requirements of web-based learning environment models. 2) developing a web-based learning environment…

Students’ Cognitive Abilities in Plant Anatomy Practical Work

Science.gov (United States)

Setiono, S.; Rustaman, N. Y.; Rahmat, A.; Anggraeni, S.

2017-09-01

Cognitive abilities is fundamental for the students, as it is closely related to higher thinking skills such as the ability to think critically, creatively, and problem solving. This descriptive study aims to investigate the cognitive abilities of biology prospective teachers in the course of Plant Anatomy Practicum based on the cognitive process dimension and dimensions of knowledge the using the framework of Revision of Bloom taxonomy. A number of biology prospective teachers was involved in this study (n=42). The instrument used to collect data for students’ cognitive process mastery in the form of multiple choice with 5 options. Research finding shows that the average student’s cognitive ability is 68.10. The acquisition of knowledge mastery of cognitive ability is still under the criterion of mastery in the course of the Plant Anatomy Practicum (75). Validity and reliability of the instrument (0,71) and (0,81). It is necessary to design lecture programs both in the class and laboratory to develop student’ cognitive abilities.

Cognitive abilities of functionally illiterate persons relevant to ICT use

NARCIS (Netherlands)

Linden, S. van; Cremers, A.H.M.

2008-01-01

The present study investigates the proficiency levels of functionally illiterate persons regarding a number of cognitive skills (language processing skills (reading, writing, listening), visual organizational and visual memory skills, mental spatial orientation, speed of cognitive processing,

Neural mechanisms underlying cognitive control of men with lifelong antisocial behavior.

Science.gov (United States)

Schiffer, Boris; Pawliczek, Christina; Mu Ller, Bernhard; Forsting, Michael; Gizewski, Elke; Leygraf, Norbert; Hodgins, Sheilagh

2014-04-30

Results of meta-analyses suggested subtle deficits in cognitive control among antisocial individuals. Because almost all studies focused on children with conduct problems or adult psychopaths, however, little is known about cognitive control mechanisms among the majority of persistent violent offenders who present an antisocial personality disorder (ASPD). The present study aimed to determine whether offenders with ASPD, relative to non-offenders, display dysfunction in the neural mechanisms underlying cognitive control and to assess the extent to which these dysfunctions are associated with psychopathic traits and trait impulsivity. Participants comprised 21 violent offenders and 23 non-offenders who underwent event-related functional magnetic resonance imaging while performing a non-verbal Stroop task. The offenders, relative to the non-offenders, exhibited reduced response time interference and a different pattern of conflict- and error-related activity in brain areas involved in cognitive control, attention, language, and emotion processing, that is, the anterior cingulate, dorsolateral prefrontal, superior temporal and postcentral cortices, putamen, thalamus, and amygdala. Moreover, between-group differences in behavioural and neural responses revealed associations with core features of psychopathy and attentional impulsivity. Thus, the results of the present study confirmed the hypothesis that offenders with ASPD display alterations in the neural mechanisms underlying cognitive control and that those alterations relate, at least in part, to personality characteristics. Copyright © 2014. Published by Elsevier Ireland Ltd.

The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Pre-Algebraic Knowledge

Science.gov (United States)

Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D.

2016-01-01

The purpose of this study was to examine child-level pathways in development of pre-algebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of grade 2; calculation accuracy and calculation fluency at end of grade 2; and pre-algebraic knowledge and word-problem solving at end of grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than pre-algebraic knowledge. We conclude that pathways in development of these forms of 4th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students’ foundational mathematics skills or cognitive processes. PMID:27786534

Assessing Thinking Skills in Astro 101: Do We Make an Impact?

Science.gov (United States)

Bruning, D.

2005-12-01

Most instructors agree that a major goal of "Astronomy 101" is to develop thinking skills in our students (Partridge and Greenstein, AER 2, 46, 2003). Much educational research in astronomy has initially concentrated on "best practices" for improving student learning (development of "think-pair-share", lecture tutorials, peer tutoring, etc.). Little has been done to date to assess our efforts to improve student thinking skills and students' desire to think more deeply about the cognitively rich ideas offered in the typical astronomy class. This study surveys several astronomy and physics courses to determine whether general analytical thinking skills increase because of the science course and whether students' attitudes toward cognition improve. Cacioppo, Petty and Kao's "Need for Cognition" scale is used for the latter assessment (J. Personality Assessment 48, 306, 1984). A shortened version of Whimbey and Lochhead's ASI skills instrument is used to assess analytical skills ("Problem Solving and Comprehension," 1986). Preliminary results suggest that students need for cognition does not change in general, although there may be a correlation between increasing need for cognition and improvement in grades through the semester. There is a suggestion that need for cognition is slightly predictive of course performance, but a greater correlation exists between the post-course survey and grades. Gains in general analytical skills have been seen in initial surveys, but correlations with course performance appear elusive.

Motor skills under varied gravitoinertial force in parabolic flight

Science.gov (United States)

Ross, Helen E.

Parabolic flight produces brief alternating periods of high and low gravitoinertial force. Subjects were tested on various paper-and-pencil aiming and tapping tasks during both normal and varied gravity in flight. It was found that changes in g level caused directional errors in the z body axis (the gravity axis), the arm aiming too high under 0g and too low under 2g. The standard deviation also increased for both vertical and lateral movements in the mid-frontal plane. Both variable and directional errors were greater under 0g than 2g. In an unpaced reciprocal tapping task subjects tended to increase their error rate rather than their movement time, but showed a non-significant trend towards slower speeds under 0g for all movement orientations. Larger variable errors or slower speeds were probably due to the difficulty of re-organising a motor skill in an unfamiliar force environment, combined with anchorage difficulties under 0g.

Enhancing Systems-Thinking Skills with Modelling

Science.gov (United States)

Hung, Woei

2008-01-01

Systems thinking is an essential cognitive skill that enables individuals to develop an integrative understanding of a given subject at the conceptual and systemic level. Yet, systems thinking is not usually an innate skill. Helping students develop systems-thinking skills warrants attention from educators. This paper describes a study examining…

Cognition, emotion, and attention.

Science.gov (United States)

Müller-Oehring, Eva M; Schulte, Tilman

2014-01-01

Deficits of attention, emotion, and cognition occur in individuals with alcohol abuse and addiction. This review elucidates the concepts of attention, emotion, and cognition and references research on the underlying neural networks and their compromise in alcohol use disorder. Neuroimaging research on adolescents with family history of alcoholism contributes to the understanding of pre-existing brain structural conditions and characterization of cognition and attention processes in high-risk individuals. Attention and cognition interact with other brain functions, including perceptual selection, salience, emotion, reward, and memory, through interconnected neural networks. Recent research reports compromised microstructural and functional network connectivity in alcoholism, which can have an effect on the dynamic tuning between brain systems, e.g., the frontally based executive control system, the limbic emotion system, and the midbrain-striatal reward system, thereby impeding cognitive flexibility and behavioral adaptation to changing environments. Finally, we introduce concepts of functional compensation, the capacity to generate attentional resources for performance enhancement, and brain structure recovery with abstinence. An understanding of the neural mechanisms of attention, emotion, and cognition will likely provide the basis for better treatment strategies for developing skills that enhance alcoholism therapy adherence and quality of life, and reduce the propensity for relapse. © 2014 Elsevier B.V. All rights reserved.

TOWARDS THE USE OF A NOVEL METHOD: The First Experiences on Measuring The Cognitive Load of Learned Programming Skills

Directory of Open Access Journals (Sweden)

Murat Pas UYSAL

2013-01-01

Full Text Available Teaching object-oriented programming (OOP is a difficult task, especially to the beginners. First-time learners also find it difficult to understand. Although there is a considerable amount of study on the cognitive dimension, a few study points out its physiological meaning. Moreover, it has been suggested that neuroscientific studies and methods can enable educational researchers gain an insight into brain and cognitive processes as well. Therefore, this experimental study explored the previously learned OOP skills in terms of cognitive load. By using the functional near-infrared spectroscopy (fNIRS method, we measured the cognitive load of participants when executing OOP tasks. The average oxygenation changes in prefrontal cortex of the brain represented their total cognitive response to a set of OOP tasks. There were two research questions investigated by this study. The first research question explored whether the average oxygenation changed according to the participants’ academic achievements and task completion status. The second research question was for identifying the instant changes in the oxygenations to find out which programming tasks were more contributing to the oxygenation. Later, we compared the findings with experts’ judgments. We observed that the fNIRS system was an effective and promising technology for monitoring cognitive tasks both in classrooms and in experimental environments.

Neural substrates underlying stimulation-enhanced motor skill learning after stroke.

Science.gov (United States)

Lefebvre, Stéphanie; Dricot, Laurence; Laloux, Patrice; Gradkowski, Wojciech; Desfontaines, Philippe; Evrard, Frédéric; Peeters, André; Jamart, Jacques; Vandermeeren, Yves

2015-01-01

Motor skill learning is one of the key components of motor function recovery after stroke, especially recovery driven by neurorehabilitation. Transcranial direct current stimulation can enhance neurorehabilitation and motor skill learning in stroke patients. However, the neural mechanisms underlying the retention of stimulation-enhanced motor skill learning involving a paretic upper limb have not been resolved. These neural substrates were explored by means of functional magnetic resonance imaging. Nineteen chronic hemiparetic stroke patients participated in a double-blind, cross-over randomized, sham-controlled experiment with two series. Each series consisted of two sessions: (i) an intervention session during which dual transcranial direct current stimulation or sham was applied during motor skill learning with the paretic upper limb; and (ii) an imaging session 1 week later, during which the patients performed the learned motor skill. The motor skill learning task, called the 'circuit game', involves a speed/accuracy trade-off and consists of moving a pointer controlled by a computer mouse along a complex circuit as quickly and accurately as possible. Relative to the sham series, dual transcranial direct current stimulation applied bilaterally over the primary motor cortex during motor skill learning with the paretic upper limb resulted in (i) enhanced online motor skill learning; (ii) enhanced 1-week retention; and (iii) superior transfer of performance improvement to an untrained task. The 1-week retention's enhancement driven by the intervention was associated with a trend towards normalization of the brain activation pattern during performance of the learned motor skill relative to the sham series. A similar trend towards normalization relative to sham was observed during performance of a simple, untrained task without a speed/accuracy constraint, despite a lack of behavioural difference between the dual transcranial direct current stimulation and sham

Cognitive Processes Underlying the Artistic Experience

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Alejandra Wah

2017-08-01

Full Text Available Based on the field of aesthetics, for centuries philosophers and more recently scientists have been concerned with understanding the artistic experience focusing on emotional responses to the perception of artworks. By contrast, in the last decades, evolutionary biology has been concerned with explaining the artistic experience by focusing on the cognitive processes underlying this experience. Up until now, the cognitive mechanisms that allow humans to experience objects and events as art remain largely unexplored and there is still no conventional use of terms for referring to the processes which may explain why the artistic experience is characteristically human and universal to human beings (Dissanayake, 1992, p. 24; Donald, 2006, p. 4. In this paper, I will first question whether it is productive to understand the artistic experience in terms of perception and emotion, and I will subsequently propose a possible alternative explanation to understand this experience. Drawing upon the work of Ellen Dissanayake (1992, 2000, 2015, Merlin Donald (2001, 2006, 2013, Antonio Damasio (1994, 2000, 2003, 2010, Barend van Heusden (2004, 2009, 2010, and Alejandra Wah (2014, I will argue that this experience is characterized by particular degrees of imagination and consciousness.

The Relationship between Social and Motor Cognition in Primary School Age-Children

Science.gov (United States)

Kenny, Lorcan; Hill, Elisabeth; Hamilton, Antonia F. de C.

2016-01-01

There is increased interest in the relationship between motor skills and social skills in child development, with evidence that the mechanisms underlying these behaviors may be linked. We took a cognitive approach to this problem, and examined the relationship between four specific cognitive domains: theory of mind, motor skill, action understanding, and imitation. Neuroimaging and adult research suggest that action understanding and imitation are closely linked, but are somewhat independent of theory of mind and low-level motor control. Here, we test if a similar pattern is shown in child development. A sample of 101 primary school aged children with a wide ability range completed tests of IQ (Raven’s matrices), theory of mind, motor skill, action understanding, and imitation. Parents reported on their children’s social, motor and attention performance as well as developmental concerns. The results showed that action understanding and imitation correlate, with the latter having a weak link to motor control. Theory of mind was independent of the other tasks. These results imply that independent cognitive processes for social interaction (theory of mind) and for motor control can be identified in primary school age children, and challenge approaches that link all these domains together. PMID:26941685

Social cognition in schizophrenia: from social stimuli processing to social engagement

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Pablo eBilleke

2013-02-01

Full Text Available Social cognition consists of several skills which allow us to interact with other humans. These skills include social stimuli processing, drawing inferences about others' mental states, and engaging in social interactions. In recent years, there has been growing evidence of social cognitive impairments in patients with schizophrenia. Apparently, these impairments are separable from general neurocognitive impairments, such as attention, memory and executive functioning. Moreover, social cognition seems to be a main determinant of functional outcome and could be used as a guide to elaborate new pharmacological and psychological treatments. However, most of these studies focus on individual mechanisms and observational perspectives; only few of them study schizophrenic patients during interactive situations. We first review evidences of social cognitive impairments both in social stimuli processing and in mental state attribution. We focus on the relationship between these functions and both general cognitive impairments and functional outcome. We next review recent game theory approaches to the study of how social engagement occurs in schizophrenic patients. The advantage of using game theory is that game-oriented tasks can assess social decision-making in an interactive everyday situation model. Finally, we review proposed theoretical models used to explain social alterations and their underlying biological mechanisms. Based on interactive studies, we propose a framework which takes into account the dynamic nature of social processes. Thus, understanding social skills as a result of dynamical systems could facilitate the development of both basic research and clinical applications oriented to psychiatric populations.

Sensitive maintenance: a cognitive process underlying individual differences in memory for threatening information.

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Peters, Jan H; Hock, Michael; Krohne, Heinz Walter

2012-01-01

Dispositional styles of coping with threat influence memory for threatening information. In particular, sensitizers excel over repressors in their memory for threatening information after long retention intervals, but not after short ones. We therefore suggested that sensitizers, but not repressors, employ active maintenance processes during the retention interval to selectively retain threatening material. Sensitive maintenance was studied in 2 experiments in which participants were briefly exposed to threatening and nonthreatening pictures (Experiment 1, N = 128) or words (Experiment 2, N = 145). Following, we administered unannounced recognition tests before and after an intervening task that generated either high or low cognitive load, assuming that high cognitive load would impede sensitizers' memory maintenance of threatening material. Supporting our hypotheses, the same pattern of results was obtained in both experiments: Under low cognitive load, sensitizers forgot less threat material than repressors did; no such differences were observed under high cognitive load.

The perceptual cognitive processes underpinning skilled performance in volleyball: evidence from eye-movements and verbal reports of thinking involving an in situ representative task.

Science.gov (United States)

Afonso, José; Garganta, Jêlio; McRobert, Allistair; Williams, Andrew M; Mesquita, Isabel

2012-01-01

An extensive body of work has focused on the processes underpinning perceptual-cognitive expertise. The majority of researchers have used film-based simulations to capture superior performance. We combined eye movement recording and verbal reports of thinking to explore the processes underpinning skilled performance in a complex, dynamic, and externally paced representative volleyball task involving in situ data collection. Altogether, 27 female volleyball players performed as centre backcourt defenders in simulated sessions while wearing an eye-tracking device. After each sequence, athletes were questioned concerning their perception of the situation. The visual search strategies employed by the highly-skilled players were more exploratory than those used by skilled players, involving more fixations to a greater number of locations. Highly-skilled participants spent more time fixating on functional spaces between two or more display areas, while the skilled participants fixated on the ball trajectory and specific players. Moreover, highly-skilled players generated more condition concepts with higher levels of sophistication than their skilled counterparts. Findings highlight the value of using representative task designs to capture performance in situ. Key pointsDecision-making in complex sports relies deeply on perceptual-cognitive expertise. In turn, the effect of expertise is highly dependent on the nature and complexity of the task.Nonetheless, most researchers use simple tasks in their research designs, risking not capturing performance in a meaningful way. We proposed to use a live action setting with a complex task design, representative of real world situations.We combined eye movement registration with collection of immediate retrospective verbal reports. Although the two data sets are not directly comparable, they may be used in a complementary manner, providing a deeper and fuller understanding of the processes underpinning superior performance.Highly-skilled

Anatomy and computational modeling of networks underlying cognitive-emotional interaction

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Yohan Joshua John

2013-04-01

Full Text Available The classical dichotomy between cognition and emotion equated the first with rationality or logic and the second with irrational behaviors. The idea that cognition and emotion are separable, antagonistic forces competing for dominance of mind has been hard to displace despite abundant evidence to the contrary. For instance, it is now known that a pathological absence of emotion leads to profound impairment of decision making. Behavioral observations of this kind are corroborated at the mechanistic level: neuroanatomical studies reveal that brain areas typically described as underlying either cognitive or emotional processes are linked in ways that imply complex interactions that do not resemble a simple mutual antagonism. Instead, physiological studies and network simulations suggest that top-down signals from prefrontal cortex realize ``cognitive control'' in part by either suppressing or promoting emotional responses controlled by the amygdala, in a way that facilitates adaptation to changing task demands. Behavioral, anatomical, and physiological data suggest that emotion and cognition are equal partners in enabling a continuum or matrix of flexible behaviors that are subserved by multiple brain regions acting in concert. Here we focus on neuroanatomical data that highlight circuitry that structures cognitive-emotional interactions by directly or indirectly linking prefrontal areas with the amygdala. We also present an initial computational circuit model, based on anatomical, physiological and behavioral data to explicitly frame the learning and performance mechanisms by which cognition and emotion interact to achieve flexible behavior.

Anatomy and computational modeling of networks underlying cognitive-emotional interaction.

Science.gov (United States)

John, Yohan J; Bullock, Daniel; Zikopoulos, Basilis; Barbas, Helen

2013-01-01

The classical dichotomy between cognition and emotion equated the first with rationality or logic and the second with irrational behaviors. The idea that cognition and emotion are separable, antagonistic forces competing for dominance of mind has been hard to displace despite abundant evidence to the contrary. For instance, it is now known that a pathological absence of emotion leads to profound impairment of decision making. Behavioral observations of this kind are corroborated at the mechanistic level: neuroanatomical studies reveal that brain areas typically described as underlying either cognitive or emotional processes are linked in ways that imply complex interactions that do not resemble a simple mutual antagonism. Instead, physiological studies and network simulations suggest that top-down signals from prefrontal cortex realize "cognitive control" in part by either suppressing or promoting emotional responses controlled by the amygdala, in a way that facilitates adaptation to changing task demands. Behavioral, anatomical, and physiological data suggest that emotion and cognition are equal partners in enabling a continuum or matrix of flexible behaviors that are subserved by multiple brain regions acting in concert. Here we focus on neuroanatomical data that highlight circuitry that structures cognitive-emotional interactions by directly or indirectly linking prefrontal areas with the amygdala. We also present an initial computational circuit model, based on anatomical, physiological, and behavioral data to explicitly frame the learning and performance mechanisms by which cognition and emotion interact to achieve flexible behavior.

The savant syndrome: intellectual impairment and exceptional skill.

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Miller, L K

1999-01-01

Occasionally, people with developmental disability display skills at a level inconsistent with their general intellectual functioning, so-called "savant" behavior. Studies of savant behavior are reviewed to determine their relevance to notions about the importance of general intellective functions in the development of exceptional skill. It is concluded that (a) the skill exhibited by savants shares many characteristics with that in people without disability, (b) the skill is usually accompanied by normative levels of performance on at least some subtests of standardized measures of cognitive achievement, and (c) it is unclear whether savants have distinctive cognitive strengths or motivational dispositions, though their relative prevalence among people with certain kinds of disability suggests predisposing constraints. The author proposes that these skills typically reflect highly elaborated preconceptual representational systems.

Studying three management skills among midwifery managers of ...

African Journals Online (AJOL)

Results: The results of this study showed that in the field of knowledge, managers prioritized the skills as follows: the human-communicational skills (MR =69.05), technical skills (MR =50.31) and theoretical-cognitive skills (MR =47.57). Also prioritization of skills from the perspective of the study population in the field of ...

Computational Cognitive Neuroscience Modeling of Sequential Skill Learning

Science.gov (United States)

2016-09-21

learning during declarative control. 8. Journal of Experimental Psychology : Learning, Memory , and Cognition . 9. Crossley, M. J., Ashby, F. G., & Maddox...learning: Sensitivity to feedback timing. Frontiers in Psychology – Cognitive Science, 5, article 643, 1-9. 15. Worthy, D.A. & Maddox, W.T. (2014). A...Learning, Memory , and Cognition . Crossley, M. J., Ashby, F. G., & Maddox, W. T. (2014). Context-dependent savings in procedural category learning

Do better communication skills promote sheltered employment in schizophrenia?

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Adamczyk, Przemysław; Daren, Artur; Sułecka, Aleksandra; Błądziński, Piotr; Cichocki, Łukasz; Kalisz, Aneta; Gawęda, Łukasz; Cechnicki, Andrzej

2016-10-01

Alongside various psychopathological symptoms and neurocognitive dysfunctions, communication skill impairments may be considered core feature of schizophrenia. Although many studies examined the relation between employment status and neurocognition in schizophrenia, we still know very little about the role of communication skills in vocational status among people with schizophrenia. The purpose of this study is to identify the most characteristic communication, neurocognitive and social cognition differences which separate the employed schizophrenia outpatients from those who do not work. The study included three groups: 33 schizophrenia outpatients employed in social firms, 29 unemployed schizophrenia outpatients participating in occupational therapy and sex & age matched 31 healthy controls. We assessed communication skills, global cognitive functioning, executive functions, memory, social cognition as well as severity of psychopathology. Our results indicate that the most characteristic differences between employed and unemployed schizophrenia outpatients are associated with selective language and communication skills, i.e. paralinguistic aspects of communication, understanding of discrete meaning of linguistic context and figurative meaning of language. We find no significant differences between both clinical groups with regard to neurocognition and social cognition. Moreover, unemployed group had more severe psychopathology than the employed group, so we re-analyzed results controlling for symptom severity. The only differences that endured were related to general communication skills and explanation of pictured metaphors, but only when controlling solely for positive or negative syndrome. In conclusion, the present study indicates that employment in schizophrenia is associated with better symptomatic remission and communication skills, but not with better neurocognition and social cognition. Copyright © 2016 Elsevier B.V. All rights reserved.

Skill level, Cognitive Ability, Unemployment and Welfare

DEFF Research Database (Denmark)

Larsen, Birthe

2004-01-01

-biasedtechnological shocks increase unemployment, this may explain why themarket it-self cannot respond to this by making it sufficiently attractiveto acquire skills. Consequently, the trade-off in-between subsidizing educationand thereby reducing unemployment and optimizing welfare maybe eliminated. We analyse this issue...... in a simple educational model andnext in a search equilibrium model including a skill choice decision.Keywords: Education, subsidies, efficiency, unemployment.JEL codes: I20, J64....

Cognitive behavioural interventions in addictive disorders.

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Sudhir, Paulomi M

2018-02-01

Cognitive behaviour therapy is a structured, time limited, psychological intervention that has is empirically supported across a wide variety of psychological disorders. CBT for addictive behaviours can be traced back to the application of learning theories in understanding addiction and subsequently to social cognitive theories. The focus of CBT is manifold and the focus is on targeting maintaining factors of addictive behaviours and preventing relapse. Relapse prevention programmes are based on social cognitive and cognitive behavioural principles. Interventions for preventing relapse include, behavioural strategies to decrease the valence of addictive behaviours, coping skills to deal with craving, arousal, negative mood states, assertiveness skills to manage social pressures, family psychoeducation and environmental manipulation and cognitive strategies to enhance self-efficacy beliefs and modification of outcome expectancies related to addictive behaviours. More recent developments in the area of managing addictions include third wave behaviour therapies. Third wave behaviour therapies are focused on improving building awareness, and distress tolerance skills using mindfulness practices. These approaches have shown promise, and more recently the neurobiological underpinnings of mindfulness strategies have been studied. The article provides an overview of cognitive behavioural approaches to managing addictions.

The effect of using digital mind mapping on cognitive achievement and performance level of some basic skills in handball

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Khaled Thabet Awad

2016-07-01

Full Text Available This study aims to identify the effect of using digital mind maps to on the cognitive achievement and the performance level of some basic skills in handball. Research population includes the first-year students at the Faculty of Physical Education in Port Said consisting of 200 students. Research Sample both researchers randomly selected the sample of first year students. The total sample size reaches 180 students with a 90.00%, after excluding failed students, re-registered students, the students of other levels of curriculum, practitioners to previous experiences and irregular students. The total number was 20 students with a percentage of (10.00%. They were divided into: Basic Sample: includes 80 students with a 44.44%. They were divided into two equal groups of 40 students. First Exploratory Sample: includes 60 students from the same research population and from outside the basic sample in order to find Tests Validity of the tests with a 33.33%. Second Exploratory Sample: includes 40 students from the same research population and from outside the basic sample in order to find Tests Reliability of the tests and identify the extent of pilot program appropriateness for the sample under discussion with a 22.22%. The first-year students were selected, according to the study plan, which contains a handball curriculum for the students of this educational level. Statistical Treatments: Both researchers conducted data statistically processes, using a statistical package for Social Sciences, SPSS ver. 20.0, in order to identify: arithmetic mean, standard deviation, median, skewness coefficient, correlation coefficient, discriminant validity coefficient, "t" test per one group, "t" test per two groups. The use of mind maps has a positive effect better than (explanation and model method on the cognitive achievement and the performance level of some basic skills in handball. Active learning techniques, such as the method of digital mind maps in teaching

Soft Skill Competencies, Hard Skill Competencies, and Intention to Become Entrepreneur of Vocational Graduates (P.119-132)

OpenAIRE

Benedicta Prihatin Dwi Riyanti; Christine Winstinindah Sandroto; M. Tri Warmiyati D.W

2017-01-01

This study aimed to determine the effect of soft skill competencies and hard skill competencies to the intention to become entrepreneur in the vocational school graduates. Hard skill entrepreneurial competencies are competencies that are needed to running business. Meanwhile for soft skill competencies are competencies related to aspects of personality and cognitive style. Population in this research is vocational graduates in Jakarta and Jogjakarta. The sampling technique used is incidental ...

Converging models of schizophrenia - Network alterations of prefrontal cortex underlying cognitive impairments

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Sakurai, Takeshi; Gamo, Nao J; Hikida, Takatoshi; Kim, Sun-Hong; Murai, Toshiya; Tomoda, Toshifumi; Sawa, Akira

2015-01-01

The prefrontal cortex (PFC) and its connections with other brain areas are crucial for cognitive function. Cognitive impairments are one of the core symptoms associated with schizophrenia, and manifest even before the onset of the disorder. Altered neural networks involving PFC contribute to cognitive impairments in schizophrenia. Both genetic and environmental risk factors affect the development of the local circuitry within PFC as well as development of broader brain networks, and make the system vulnerable to further insults during adolescence, leading to the onset of the disorder in young adulthood. Since spared cognitive functions correlate with functional outcome and prognosis, a better understanding of the mechanisms underlying cognitive impairments will have important implications for novel therapeutics for schizophrenia focusing on cognitive functions. Multidisciplinary approaches, from basic neuroscience to clinical studies, are required to link molecules, circuitry, networks, and behavioral phenotypes. Close interactions among such fields by sharing a common language on connectomes, behavioral readouts, and other concepts are crucial for this goal. PMID:26408506

Rational Adaptation under Task and Processing Constraints: Implications for Testing Theories of Cognition and Action

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Howes, Andrew; Lewis, Richard L.; Vera, Alonso

2009-01-01

The authors assume that individuals adapt rationally to a utility function given constraints imposed by their cognitive architecture and the local task environment. This assumption underlies a new approach to modeling and understanding cognition--cognitively bounded rational analysis--that sharpens the predictive acuity of general, integrated…

The Whole Student: Cognition, Emotion, and Information Literacy

Science.gov (United States)

Matteson, Miriam L.

2014-01-01

Information literacy skill acquisition is a form of learning that is influenced by cognitive, emotional, and social processes. This research studied how two emotional constructs (emotional intelligence and dispositional affect) and two cognitive constructs (motivation and coping skills) interacted with students' information literacy scores. Two…

Representing cognitive activities and errors in HRA trees

International Nuclear Information System (INIS)

Gertman, D.I.

1992-01-01

This paper discusses development of a means by which to present cognitive information in human reliability assessment (HRA) event trees. The descriptions found in probabilistic risk assessments (PRAs) regarding the demands on, and the resulting performance of, nuclear power plant (NPP) crews often make use of the technique for human error rate prediction (THERP), which provides a mechanism, the HRA event tree, for presenting the analyst's conceptualization of the activities underlying performance and the errors associated with that performance. When using THERP, analysts have often omitted the more complex elements of human cognition from these trees. There has yet to be a concerted effort to take theory, principles, and data from cognitive psychology and wed it to the logic structure of the HRA event tree. This paper attempts to do so. The COGENT modeling scheme (cognitively based HRA event trees) adds two taxonomies to the HRA event tree proposed by Swain and Guttman. The first taxonomy, the one proposed by Norman and Reason, describes the type of error committed and implies something about the underlying cognition as well. The second of these, the Rasmussen taxonomy, provides description regarding the skill-based, rule-based, or knowledge-based behavior underlying the execution of tasks. It is not apparent and must be deduced from the pattern of errors exhibited by personnel

Social Cognition in Williams Syndrome: Relations Between Performance on the Social Attribution Task and Cognitive and Behavioral Characteristics

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Faye eVan der Fluit

2012-06-01

Full Text Available Williams syndrome (WS is a developmental disorder of genetic origin, with characteristic cognitive and personality profiles. Studies of WS point to an outgoing and gregarious personality style, often contrasted with autism spectrum disorders (ASDs; however, recent research has uncovered underlying social reciprocity difficulties in people with WS. Participants in the current study included 24 children with WS ages 8 through 15. A lab-based measure of social perception and social cognition was administered (Social Attribution Test, as well as an intellectual functioning measure (KBIT-II and parent reports of communication and reciprocal social skills (Social Communication Questionnaire, Social Responsiveness Scale. Relations between social cognition, cognitive abilities, and social-communication were examined. Results demonstrated relations between parent-reported social reciprocity and the typicality of the responses provided in the lab-based measure, even once variability in intellectual functioning was taken into account. In addition, a significant improvement in performance was seen with the added scaffolding particularly for participants with stronger intellectual functioning.

Regulating Anger under Stress via Cognitive Reappraisal and Sadness.

Science.gov (United States)

Zhan, Jun; Wu, Xiaofei; Fan, Jin; Guo, Jianyou; Zhou, Jianshe; Ren, Jun; Liu, Chang; Luo, Jing

2017-01-01

Previous studies have reported the failure of cognitive emotion regulation (CER), especially in regulating unpleasant emotions under stress. The underlying reason for this failure was the application of CER depends heavily on the executive function of the prefrontal cortex (PFC), but this function can be impaired by stress-related neuroendocrine hormones. This observation highlights the necessity of developing self-regulatory strategies that require less top-down cognitive control. Based on traditional Chinese philosophy and medicine, which examine how different types of emotions promote or counteract one another, we have developed a novel emotion regulation strategy whereby one emotion is used to alter another. For example, our previous experiment showed that sadness induction (after watching a sad film) could reduce aggressive behavior associated with anger [i.e., "sadness counteracts anger" (SCA)] (Zhan et al., 2015). Relative to the CER strategy requiring someone to think about certain cognitive reappraisals to reinterpret the meaning of an unpleasant situation, watching a film or listening to music and experiencing the emotion contained therein seemingly requires less cognitive effort and control; therefore, this SCA strategy may be an alternative strategy that compensates for the limitations of cognitive regulation strategies, especially in stressful situations. The present study was designed to directly compare the effects of the CER and SCA strategy in regulating anger and anger-related aggression in stressful and non-stressful conditions. Participants' subjective feeling of anger, anger-related aggressive behavior, skin conductance, and salivary cortisol and alpha-amylase levels were measured. Our findings revealed that acute stress impaired one's ability to use CR to control angry responses provoked by others, whereas stress did not influence the efficiency of the SCA strategy. Compared with sadness or neutral emotion induction, CER induction was found to

Regulating Anger under Stress via Cognitive Reappraisal and Sadness

Directory of Open Access Journals (Sweden)

Jun Zhan

2017-08-01

Full Text Available Previous studies have reported the failure of cognitive emotion regulation (CER, especially in regulating unpleasant emotions under stress. The underlying reason for this failure was the application of CER depends heavily on the executive function of the prefrontal cortex (PFC, but this function can be impaired by stress-related neuroendocrine hormones. This observation highlights the necessity of developing self-regulatory strategies that require less top-down cognitive control. Based on traditional Chinese philosophy and medicine, which examine how different types of emotions promote or counteract one another, we have developed a novel emotion regulation strategy whereby one emotion is used to alter another. For example, our previous experiment showed that sadness induction (after watching a sad film could reduce aggressive behavior associated with anger [i.e., “sadness counteracts anger” (SCA] (Zhan et al., 2015. Relative to the CER strategy requiring someone to think about certain cognitive reappraisals to reinterpret the meaning of an unpleasant situation, watching a film or listening to music and experiencing the emotion contained therein seemingly requires less cognitive effort and control; therefore, this SCA strategy may be an alternative strategy that compensates for the limitations of cognitive regulation strategies, especially in stressful situations. The present study was designed to directly compare the effects of the CER and SCA strategy in regulating anger and anger-related aggression in stressful and non-stressful conditions. Participants’ subjective feeling of anger, anger-related aggressive behavior, skin conductance, and salivary cortisol and alpha-amylase levels were measured. Our findings revealed that acute stress impaired one’s ability to use CR to control angry responses provoked by others, whereas stress did not influence the efficiency of the SCA strategy. Compared with sadness or neutral emotion induction, CER

Fostering transfer of web searchers' evaluation skills: A field test of two transfer theories

NARCIS (Netherlands)

Walraven, Amber; Brand-Gruwel, Saskia; Boshuizen, Henny P.A.

2010-01-01

Transfer of complex cognitive skills is important when stimulating students to become life long learners. An example of a complex cognitive skill is the skill of evaluating results, information and source while solving information problems using the WWW. Especially the knowledge and use of

Predictability of hand skill and cognitive abilities from craniofacial width in right- and left-handed men and women: relation of skeletal structure to cerebral function

OpenAIRE

Dayi, Ertunc; Okuyan, Mukadder; Tan, Uner

2002-01-01

Recently, a family of homeobox genes involved in brain and craniofacial development was identified. In light of this genetic background, we hypothesized that some functional characteristics of human brain (hand skill, cognition) may be linked to some structural characteristics of human skull (e.g. craniofacial width) in humans. Hand preference was assessed by the Oldfield`s Handedness Questionaire. Hand skill was measured by Peg Moving Task. Face width was measured from the anteroposterior ce...

Specific Cognitive Predictors of Early Math Problem Solving

Science.gov (United States)

Decker, Scott L.; Roberts, Alycia M.

2015-01-01

Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the…

The effect of awareness raising about using cognitive strategies in foreign language teaching on students’ development of reading comprehension skills

Directory of Open Access Journals (Sweden)

Güvenç Gülper

2017-01-01

Full Text Available The purpose of this study is to analyze the development of students’ reading comprehension skills about using cognitive strategies in foreign language teaching by means of awareness raising activities. To this end, the research was conducted for 11 weeks with 77 students studying in an English preparatory school program. The experimental group was exposed to a training which is based on awareness raising activities about using cognitive strategies. A pre-test and a post-test were designed for 2 experimental and 2 control groups with random sampling, and then the statistical differences were tested based on the scores of the both groups in terms of significance. Moreover, the study aims to determine the views of the participants about the strategy training. The results show that there was a significant difference between the pre-test and post-test scores of the experimental group in terms of their achievement in reading skill, and the post-test scores of the both experimental group and control group were in favor of the experimental group. Also, it has also found that the experiment had a positive impact on the participants.

Interactive Block Games for Assessing Children's Cognitive Skills: Design and Preliminary Evaluation

Directory of Open Access Journals (Sweden)

Kiju Lee

2018-05-01

Full Text Available Background: This paper presents design and results from preliminary evaluation of Tangible Geometric Games (TAG-Games for cognitive assessment in young children. The TAG-Games technology employs a set of sensor-integrated cube blocks, called SIG-Blocks, and graphical user interfaces for test administration and real-time performance monitoring. TAG-Games were administered to children from 4 to 8 years of age for evaluating preliminary efficacy of this new technology-based approach.Methods: Five different sets of SIG-Blocks comprised of geometric shapes, segmented human faces, segmented animal faces, emoticons, and colors, were used for three types of TAG-Games, including Assembly, Shape Matching, and Sequence Memory. Computational task difficulty measures were defined for each game and used to generate items with varying difficulty. For preliminary evaluation, TAG-Games were tested on 40 children. To explore the clinical utility of the information assessed by TAG-Games, three subtests of the age-appropriate Wechsler tests (i.e., Block Design, Matrix Reasoning, and Picture Concept were also administered.Results: Internal consistency of TAG-Games was evaluated by the split-half reliability test. Weak to moderate correlations between Assembly and Block Design, Shape Matching and Matrix Reasoning, and Sequence Memory and Picture Concept were found. The computational measure of task complexity for each TAG-Game showed a significant correlation with participants' performance. In addition, age-correlations on TAG-Game scores were found, implying its potential use for assessing children's cognitive skills autonomously.

Understanding the modeling skill shift in engineering: the impact of self-efficacy, epistemology, and metacognition

Science.gov (United States)

Yildirim, Tuba Pinar

A focus of engineering education is to prepare future engineers with problem solving, design and modeling skills. In engineering education, the former two skill areas have received copious attention making their way into the ABET criteria. Modeling, a representation containing the essential structure of an event in the real world, is a fundamental function of engineering, and an important academic skill that students develop during their undergraduate education. Yet the modeling process remains under-investigated, particularly in engineering, even though there is an increasing emphasis on modeling in engineering schools (Frey 2003). Research on modeling requires a deep understanding of multiple perspectives, that of cognition, affect, and knowledge expansion. In this dissertation, the relationship between engineering modeling skills and students' cognitive backgrounds including self-efficacy, epistemic beliefs and metacognition is investigated using model-eliciting activities (MEAs). Data were collected from sophomore students at two time periods, as well as senior engineering students. The impact of each cognitive construct on change in modeling skills was measured using a growth curve model at the sophomore level, and ordinary least squares regression at the senior level. Findings of this dissertation suggest that self-efficacy, through its direct and indirect (moderation or interaction term with time) impact, influences the growth of modeling abilities of an engineering student. When sophomore and senior modeling abilities are compared, the difference can be explained by varying self-efficacy levels. Epistemology influences modeling skill development such that the more sophisticated the student beliefs are, the higher the level of modeling ability students can attain, after controlling for the effects of conceptual learning, gender and GPA. This suggests that development of modeling ability may be constrained by the naivete of one's personal epistemology

Drama for children with special needs (motor skill development)

OpenAIRE

Cameron, Fiona

1991-01-01

During placement in secondary schools, the author notice a general lack of confidence in the ability to use movement. Many of these "Clumsy Children" expressed difficulties with reading and writing and in the area of Mathematics. Was there a connection between under-developed motor skills and general academic and social behaviour? Primary 1-3 are structured around "learning by doing". After that the work changes to more cognitive based learning and more classroom structure. If the children do...

Adolescent Brain and Cognitive Developments: Implications for Clinical Assessment in Traumatic Brain Injury

Science.gov (United States)

Ciccia, Angela Hein; Meulenbroek, Peter; Turkstra, Lyn S.

2009-01-01

Adolescence is a time of significant physical, social, and emotional developments, accompanied by changes in cognitive and language skills. Underlying these are significant developments in brain structures and functions including changes in cortical and subcortical gray matter and white matter tracts. Among the brain regions that develop during…

Fault Diagnosis for Rolling Bearings under Variable Conditions Based on Visual Cognition.

Science.gov (United States)

Cheng, Yujie; Zhou, Bo; Lu, Chen; Yang, Chao

2017-05-25

Fault diagnosis for rolling bearings has attracted increasing attention in recent years. However, few studies have focused on fault diagnosis for rolling bearings under variable conditions. This paper introduces a fault diagnosis method for rolling bearings under variable conditions based on visual cognition. The proposed method includes the following steps. First, the vibration signal data are transformed into a recurrence plot (RP), which is a two-dimensional image. Then, inspired by the visual invariance characteristic of the human visual system (HVS), we utilize speed up robust feature to extract fault features from the two-dimensional RP and generate a 64-dimensional feature vector, which is invariant to image translation, rotation, scaling variation, etc. Third, based on the manifold perception characteristic of HVS, isometric mapping, a manifold learning method that can reflect the intrinsic manifold embedded in the high-dimensional space, is employed to obtain a low-dimensional feature vector. Finally, a classical classification method, support vector machine, is utilized to realize fault diagnosis. Verification data were collected from Case Western Reserve University Bearing Data Center, and the experimental result indicates that the proposed fault diagnosis method based on visual cognition is highly effective for rolling bearings under variable conditions, thus providing a promising approach from the cognitive computing field.

Cognitive differences between orang-utan species: a test of the cultural intelligence hypothesis.

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Forss, Sofia I F; Willems, Erik; Call, Josep; van Schaik, Carel P

2016-07-28

Cultural species can - or even prefer to - learn their skills from conspecifics. According to the cultural intelligence hypothesis, selection on underlying mechanisms not only improves this social learning ability but also the asocial (individual) learning ability. Thus, species with systematically richer opportunities to socially acquire knowledge and skills should over time evolve to become more intelligent. We experimentally compared the problem-solving ability of Sumatran orang-utans (Pongo abelii), which are sociable in the wild, with that of the closely related, but more solitary Bornean orang-utans (P. pygmaeus), under the homogeneous environmental conditions provided by zoos. Our results revealed that Sumatrans showed superior innate problem-solving skills to Borneans, and also showed greater inhibition and a more cautious and less rough exploration style. This pattern is consistent with the cultural intelligence hypothesis, which predicts that the more sociable of two sister species experienced stronger selection on cognitive mechanisms underlying learning.

Retention of Mastoidectomy Skills After Virtual Reality Simulation Training

DEFF Research Database (Denmark)

Andersen, Steven Arild Wuyts; Konge, Lars; Cayé-Thomasen, Per

2016-01-01

IMPORTANCE: The ultimate goal of surgical training is consolidated skills with a consistently high performance. However, surgical skills are heterogeneously retained and depend on a variety of factors, including the task, cognitive demands, and organization of practice. Virtual reality (VR......) simulation is increasingly being used in surgical skills training, including temporal bone surgery, but there is a gap in knowledge on the retention of mastoidectomy skills after VR simulation training. OBJECTIVES: To determine the retention of mastoidectomy skills after VR simulation training...... with distributed and massed practice and to investigate participants' cognitive load during retention procedures. DESIGN, SETTING, AND PARTICIPANTS: A prospective 3-month follow-up study of a VR simulation trial was conducted from February 6 to September 19, 2014, at an academic teaching hospital among 36 medical...

Effects of Web-Based Cognitive Apprenticeship and Time Management on the Development of Computing Skills in Cloud Classroom: A Quasi-Experimental Approach

Science.gov (United States)

Wu, Hsiao-Chi; Shen, Pei-Di; Chen, Yi-Fen; Tsai, Chia-Wen

2016-01-01

Web-based learning is generally a solitary process without teachers' on-the-spot assistance. In this study, a quasi-experiment was conducted to explore the effects of various combinations of Web-Based Cognitive Apprenticeship (WBCA) and Time Management (TM) on the development of students' computing skills. Three class cohorts of 124 freshmen in a…

Multi-Institutional Validation of an OSATS for the Assessment of Cystoscopic and Ureteroscopic Skills.

Science.gov (United States)

Argun, Omer Burak; Chrouser, Kristin; Chauhan, Sanket; Monga, Manoj; Knudsen, Bodo; Box, Geoffrey N; Lee, David I; Gettman, Matthew T; Poniatowski, Lauren H; Wang, Qi; Reihsen, Troy E; Sweet, Robert M

2015-10-01

We evaluated the internal and construct validity of an assessment tool for cystoscopic and ureteroscopic cognitive and psychomotor skills at a multi-institutional level. Subjects included a total of 30 urology residents at Ohio State University, Columbus, Ohio; Penn Presbyterian Medical Center, Philadelphia, Pennsylvania; and Mayo Clinic, Rochester, Minnesota. A single external blinded reviewer evaluated cognitive and psychomotor skills associated with cystoscopic and ureteroscopic surgery using high fidelity bench models. Exercises included navigation, basketing and relocation; holmium laser lithotripsy; and cystoscope assembly. Each resident received a total cognitive score, checklist score and global psychomotor skills score. Construct validity was assessed by calculating correlations between training year and performance scores (both cognitive and psychomotor). Internal validity was confirmed by calculating correlations between test components. The median total cognitive score was 91 (IQR 86.25, 97). For psychomotor performance residents had a median total checklist score of 7 (IQR 5, 8) and a median global psychomotor skills score of 21 (IQR 18, 24.5). Construct validity was supported by the positive and statistically significant correlations between training year and total cognitive score (r = 0.66, 95% CI 0.39-0.82, p = 0.01), checklist scores (r = 0.66, 95% CI 0.35-0.84, p = 0.32) and global psychomotor skills score (r = 0.76, 95% CI 0.55-0.88, p = 0.002). The internal validity of OSATS was supported since total cognitive and checklist scores correlated with the global psychomotor skills score. In this multi-institutional study we successfully demonstrated the construct and internal validity of an objective assessment of cystoscopic and ureteroscopic cognitive and technical skills, including laser lithotripsy. Copyright © 2015 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

Representing cognitive activities and errors in HRA trees

International Nuclear Information System (INIS)

Gertman, D.I.

1992-01-01

A graphic representation method is presented herein for adapting an existing technology--human reliability analysis (HRA) event trees, used to support event sequence logic structures and calculations--to include a representation of the underlying cognitive activity and corresponding errors associated with human performance. The analyst is presented with three potential means of representing human activity: the NUREG/CR-1278 HRA event tree approach; the skill-, rule- and knowledge-based paradigm; and the slips, lapses, and mistakes paradigm. The above approaches for representing human activity are integrated in order to produce an enriched HRA event tree -- the cognitive event tree system (COGENT)-- which, in turn, can be used to increase the analyst's understanding of the basic behavioral mechanisms underlying human error and the representation of that error in probabilistic risk assessment. Issues pertaining to the implementation of COGENT are also discussed

Effect of training the communication skills with cognitive-behavioral model to drug dependent couples on communication patterns and recurrent relapse

OpenAIRE

M. Rahbarian; R. Hossein zadeh; P. Doosti

2016-01-01

Background: One of the main challenges in methadone maintenance treatment is relapse and lack of sustainability on treatment. Therefore, considering the effective factors in this regard and reducing it through psychological interventions as an adjunct to medication is necessary. Objective: The current study aimed to determine the effectiveness of communication skill training based on cognitive-behavioral model on communication patterns and recurrent relapse in drug dependent couples. Me...

Predictors of Patient Cognitive Therapy Skills and Symptom Change in Two Randomized Clinical Trials: The Role of Therapist Adherence and the Therapeutic Alliance

Science.gov (United States)

Webb, Christian A.; DeRubeis, Robert J.; Dimidjian, Sona; Hollon, Steven D.; Amsterdam, Jay D.; Shelton, Richard C.

2012-01-01

Objective: Previous research has found that therapist adherence to concrete, problem-focused cognitive therapy (CT) techniques predicts depressive symptom change (e.g., Feeley, DeRubeis, & Gelfand, 1999). More recently, Strunk, DeRubeis, Chui, and Alvarez (2007) demonstrated that in-session evidence of patients' use of CT skills was related to…

Processing speed and executive functions predict real-world everyday living skills in adolescents with early-onset schizophrenia.

Science.gov (United States)

Puig, O; Penadés, R; Baeza, I; Sánchez-Gistau, V; De la Serna, E; Fonrodona, L; Andrés-Perpiñá, S; Bernardo, M; Castro-Fornieles, J

2012-06-01

Cognition and clinical variables are known to be among the most predictive factors of real-world social functioning and daily living skills in adult-onset schizophrenia. Fewer studies have focused on their impact in adolescents with early-onset schizophrenia (EOS). The aim of this study is to examine the relationships and the predictive value of cognition and clinical variables on real-world daily living skills in a sample of adolescents with EOS. Cognitive, clinical and real-world everyday living skills measures were administered to 45 clinically and pharmacologically stabilized adolescent outpatients with EOS and 45 healthy control subjects matched by age and sex. Multi-variant analyses to compare cognitive and real-world functioning profiles between patients and controls and regression analysis to identify predictors of real-world functioning scores in patients were used. Adolescents with EOS showed a generalized cognitive and real-world daily living skills dysfunction. Several cognitive and clinical variables significantly correlated with real-world daily living skills functioning but only the processing speed and executive functions emerged as independent predictors of everyday living skills scores, explaining 25.1% of the variance. Slowness in processing information and executive dysfunction showed a significant impact on real-world daily living skills in EOS, independently from clinical symptoms and other cognitive variables. Nevertheless, much of the variance in the daily living skills measure remained unaccounted for, suggesting that other factors were involved as well in this young population.

Hard evidence on soft skills.

Science.gov (United States)

Heckman, James J; Kautz, Tim

2012-08-01

This paper summarizes recent evidence on what achievement tests measure; how achievement tests relate to other measures of "cognitive ability" like IQ and grades; the important skills that achievement tests miss or mismeasure, and how much these skills matter in life. Achievement tests miss, or perhaps more accurately, do not adequately capture, soft skills -personality traits, goals, motivations, and preferences that are valued in the labor market, in school, and in many other domains. The larger message of this paper is that soft skills predict success in life, that they causally produce that success, and that programs that enhance soft skills have an important place in an effective portfolio of public policies.

Three principles to improve clinician communication for advance care planning: overcoming emotional, cognitive, and skill barriers.

Science.gov (United States)

Weiner, Joseph S; Cole, Steven A

2004-12-01

Medical care of patients with life limiting illness remains fraught with serious deficiencies, including inadequate advance care planning, delayed hospice referral, and continued delivery of aggressive treatment that is overtly counter to patients' preferences. This paper describes clinicians' emotional, cognitive, and skill barriers to shared decision-making with seriously ill patients and their loved ones. Thematic literature review. Based on a literature review, as well as clinical and educational experience, we articulate three principles to address these barriers and guide future professional communication training for advance care planning. We argue that these barriers must be overcome before deficiencies in end-of-life care can be fully ameliorated.

Pushing Critical Thinking Skills With Multiple-Choice Questions: Does Bloom's Taxonomy Work?

Science.gov (United States)

Zaidi, Nikki L Bibler; Grob, Karri L; Monrad, Seetha M; Kurtz, Joshua B; Tai, Andrew; Ahmed, Asra Z; Gruppen, Larry D; Santen, Sally A

2018-06-01

Medical school assessments should foster the development of higher-order thinking skills to support clinical reasoning and a solid foundation of knowledge. Multiple-choice questions (MCQs) are commonly used to assess student learning, and well-written MCQs can support learner engagement in higher levels of cognitive reasoning such as application or synthesis of knowledge. Bloom's taxonomy has been used to identify MCQs that assess students' critical thinking skills, with evidence suggesting that higher-order MCQs support a deeper conceptual understanding of scientific process skills. Similarly, clinical practice also requires learners to develop higher-order thinking skills that include all of Bloom's levels. Faculty question writers and examinees may approach the same material differently based on varying levels of knowledge and expertise, and these differences can influence the cognitive levels being measured by MCQs. Consequently, faculty question writers may perceive that certain MCQs require higher-order thinking skills to process the question, whereas examinees may only need to employ lower-order thinking skills to render a correct response. Likewise, seemingly lower-order questions may actually require higher-order thinking skills to respond correctly. In this Perspective, the authors describe some of the cognitive processes examinees use to respond to MCQs. The authors propose that various factors affect both the question writer and examinee's interaction with test material and subsequent cognitive processes necessary to answer a question.

Learner, Patient, and Supervisor Features Are Associated With Different Types of Cognitive Load During Procedural Skills Training: Implications for Teaching and Instructional Design.

Science.gov (United States)

Sewell, Justin L; Boscardin, Christy K; Young, John Q; Ten Cate, Olle; O'Sullivan, Patricia S

2017-11-01

Cognitive load theory, focusing on limits of the working memory, is relevant to medical education; however, factors associated with cognitive load during procedural skills training are not well characterized. The authors sought to determine how features of learners, patients/tasks, settings, and supervisors were associated with three types of cognitive load among learners performing a specific procedure, colonoscopy, to identify implications for procedural teaching. Data were collected through an electronically administered survey sent to 1,061 U.S. gastroenterology fellows during the 2014-2015 academic year; 477 (45.0%) participated. Participants completed the survey immediately following a colonoscopy. Using multivariable linear regression analyses, the authors identified sets of features associated with intrinsic, extraneous, and germane loads. Features associated with intrinsic load included learners (prior experience and year in training negatively associated, fatigue positively associated) and patient/tasks (procedural complexity positively associated, better patient tolerance negatively associated). Features associated with extraneous load included learners (fatigue positively associated), setting (queue order positively associated), and supervisors (supervisor engagement and confidence negatively associated). Only one feature, supervisor engagement, was (positively) associated with germane load. These data support practical recommendations for teaching procedural skills through the lens of cognitive load theory. To optimize intrinsic load, level of experience and competence of learners should be balanced with procedural complexity; part-task approaches and scaffolding may be beneficial. To reduce extraneous load, teachers should remain engaged, and factors within the procedural setting that may interfere with learning should be minimized. To optimize germane load, teachers should remain engaged.

How culture shapes social cognition deficits in mental disorders: A review.

Science.gov (United States)

Koelkebeck, Katja; Uwatoko, Teruhisa; Tanaka, Jiro; Kret, Mariska Esther

2017-04-01

Social cognitive skills are indispensable for successful communication with others. Substantial research has determined deficits in these abilities in patients with mental disorders. In neurobiological development and continuing into adulthood, cross-cultural differences in social cognition have been demonstrated. Moreover, symptomatic patterns in mental disorders may vary according to the cultural background of an individual. Cross-cultural studies can thus help in understanding underlying (biological) mechanisms and factors that influence behavior in health and disease. In addition, studies that apply novel paradigms assessing the impact of culture on cognition may benefit and advance neuroscience research. In this review, the authors give an overview of cross-cultural research in the field of social cognition in health and in mental disorders and provide an outlook on future research directions, taking a neuroscience perspective.

Cognitive and social cognitive predictors of change in objective versus subjective quality-of-life in rehabilitation for schizophrenia.

Science.gov (United States)

Kurtz, Matthew M; Bronfeld, Melanie; Rose, Jennifer

2012-12-30

A small but growing body of work has studied the role of cognitive skills in predicting response to integrated programs of rehabilitation in schizophrenia. No studies however, have directly compared the roles and interrelationships of cognition, social cognition and other disease factors in predicting improvements in the separate domains of objective quality-of-life (QOL) and subjective satisfaction with life (SWL) in response to rehabilitation in schizophrenia. Forty-four outpatients with schizophrenia were administered measures of cognition, social cognition, and symptoms at entry to a psychosocial and cognitive rehabilitation program. Change in objective QOL and subjective SWL before and after treatment were measured as outcome variables. Cognitive measures of verbal memory and social cognitive measures of facial affect recognition were linked to improvements in objective QOL, while verbal memory and crystallized verbal skill was linked to improvements in SWL. Facial affect recognition partially mediated the relationship between verbal memory and improvements in objective QOL. The implications of these findings for understanding interrelationships between cognition and social cognition and their role in predicting change in different domains of outcome as a function of behavioral treatment are discussed. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Increased skills usage statistically mediates symptom reduction in self-guided internet-delivered cognitive-behavioural therapy for depression and anxiety: a randomised controlled trial.

Science.gov (United States)

Terides, Matthew D; Dear, Blake F; Fogliati, Vincent J; Gandy, Milena; Karin, Eyal; Jones, Michael P; Titov, Nickolai

2018-01-01

Cognitive-behavioural therapy (CBT) is an effective treatment for clinical and subclinical symptoms of depression and general anxiety, and increases life satisfaction. Patients' usage of CBT skills is a core aspect of treatment but there is insufficient empirical evidence suggesting that skills usage behaviours are a mechanism of clinical change. This study investigated if an internet-delivered CBT (iCBT) intervention increased the frequency of CBT skills usage behaviours and if this statistically mediated reductions in symptoms and increased life satisfaction. A two-group randomised controlled trial was conducted comparing internet-delivered CBT (n = 65) with a waitlist control group (n = 75). Participants were individuals experiencing clinically significant symptoms of depression or general anxiety. Mixed-linear models analyses revealed that the treatment group reported a significantly higher frequency of skills usage, lower symptoms, and higher life satisfaction by the end of treatment compared with the control group. Results from bootstrapping mediation analyses revealed that the increased skills usage behaviours statistically mediated symptom reductions and increased life satisfaction. Although skills usage and symptom outcomes were assessed concurrently, these findings support the notion that iCBT increases the frequency of skills usage behaviours and suggest that this may be an important mechanism of change.

The relationship between learning mathematics and general cognitive ability in primary school.

Science.gov (United States)

Cowan, Richard; Hurry, Jane; Midouhas, Emily

2018-06-01

Three relationships between learning mathematics and general cognitive ability have been hypothesized: The educational hypothesis that learning mathematics develops general cognitive skills, the psychometric hypothesis that differences in general cognitive ability cause differences in mathematical attainment, and the reciprocal influence hypothesis that developments in mathematical ability and general cognitive ability influence each other. These hypotheses are assessed with a sample of 948 children from the Twins Early Development Study who were assessed at 7, 9, and 10 years on mathematics, English, and general cognitive ability. A cross-lagged path analysis with mathematics and general cognitive ability measures supports the reciprocal influence hypothesis between 7 and 9 and between 9 and 10. A second analysis including English assessments only provides evidence of a reciprocal relationship between 7 and 9. Statement of Contribution What is already known on this subject? The correlations between mathematical attainment, literacy, and measures of general cognitive skills are well established. The role of literacy in developing general cognitive skills is emerging. What the present study adds? Mathematics contributes to the development of general cognitive skills. General cognitive ability contributes to mathematical development between 7 and 10. These findings support the hypothesis of reciprocal influence between mathematics and general cognitive ability, at least between 7 and 9. © 2017 The British Psychological Society.

Cognitive and collaborative demands of freight conductor activities: results and implications of a cognitive task analysis

Science.gov (United States)

2012-07-31

This report presents the results of a cognitive task analysis (CTA) that examined the cognitive and collaborative demands placed on conductors, as well as the knowledge and skills that experienced conductors have developed that enable them to operate...

Development of Learning to Learn Skills in Primary School

Science.gov (United States)

Vainikainen, Mari-Pauliina; Wüstenberg, Sascha; Kupiainen, Sirkku; Hotulainen, Risto; Hautamäki, Jarkko

2015-01-01

In Finland, schools' effectiveness in fostering the development of transversal skills is evaluated through large-scale learning to learn (LTL) assessments. This article presents how LTL skills--general cognitive competences and learning-related motivational beliefs--develop during primary school and how they predict pupils' CPS skills at the end…

Impact of a Community-Based Programme for Motor Development on Gross Motor Skills and Cognitive Function in Preschool Children from Disadvantaged Settings

Science.gov (United States)

Draper, Catherine E.; Achmat, Masturah; Forbes, Jared; Lambert, Estelle V.

2012-01-01

The aims of the studies were to assess the impact of the Little Champs programme for motor development on (1) the gross motor skills, and (2) cognitive function of children in the programme. In study 1, 118 children from one Early Childhood Development Centre (ECDC) were tested using the Test of Gross Motor Development-2, and in study 2, 83…

Assessing musical skills in autistic children who are not savants.

Science.gov (United States)

Heaton, Pamela

2009-05-27

Descriptions of autistic musical savants suggest that they possess extraordinary skills within the domain. However, until recently little was known about the musical skills and potential of individuals with autism who are not savants. The results from these more recent studies investigating music perception, cognition and learning in musically untrained children with autism have revealed a pattern of abilities that are either enhanced or spared. For example, increased sensitivity to musical pitch and timbre is frequently observed, and studies investigating perception of musical structure and emotions have consistently failed to reveal deficits in autism. While the phenomenon of the savant syndrome is of considerable theoretical interest, it may have led to an under-consideration of the potential talents and skills of that vast majority of autistic individuals, who do not meet savant criteria. Data from empirical studies show that many autistic children possess musical potential that can and should be developed.

Need for cognition and cognitive performance from a cross-cultural perspective: examples of academic success and solving anagrams.

Science.gov (United States)

Gülgöz, S

2001-01-01

The cross-cultural validity of the Need for Cognition Scale and its relationship with cognitive performance were investigated in two studies. In the first study, the relationships between the scale and university entrance scores, course grades, study skills, and social desirability were examined. Using the short form of the Turkish version of the Need for Cognition Scale (S. Gülöz & C. J. Sadowski, 1995) no correlation with academic performance was found but there was significant correlation with a study skills scale and a social desirability scale created for this study. When regression analysis was used to predict grade point average, the Need for Cognition Scale was a significant predictor. In the second study, participants low or high in need for cognition solved multiple-solution anagrams. The instructions preceding the task set the participants' expectations regarding task difficulty. An interaction between expectation and need for cognition indicated that participants with low need for cognition performed worse when they expected difficult problems. Results of the two studies showed that need for cognition has cross-cultural validity and that its effect on cognitive performance was mediated by other variables.

Assessing Personal Constructs of Adolescents with Autism Spectrum Disorder: A Person-Centered Measure of Social Cognition

Science.gov (United States)

Hess, Sean; Self, Trisha; DiLollo, Anthony

2018-01-01

Many protocols assessing social communication skills of adolescents with autism spectrum disorder (ASD) are based on behavioral observations. It has been suggested, however, that social cognition encompasses processes underlying observable behaviors. Such processes include personal constructs, which can be assessed using repertory grids. Personal…

The role of multimedia in surgical skills training and assessment.

Science.gov (United States)

Shariff, Umar; Seretis, Charalampos; Lee, Doreen; Balasubramanian, Saba P

2016-06-01

Multimedia is an educational resource that can be used to supplement surgical skills training. The aim of this review was to determine the role of multimedia in surgical training and assessment by performing a systematic review of the literature. A systematic review for published articles was conducted on the following databases: PubMed/MEDLINE (1992 to November 2014), SCOPUS (1992 to November 2014) and EMBASE (1992 to November 2014). For each study the educational content, study design, surgical skill assessed and outcomes were recorded. A standard data extraction form was created to ensure systematic retrieval of relevant information. 21 studies were included; 14 randomized controlled trials (RCTs) and 7 non-randomized controlled trials (Non-RCTs). Technical skills were assessed in 7 RCTs and 3 non-RCTs; cognitive skills were assessed in 9 RCTs and 4 non-RCTs. In controlled studies, multimedia was associated with significant improvement in technical skills (4 studies; 4 RCTs) and cognitive skills (7 studies; 6 RCTs). In two studies multimedia was inferior in comparison to conventional teaching. Evaluation of multimedia (9 studies) demonstrated strongly favourable results. This review suggests that multimedia effectively facilitates both technical and cognitive skills acquisition and is well accepted as an educational resource. Copyright © 2015 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. Published by Elsevier Ltd. All rights reserved.

Affective attention under cognitive load: reduced emotional biases but emergent anxiety-related costs to inhibitory control

Science.gov (United States)

Berggren, Nick; Richards, Anne; Taylor, Joseph; Derakshan, Nazanin

2013-01-01

Trait anxiety is associated with deficits in attentional control, particularly in the ability to inhibit prepotent responses. Here, we investigated this effect while varying the level of cognitive load in a modified antisaccade task that employed emotional facial expressions (neutral, happy, and angry) as targets. Load was manipulated using a secondary auditory task requiring recognition of tones (low load), or recognition of specific tone pitch (high load). Results showed that load increased antisaccade latencies on trials where gaze toward face stimuli should be inhibited. This effect was exacerbated for high anxious individuals. Emotional expression also modulated task performance on antisaccade trials for both high and low anxious participants under low cognitive load, but did not influence performance under high load. Collectively, results (1) suggest that individuals reporting high levels of anxiety are particularly vulnerable to the effects of cognitive load on inhibition, and (2) support recent evidence that loading cognitive processes can reduce emotional influences on attention and cognition. PMID:23717273

Developmental maturation of dynamic causal control signals in higher-order cognition: a neurocognitive network model.

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Kaustubh Supekar

2012-02-01

Full Text Available Cognitive skills undergo protracted developmental changes resulting in proficiencies that are a hallmark of human cognition. One skill that develops over time is the ability to problem solve, which in turn relies on cognitive control and attention abilities. Here we use a novel multimodal neurocognitive network-based approach combining task-related fMRI, resting-state fMRI and diffusion tensor imaging (DTI to investigate the maturation of control processes underlying problem solving skills in 7-9 year-old children. Our analysis focused on two key neurocognitive networks implicated in a wide range of cognitive tasks including control: the insula-cingulate salience network, anchored in anterior insula (AI, ventrolateral prefrontal cortex and anterior cingulate cortex, and the fronto-parietal central executive network, anchored in dorsolateral prefrontal cortex and posterior parietal cortex (PPC. We found that, by age 9, the AI node of the salience network is a major causal hub initiating control signals during problem solving. Critically, despite stronger AI activation, the strength of causal regulatory influences from AI to the PPC node of the central executive network was significantly weaker and contributed to lower levels of behavioral performance in children compared to adults. These results were validated using two different analytic methods for estimating causal interactions in fMRI data. In parallel, DTI-based tractography revealed weaker AI-PPC structural connectivity in children. Our findings point to a crucial role of AI connectivity, and its causal cross-network influences, in the maturation of dynamic top-down control signals underlying cognitive development. Overall, our study demonstrates how a unified neurocognitive network model when combined with multimodal imaging enhances our ability to generalize beyond individual task-activated foci and provides a common framework for elucidating key features of brain and cognitive

Surprise responses in the human brain demonstrate statistical learning under high concurrent cognitive demand

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Garrido, Marta Isabel; Teng, Chee Leong James; Taylor, Jeremy Alexander; Rowe, Elise Genevieve; Mattingley, Jason Brett

2016-06-01

The ability to learn about regularities in the environment and to make predictions about future events is fundamental for adaptive behaviour. We have previously shown that people can implicitly encode statistical regularities and detect violations therein, as reflected in neuronal responses to unpredictable events that carry a unique prediction error signature. In the real world, however, learning about regularities will often occur in the context of competing cognitive demands. Here we asked whether learning of statistical regularities is modulated by concurrent cognitive load. We compared electroencephalographic metrics associated with responses to pure-tone sounds with frequencies sampled from narrow or wide Gaussian distributions. We showed that outliers evoked a larger response than those in the centre of the stimulus distribution (i.e., an effect of surprise) and that this difference was greater for physically identical outliers in the narrow than in the broad distribution. These results demonstrate an early neurophysiological marker of the brain's ability to implicitly encode complex statistical structure in the environment. Moreover, we manipulated concurrent cognitive load by having participants perform a visual working memory task while listening to these streams of sounds. We again observed greater prediction error responses in the narrower distribution under both low and high cognitive load. Furthermore, there was no reliable reduction in prediction error magnitude under high-relative to low-cognitive load. Our findings suggest that statistical learning is not a capacity limited process, and that it proceeds automatically even when cognitive resources are taxed by concurrent demands.

Psychomotor skills and cognitive load training on a virtual reality laparoscopic simulator for tubal surgery is effective.

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Bharathan, Rasiah; Vali, Saaliha; Setchell, Thomas; Miskry, Tariq; Darzi, Ara; Aggarwal, Rajesh

2013-07-01

Validation of a virtual reality (VR) simulator for the training and assessment of laparoscopic tubal surgery and mapping of cognitive load. Prospective cohort study conducted at the Imperial College Virtual Reality Surgical Skills laboratory amongst 25 trainees and nine senior gynaecologists. Participants performed two sessions of salpingectomy and salpingotomy procedures on a VR simulator to assess construct validity. Nine novices performed ten such sessions to enable assessment of the learning curve. The relationship between cognitive load and the dexterity parameters was assessed. Simulator fidelity was reported by experienced and intermediate level gynaecologists. Statistical analyses utilised non-parametric tests, Kruskall-Wallis and Mann-Whitney U tests. Learning curves were assessed using the Friedman test and Wilcoxon Signed Ranks test. Relationship between dexterity metrics and cognitive load was performed using Spearman's rank order correlation. Salpingectomy demonstrated construct validity for time taken by experienced, intermediate and novice gynaecologists (median 170 vs. 191 vs. 313s (P=0.003) respectively) and movements (median 200 vs. 267 vs. 376s, P=0.045). Salpingotomy demonstrated construct validity for time taken (median 183 vs. 191 vs. 306s, P=<0.001) and movements (median 210 vs. 233 vs. 328s, P=0.005). Learning curve analysis for salpingectomy displayed a plateau for time taken after the eighth session, and the fourth session for movements. Salpingotomy displayed a plateau after the eighth session for both time taken and movements. Cognitive load correlated significantly with dexterity parameters. The fidelity scores were not significantly different between the two procedures (P=0.619). The LAP Mentor VR laparoscopic simulator is a valid and effective tool for training novice surgeons in ectopic pregnancy surgery. Reduction in cognitive load significantly correlates with the learning curves. Copyright © 2013 Elsevier Ireland Ltd. All rights

The impact of recreational video game play on children's and adolescents' cognition.

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Blumberg, Fran C; Altschuler, Elizabeth A; Almonte, Debby E; Mileaf, Maxwell I

2013-01-01

Current empirical findings show linkages between recreational video game play and enhanced cognitive skills, primarily among young adults. However, consideration of this linkage among children and adolescents is sparse. Thus, discussions about facilitating transfer of cognitive skills from video game play to academic tasks among children and adolescents remains largely uninformed by research. To inform this discussion, we review available research concerning the cognitive benefits of video game play among children and adolescents and their impressions of video games as learning tools as these impressions may impact their application of cognitive skills used during game play to academic tasks. Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company.

Interictal epileptiform discharges have an independent association with cognitive impairment in children with lesional epilepsy.

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Glennon, Jennifer M; Weiss-Croft, Louise; Harrison, Sue; Cross, J Helen; Boyd, Stewart G; Baldeweg, Torsten

2016-09-01

The relative contribution of interictal epileptiform discharges (IEDs) to cognitive dysfunction in comparison with the underlying brain pathology is not yet understood in children with lesional focal epilepsy. The current study investigated the association of IEDs with intellectual functioning in 103 children with medication-resistant focal epilepsy. Hierarchical multiple regression analyses were used to determine the independent contribution of IED features on intellectual functioning, after controlling for effects of lesional pathology, epilepsy duration, and medication. Exploratory analyses were conducted for language and memory scores as well as academic skills available in a subset of participants. The results reveal that IEDs have a negative association with IQ with independent, additive effects documented for frequent and bilaterally distributed IEDs as well as discharge enhancement in sleep. Left-lateralized IEDs had a prominent effect on verbal intelligence, in excess of the influence of left-sided brain pathology. These effects extended to other cognitive functions, most prominently for sleep-enhanced IEDs to be associated with deficits in expressive and receptive language, reading, spelling and numerical skills. Overall, IED effects on cognition were of a magnitude similar to lesional influences or drug effects (topiramate use). This study demonstrates an association between IEDs and cognitive dysfunction, independent of the underlying focal brain pathology. Wiley Periodicals, Inc. © 2016 International League Against Epilepsy.

Characterization of Sensory-Motor Behavior Under Cognitive Load Using a New Statistical Platform for Studies of Embodied Cognition

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Jihye Ryu

2018-04-01

Full Text Available The field of enacted/embodied cognition has emerged as a contemporary attempt to connect the mind and body in the study of cognition. However, there has been a paucity of methods that enable a multi-layered approach tapping into different levels of functionality within the nervous systems (e.g., continuously capturing in tandem multi-modal biophysical signals in naturalistic settings. The present study introduces a new theoretical and statistical framework to characterize the influences of cognitive demands on biophysical rhythmic signals harnessed from deliberate, spontaneous and autonomic activities. In this study, nine participants performed a basic pointing task to communicate a decision while they were exposed to different levels of cognitive load. Within these decision-making contexts, we examined the moment-by-moment fluctuations in the peak amplitude and timing of the biophysical time series data (e.g., continuous waveforms extracted from hand kinematics and heart signals. These spike-trains data offered high statistical power for personalized empirical statistical estimation and were well-characterized by a Gamma process. Our approach enabled the identification of different empirically estimated families of probability distributions to facilitate inference regarding the continuous physiological phenomena underlying cognitively driven decision-making. We found that the same pointing task revealed shifts in the probability distribution functions (PDFs of the hand kinematic signals under study and were accompanied by shifts in the signatures of the heart inter-beat-interval timings. Within the time scale of an experimental session, marked changes in skewness and dispersion of the distributions were tracked on the Gamma parameter plane with 95% confidence. The results suggest that traditional theoretical assumptions of stationarity and normality in biophysical data from the nervous systems are incongruent with the true statistical nature of

Characterization of Sensory-Motor Behavior Under Cognitive Load Using a New Statistical Platform for Studies of Embodied Cognition

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Ryu, Jihye; Torres, Elizabeth B.

2018-01-01

The field of enacted/embodied cognition has emerged as a contemporary attempt to connect the mind and body in the study of cognition. However, there has been a paucity of methods that enable a multi-layered approach tapping into different levels of functionality within the nervous systems (e.g., continuously capturing in tandem multi-modal biophysical signals in naturalistic settings). The present study introduces a new theoretical and statistical framework to characterize the influences of cognitive demands on biophysical rhythmic signals harnessed from deliberate, spontaneous and autonomic activities. In this study, nine participants performed a basic pointing task to communicate a decision while they were exposed to different levels of cognitive load. Within these decision-making contexts, we examined the moment-by-moment fluctuations in the peak amplitude and timing of the biophysical time series data (e.g., continuous waveforms extracted from hand kinematics and heart signals). These spike-trains data offered high statistical power for personalized empirical statistical estimation and were well-characterized by a Gamma process. Our approach enabled the identification of different empirically estimated families of probability distributions to facilitate inference regarding the continuous physiological phenomena underlying cognitively driven decision-making. We found that the same pointing task revealed shifts in the probability distribution functions (PDFs) of the hand kinematic signals under study and were accompanied by shifts in the signatures of the heart inter-beat-interval timings. Within the time scale of an experimental session, marked changes in skewness and dispersion of the distributions were tracked on the Gamma parameter plane with 95% confidence. The results suggest that traditional theoretical assumptions of stationarity and normality in biophysical data from the nervous systems are incongruent with the true statistical nature of empirical data

Do coping skills mediate the relationship between cognitive-behavioral therapy and reductions in gambling in pathological gamblers?

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Petry, Nancy M; Litt, Mark D; Kadden, Ronald; Ledgerwood, David M

2007-08-01

Cognitive-behavioral therapy (CBT) is useful for treating substance abusers, and recent data suggest it is also efficacious for pathological gamblers. CBT is purported to exert its beneficial effects by altering coping skills, but data supporting coping changes as the mechanism of action are mixed. This study examined whether coping skills acquisition mediated the effects of CBT on decreasing gambling in pathological gamblers. Participants were assigned randomly to CBT plus referral to Gamblers Anonymous (GA) or to GA referral alone. Setting Out-patient clinic. A total of 127 pathological gamblers. Participants completed the Coping Strategies Scale (CSS) before treatment and 2 months later; indices of gambling behavior and problems were administered pretreatment and at months 2 and 12. Overall, CSS scores increased for participants in both conditions, but those receiving CBT evidenced larger increases than those in the GA condition (P < 0.05), and they also reduced gambling more substantially between pretreatment and month 2. Changes in CSS scores mediated the relationship between treatment assignment and gambling outcomes from pretreatment to month 2, but little evidence of mediation occurred for the long-term follow-ups. CBT's beneficial effects in decreasing gambling may be related partly to changes in coping responses, and improvements in coping are associated with long-term changes in gambling. However, relationships between coping skills and gambling behavior are fairly strong, regardless of treatment received.

School Principals' Leadership Skills: Measurement Equivalence across Cultures

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Da'as, Rima'a

2017-01-01

Despite substantial interest and research in measuring leader's skills, little is known about the measurement equivalence and mean differences in the scores measuring principals' skills (cognitive, interpersonal, strategic) across cultures (collectivism versus individualism). The aim of the present study was to assess measurement…

Do Fine Motor Skills Contribute to Early Reading Development?

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Suggate, Sebastian; Pufke, Eva; Stoeger, Heidrun

2018-01-01

Background: Little is known about how fine motor skills (FMS) relate to early literacy skills, especially over and above cognitive variables. Moreover, a lack of distinction between FMS, grapho-motor and writing skills may have hampered previous work. Method: In Germany, kindergartners (n = 144, aged 6;1) were recruited before beginning formal…

Preventing adolescent pregnancy with social and cognitive skills.

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Barth, R P; Fetro, J V; Leland, N; Volkan, K

1992-04-01

A 15-session sex education program was delivered by teachers to 586 10th graders using techniques based on social learning theory, including modeling, in-class and out-of-class practice of skills for abstaining from sexual intercourse, and for contraception. Knowledge about reproduction and birth control, intentions to use skills to avoid pregnancy, and communication with parents about pregnancy prevention were significantly greater at posttest and 6-month follow-up for the trained group than for the control group. Members of the trained group tended to use birth control more often, especially those who started to have sexual intercourse subsequent to the program. No differences in the frequency of sexual intercourse, pregnancy scares, or pregnancies were found. Satisfaction with the program was high. Although skill training by itself may not be sufficient to significantly prevent pregnancies, this program offers promise of being a useful component of combined school, home, and community activities to prevent pregnancy.

Plant operator performance evaluation based on cognitive process analysis experiment

International Nuclear Information System (INIS)

Ujita, H.; Fukuda, M.

1990-01-01

This paper reports on an experiment to clarify plant operators' cognitive processes that has been performed, to improve the man-machine interface which supports their diagnoses and decisions. The cognitive processes under abnormal conditions were evaluated by protocol analyses interviews, etc. in the experiment using a plant training simulator. A cognitive process model is represented by a stochastic network, based on Rasmussen's decision making model. Each node of the network corresponds to an element of the cognitive process, such as observation, interpretation, execution, etc. Some observations were obtained as follows, by comparison of Monte Carlo simulation results with the experiment results: A process to reconfirm the plant parameters after execution of a task and feedback paths from this process to the observation and the task definition of next task were observed. The feedback probability average and standard deviation should be determined for each incident type to explain correctly the individual differences in the cognitive processes. The tendency for the operator's cognitive level to change from skill-based to knowledge-based via rule-based behavior was observed during the feedback process

Mindful movement and skilled attention

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Clark, Dav; Schumann, Frank; Mostofsky, Stewart H.

2015-01-01

Bodily movement has long been employed as a foundation for cultivating mental skills such as attention, self-control or mindfulness, with recent studies documenting the positive impacts of mindful movement training, such as yoga and tai chi. A parallel “mind-body connection” has also been observed in many developmental disorders. We elaborate a spectrum of mindfulness by considering ADHD, in which deficient motor control correlates with impaired (disinhibited) behavioral control contributing to defining features of excessive distractibility and impulsivity. These data provide evidence for an important axis of variation for wellbeing, in which skillful cognitive control covaries with a capacity for skillful movement. We review empirical and theoretical literature on attention, cognitive control, mind wandering, mindfulness and skill learning, endorsing a model of skilled attention in which motor plans, attention, and executive goals are seen as mutually co-defining aspects of skilled behavior that are linked by reciprocal inhibitory and excitatory connections. Thus, any movement training should engage “higher-order” inhibition and selection and develop a repertoire of rehearsed procedures that coordinate goals, attention and motor plans. However, we propose that mindful movement practice may improve the functional quality of rehearsed procedures, cultivating a transferrable skill of attention. We adopt Langer’s spectrum of mindful learning that spans from “mindlessness” to engagement with the details of the present task and contrast this with the mental attitudes cultivated in standard mindfulness meditation. We particularly follow Feldenkrais’ suggestion that mindful learning of skills for organizing the body in movement might transfer to other forms of mental activity. The results of mindful movement training should be observed in multiple complementary measures, and may have tremendous potential benefit for individuals with ADHD and other

Mindful Movement and Skilled Attention

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Dav eClark

2015-06-01

Full Text Available Bodily movement has long been employed as a foundation for cultivating mental skills such as attention, self-control or mindfulness, with recent studies documenting the positive impacts of mindful movement training, such as yoga and tai chi. A parallel mind-body connection has also been observed in many developmental disorders. We elaborate a spectrum of mindfulness by considering ADHD, in which deficient motor control correlates with impaired (disinhibited behavioral control contributing to defining features of excessive distractibility and impulsivity. These data provide evidence for an important axis of variation for wellbeing, in which skillful cognitive control covaries with a capacity for skillful movement. We review empirical and theoretical literature on attention, cognitive control, mind wandering, mindfulness and skill learning, endorsing a model of skilled attention in which motor plans, attention, and executive goals are seen as mutually co-defining aspects of skilled behavior that are linked by reciprocal inhibitory and excitatory connections. Thus, any movement training should engage higher-order inhibition and selection and develop a repertoire of rehearsed procedures that coordinate goals, attention and motor plans. However, we propose that mindful movement practice may improve the functional quality of rehearsed procedures, cultivating a transferrable skill of attention. We adopt Langer’s spectrum of mindful learning that spans from mindlessness to engagement with the details of the present task and contrast this with the mental attitudes cultivated in standard mindfulness meditation. We particularly follow Feldenkrais’ suggestion that mindful learning of skills for organizing the body in movement might transfer to other forms of mental activity. The results of mindful movement training should be observed in multiple complementary measures, and may have tremendous potential benefit for individuals with ADHD and other

Life Skills – Key to Success

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Beena Johnson

2017-10-01

Full Text Available Life skills are the abilities for adaptive and positive behavior which enable the individuals to deal effectively with the challenges and stress of everyday life. Cognitive skills are used for analyzing information, personal skills help in self-management and inter-personal skills are needed for good communication and effective social interaction. These skills can be developed through scientific professional training. Life skills empower the adolescents to choose the best values and behaviors which are essential for positive health. Students who acquire life skills become better adjusted to the school environment and their academic performance will definitely improve. Their self esteem increases and they become capable of coping with the demands and challenges of daily life. Through repeated practicing, individuals can develop mastery over these skills. They learn to apply life skills in all problematic situations in real life and gain control over stressful situations easily.

Research Skills for the Future: Research Workforce Under the Spotlight

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Eva Dobozy

2013-01-01

Full Text Available The value and training needs of the future research workforce is under the spotlight. In this article, I take up Ulrich and Dash's (2013 somewhat provocative invitation to engage in discussion and debate about current and future research. In my three-tiered response, I first discuss Ulrich and Dash's article, followed by my own observations about the APEC/Deloitte (2010 research report: "Skills and Competencies Needed in the Research Field: Objectives 2020," and finally, I explore, in some detail, challenges of building a twentyfirst-century research workforce.

Cognitive and cognitive-motor interventions affecting physical functioning: A systematic review

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Murer Kurt

2011-06-01

effectiveness of cognitive or motor-cognitive interventions to improve physical functioning in older adults or people with neurological impairments is limited. The heterogeneity of the studies published so far does not allow defining the training methodology with the greatest effectiveness. This review nevertheless provides important foundational information in order to encourage further development of novel cognitive or cognitive-motor interventions, preferably with a randomized control design. Future research that aims to examine the relation between improvements in cognitive skills and the translation to better performance on selected physical tasks should explicitly take the relation between the cognitive and physical skills into account.

The influence of combined cognitive plus social-cognitive training on amygdala response during face emotion recognition in schizophrenia.

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Hooker, Christine I; Bruce, Lori; Fisher, Melissa; Verosky, Sara C; Miyakawa, Asako; D'Esposito, Mark; Vinogradov, Sophia

2013-08-30

Both cognitive and social-cognitive deficits impact functional outcome in schizophrenia. Cognitive remediation studies indicate that targeted cognitive and/or social-cognitive training improves behavioral performance on trained skills. However, the neural effects of training in schizophrenia and their relation to behavioral gains are largely unknown. This study tested whether a 50-h intervention which included both cognitive and social-cognitive training would influence neural mechanisms that support social ccognition. Schizophrenia participants completed a computer-based intervention of either auditory-based cognitive training (AT) plus social-cognition training (SCT) (N=11) or non-specific computer games (CG) (N=11). Assessments included a functional magnetic resonance imaging (fMRI) task of facial emotion recognition, and behavioral measures of cognition, social cognition, and functional outcome. The fMRI results showed the predicted group-by-time interaction. Results were strongest for emotion recognition of happy, surprise and fear: relative to CG participants, AT+SCT participants showed a neural activity increase in bilateral amygdala, right putamen and right medial prefrontal cortex. Across all participants, pre-to-post intervention neural activity increase in these regions predicted behavioral improvement on an independent emotion perception measure (MSCEIT: Perceiving Emotions). Among AT+SCT participants alone, neural activity increase in right amygdala predicted behavioral improvement in emotion perception. The findings indicate that combined cognition and social-cognition training improves neural systems that support social-cognition skills. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Cognitive skills and the effect of noise on perceived effort in employees with aided hearing impairment and normal hearing

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Håkan Hua

2014-01-01

Full Text Available The aim of the following study was to examine the relationship between working memory capacity (WMC, executive functions (EFs and perceived effort (PE after completing a work-related task in quiet and in noise in employees with aided hearing impairment (HI and normal hearing. The study sample consisted of 20 hearing-impaired and 20 normally hearing participants. Measures of hearing ability, WMC and EFs were tested prior to performing a work-related task in quiet and in simulated traffic noise. PE of the work-related task was also measured. Analysis of variance was used to analyze within- and between-group differences in cognitive skills, performance on the work-related task and PE. The presence of noise yielded a significantly higher PE for both groups. However, no significant group differences were observed in WMC, EFs, PE and performance in the work-related task. Interestingly, significant negative correlations were only found between PE in the noise condition and the ability to update information for both groups. In summary, noise generates a significantly higher PE and brings explicit processing capacity into play, irrespective of hearing. This suggest that increased PE involves other factors such as type of task that is to be performed, performance in the cognitive skill required solving the task at hand and whether noise is present. We therefore suggest that special consideration in hearing care should be made to the individual′s prerequisites on these factors in the labor market.

Level of Skill Argued Students on Physics Material

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Viyanti, V.; Cari, C.; Sunarno, W.; Prasetyo, Z. K.

2017-09-01

This study aims to analyze the prior knowledge of students to map the level of skills to argue floating and sinking material. Prior knowledge is the process of concept formation in cognitive processes spontaneously or based on student experience. The study population is high school students of class XI. The sample selection using cluster random sampling, obtained the number of sampel as many as 50 student. The research used descriptive survey method. The data were obtained through a multiple choice test both grounded and interviewed. The data analyzed refers to: alignment the concept and the activity of developing the skill of the argument. The result obtained by the average level of skill argue in terms of the prior knowladge of on “Level 2”. The data show that students have difficulty expressing simple arguments consisting of only one statement. This indicates a lack of student experience in cultivating argumentative skills in their learning. The skill level mapping argued in this study to be a reference for researchers to provide feedback measures to obtain positive change in cognitive conflict argued.

Early Social Cognition in Three Cultural Contexts

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Callaghan, Tara; Moll, Henrike; Rakoczy, Hannes; Warneken, Felix; Liszkowski, Ulf; Behne, Tanya; Tomasello, Michael

2011-01-01

The influence of culture on cognitive development is well established for school age and older children. But almost nothing is known about how different parenting and socialization practices in different cultures affect infants' and young children's earliest emerging cognitive and social-cognitive skills. In the current monograph, we report a…

Cognitive and Linguistic Precursors to Early Literacy Achievement in Children With Specific Language Impairment

NARCIS (Netherlands)

Weerdenburg, M.W.C. van; Verhoeven, L.T.W.; Balkom, L.J.M. van; Bosman, A.M.T.

2009-01-01

This study investigated the role of cognitive and language skills as predictors of early literacy skills in children with Specific Language Impairment. A range of cognitive and linguistic skills were assessed in a sample of 137 eight-year-old children with SLI at the beginning of the school year,

Can a virtual reality surgical simulation training provide a self-driven and mentor-free skills learning? Investigation of the practical influence of the performance metrics from the virtual reality robotic surgery simulator on the skill learning and associated cognitive workloads.

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Lee, Gyusung I; Lee, Mija R

2018-01-01

While it is often claimed that virtual reality (VR) training system can offer self-directed and mentor-free skill learning using the system's performance metrics (PM), no studies have yet provided evidence-based confirmation. This experimental study investigated what extent to which trainees achieved their self-learning with a current VR simulator and whether additional mentoring improved skill learning, skill transfer and cognitive workloads in robotic surgery simulation training. Thirty-two surgical trainees were randomly assigned to either the Control-Group (CG) or Experiment-Group (EG). While the CG participants reviewed the PM at their discretion, the EG participants had explanations about PM and instructions on how to improve scores. Each subject completed a 5-week training using four simulation tasks. Pre- and post-training data were collected using both a simulator and robot. Peri-training data were collected after each session. Skill learning, time spent on PM (TPM), and cognitive workloads were compared between groups. After the simulation training, CG showed substantially lower simulation task scores (82.9 ± 6.0) compared with EG (93.2 ± 4.8). Both groups demonstrated improved physical model tasks performance with the actual robot, but the EG had a greater improvement in two tasks. The EG exhibited lower global mental workload/distress, higher engagement, and a better understanding regarding using PM to improve performance. The EG's TPM was initially long but substantially shortened as the group became familiar with PM. Our study demonstrated that the current VR simulator offered limited self-skill learning and additional mentoring still played an important role in improving the robotic surgery simulation training.

Mind the fish: zebrafish as a model in cognitive social neuroscience

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Rui F Oliveira

2013-08-01

Full Text Available Understanding how the brain implements social behavior on one hand, and how social processes feedback on the brain to promote fine-tuning of behavioural output according to changes in the social environment is a major challenge in contemporary neuroscience. A critical step to take this challenge successfully is finding the appropriate level of analysis when relating social to biological phenomena. Given the enormous complexity of both the neural networks of the brain and social systems, the use of a cognitive level of analysis (in an information processing perspective is proposed here as an explanatory interface between brain and behavior. A conceptual framework for a cognitive approach to comparative social neuroscience is proposed, consisting of the following steps to be taken across different species with varying social systems: (1 identification of the functional building blocks of social skills; (2 identification of the cognitive mechanisms underlying the previously identified social skills; and (3 mapping these information processing mechanisms onto the brain. Teleost fish are presented here as a group of choice to develop this approach, given the diversity of social systems present in closely related species that allows for planned phylogenetic comparisons, and the availability of neurogenetic tools that allows the visualization and manipulation of selected neural circuits in model species such as the zebrafish. Finally, the state-of-the art of zebrafish social cognition and of the tools available to map social cognitive abilities to neural circuits in zebrafish are reviewed.

Cognitive training: How can it be adapted for surgical education?

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Wallace, Lauren; Raison, Nicholas; Ghumman, Faisal; Moran, Aidan; Dasgupta, Prokar; Ahmed, Kamran

2017-08-01

There is a need for new approaches to surgical training in order to cope with the increasing time pressures, ethical constraints, and legal limitations being placed on trainees. One of the most interesting of these new approaches is "cognitive training" or the use of psychological processes to enhance performance of skilled behaviour. Its ability to effectively improve motor skills in sport has raised the question as to whether it could also be used to improve surgical performance. The aim of this review is to provide an overview of the current evidence on the use of cognitive training within surgery, and evaluate the potential role it can play in surgical education. Scientific database searches were conducted to identify studies that investigated the use of cognitive training in surgery. The key studies were selected and grouped according to the type of cognitive training they examined. Available research demonstrated that cognitive training interventions resulted in greater performance benefits when compared to control training. In particular, cognitive training was found to improve surgical motor skills, as well as a number of non-technical outcomes. Unfortunately, key limitations restricting the generalizability of these findings include small sample size and conceptual issues arising from differing definitions of the term 'cognitive training'. When used appropriately, cognitive training can be a highly effective supplementary training tool in the development of technical skills in surgery. Although further studies are needed to refine our understanding, cognitive training should certainly play an important role in future surgical education. Copyright © 2016 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. Published by Elsevier Ltd. All rights reserved.

Quantitative gait analysis under dual-task in older people with mild cognitive impairment: a reliability study

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Gutmanis Iris

2009-09-01

Full Text Available Abstract Background Reliability of quantitative gait assessment while dual-tasking (walking while doing a secondary task such as talking in people with cognitive impairment is unknown. Dual-tasking gait assessment is becoming highly important for mobility research with older adults since better reflects their performance in the basic activities of daily living. Our purpose was to establish the test-retest reliability of assessing quantitative gait variables using an electronic walkway in older adults with mild cognitive impairment (MCI under single and dual-task conditions. Methods The gait performance of 11 elderly individuals with MCI was evaluated using an electronic walkway (GAITRite® System in two sessions, one week apart. Six gait parameters (gait velocity, step length, stride length, step time, stride time, and double support time were assessed under two conditions: single-task (sG: usual walking and dual-task (dG: counting backwards from 100 while walking. Test-retest reliability was determined using intra-class correlation coefficient (ICC. Gait variability was measured using coefficient of variation (CoV. Results Eleven participants (average age = 76.6 years, SD = 7.3 were assessed. They were high functioning (Clinical Dementia Rating Score = 0.5 with a mean Mini-Mental Status Exam (MMSE score of 28 (SD = 1.56, and a mean Montreal Cognitive Assessment (MoCA score of 22.8 (SD = 1.23. Under dual-task conditions, mean gait velocity (GV decreased significantly (sGV = 119.11 ± 20.20 cm/s; dGV = 110.88 ± 19.76 cm/s; p = 0.005. Additionally, under dual-task conditions, higher gait variability was found on stride time, step time, and double support time. Test-retest reliability was high (ICC>0.85 for the six parameters evaluated under both conditions. Conclusion In older people with MCI, variability of time-related gait parameters increased with dual-tasking suggesting cognitive control of gait performance. Assessment of quantitative gait

Collaborative learning of clinical skills in health professions education: the why, how, when and for whom.

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Tolsgaard, Martin G; Kulasegaram, Kulamakan M; Ringsted, Charlotte V

2016-01-01

This study is designed to provide an overview of why, how, when and for whom collaborative learning of clinical skills may work in health professions education. Collaborative learning of clinical skills may influence learning positively according to the non-medical literature. Training efficiency may therefore be improved if the outcomes of collaborative learning of clinical skills are superior or equivalent to those attained through individual learning. According to a social interaction perspective, collaborative learning of clinical skills mediates its effects through social interaction, motivation, accountability and positive interdependence between learners. Motor skills learning theory suggests that positive effects rely on observational learning and action imitation, and negative effects may include decreased hands-on experience. Finally, a cognitive perspective suggests that learning is dependent on cognitive co-construction, shared knowledge and reduced cognitive load. The literature on the collaborative learning of clinical skills in health science education is reviewed to support or contradict the hypotheses provided by the theories outlined above. Collaborative learning of clinical skills leads to improvements in self-efficacy, confidence and performance when task processing is observable or communicable. However, the effects of collaborative learning of clinical skills may decrease over time as benefits in terms of shared cognition, scaffolding and cognitive co-construction are outweighed by reductions in hands-on experience and time on task. Collaborative learning of clinical skills has demonstrated promising results in the simulated setting. However, further research into how collaborative learning of clinical skills may work in clinical settings, as well as into the role of social dynamics between learners, is required. © 2015 John Wiley & Sons Ltd.

Leadership Skills and Wages

OpenAIRE

Kuhn, Peter; Weinberger, Catherine

2003-01-01

American business is devoting a growing share of resources to identifying and developing a worker characteristic called ³leadership skill². Is there such a thing, and is it rewarded in labor markets? Using the Project Talent, NLS72 and High School and Beyond datasets, we show that men who occupied leadership positions in high school earn more as adults, even when cognitive skills are held constant. The pure leadership-wage effect varies, depending on definitions and time period, from four p...

Cognitive Science.

Science.gov (United States)

Cocking, Rodney R.; Mestre, Jose P.

The focus of this paper is on cognitive science as a model for understanding the application of human skills toward effective problem-solving. Sections include: (1) "Introduction" (discussing information processing framework, expert-novice distinctions, schema theory, and learning process); (2) "Application: The Expert-Novice…

Unsupervised learning of facial emotion decoding skills.

Science.gov (United States)

Huelle, Jan O; Sack, Benjamin; Broer, Katja; Komlewa, Irina; Anders, Silke

2014-01-01

Research on the mechanisms underlying human facial emotion recognition has long focussed on genetically determined neural algorithms and often neglected the question of how these algorithms might be tuned by social learning. Here we show that facial emotion decoding skills can be significantly and sustainably improved by practice without an external teaching signal. Participants saw video clips of dynamic facial expressions of five different women and were asked to decide which of four possible emotions (anger, disgust, fear, and sadness) was shown in each clip. Although no external information about the correctness of the participant's response or the sender's true affective state was provided, participants showed a significant increase of facial emotion recognition accuracy both within and across two training sessions two days to several weeks apart. We discuss several similarities and differences between the unsupervised improvement of facial decoding skills observed in the current study, unsupervised perceptual learning of simple stimuli described in previous studies and practice effects often observed in cognitive tasks.

Can we predict cognitive deficits based on cognitive complaints?

Directory of Open Access Journals (Sweden)

Ewa Małgorzata Szepietowska

2017-03-01

Full Text Available Objective: The aim of the study was to determine whether the intensity of cognitive complaints can, in conjunction with other selected variables, predict the general level of cognitive functions evaluated with the Montreal Cognitive Assessment (MoCA test. Current reports do not show clear conclusions on this subject. Some data indicate that cognitive complaints have a predictive value for low scores in standardised tasks, suggesting cognitive dysfunction (e.g. mild cognitive impairment. Other data, however, do not support the predictive role of complaints, and show no relationship to exist between the complaints and the results of cognitive tests. Material and methods: The study included 118 adults (58 women and 60 men. We used the MoCA test, a self-report questionnaire assessing the intensity of cognitive complaints (Patient-Reported Outcomes in Cognitive Impairment – PROCOG and Dysexecutive Questionnaire/Self – DEX-S, and selected subtests of the Wechsler Adult Intelligence Scale-Revised (WAIS-R PL. On the basis of the results from the MoCA test, two separate groups were created, one comprising respondents with lower results, and one – those who obtained scores indicating a normal level of cognitive function. We compared these groups according to the severity of the complaints and the results obtained with the other methods. Logistic regression analysis was performed taking into account the independent variables (gender, age, result in PROCOG, DEX-S, and neurological condition and the dependent variable (dichotomized result in MoCA. Results: Groups with different levels of performance in MoCA differed in regards of some cognitive abilities and the severity of complaints related to semantic memory, anxiety associated with a sense of deficit and loss of skills, but provided similar self-assessments regarding the efficiency of episodic memory, long-term memory, social skills and executive functions. The severity of complaints does not allow

A framework for the analysis of cognitive reliability in complex systems: a recovery centred approach

International Nuclear Information System (INIS)

Kontogiannis, Tom

1997-01-01

Managing complex industrial systems requires reliable performance of cognitive tasks undertaken by operating crews. The infrequent practice of cognitive skills and the reliance on operator performance for novel situations raised cognitive reliability into an urgent and essential aspect in system design and risk analysis. The aim of this article is to contribute to the development of methods for the analysis of cognitive tasks in complex man-machine interactions. A practical framework is proposed for analysing cognitive errors and enhancing error recovery through interface design. Cognitive errors are viewed as failures in problem solving which are difficult to recover under the task constrains imposed by complex systems. In this sense, the interaction between context and cognition, on the one hand, and the process of error recovery, on the other hand, become the focal points of the proposed framework which is illustrated in an analysis of a simulated emergency

Developmental change in cognitive organization underlying stroop tasks of Japanese orthographies.

Science.gov (United States)

Toma, C; Toshima, T

1989-01-01

Cognitive processes underlying Stroop interference tasks of two Japanese orthographies, hiragana (a phonetic orthography) and kanji (a logographic orthography) were studied from the developmental point of view. Four age groups (first, second, third graders, and university students) were employed as subjects. Significant interference was yielded both in the hiragana and in the kanji version. Performance time on interference task decreased with age. For elementary school children, the error frequency on the interference task was higher than that on the task of naming patch colors or on the task of reading words printed in black ink, but the error frequencies did not differ among tasks for university students. In the interference task more word reading errors were yielded in the kanji version than in the hiragana version during and after third grade. The findings suggested that (1) the recognition system of hiragana and of kanji becomes qualitatively different during and after third grade, (2) the integrative system, which organizes cognitive processes underlying Stroop task, develops with age, and (3) efficiency of the organization increases with age.

Group typicality, group loyalty and cognitive development.

Science.gov (United States)

Patterson, Meagan M

2014-09-01

Over the course of childhood, children's thinking about social groups changes in a variety of ways. Developmental Subjective Group Dynamics (DSGD) theory emphasizes children's understanding of the importance of conforming to group norms. Abrams et al.'s study, which uses DSGD theory as a framework, demonstrates the social cognitive skills underlying young elementary school children's thinking about group norms. Future research on children's thinking about groups and group norms should explore additional elements of this topic, including aspects of typicality beyond loyalty. © 2014 The British Psychological Society.

Transfer of skill engendered by complex task training under conditions of variable priority.

Science.gov (United States)

Boot, Walter R; Basak, Chandramallika; Erickson, Kirk I; Neider, Mark; Simons, Daniel J; Fabiani, Monica; Gratton, Gabriele; Voss, Michelle W; Prakash, Ruchika; Lee, HyunKyu; Low, Kathy A; Kramer, Arthur F

2010-11-01

We explored the theoretical underpinnings of a commonly used training strategy by examining issues of training and transfer of skill in the context of a complex video game (Space Fortress, Donchin, 1989). Participants trained using one of two training regimens: Full Emphasis Training (FET) or Variable Priority Training (VPT). Transfer of training was assessed with a large battery of cognitive and psychomotor tasks ranging from basic laboratory paradigms measuring reasoning, memory, and attention to complex real-world simulations. Consistent with previous studies, VPT accelerated learning and maximized task mastery. However, the hypothesis that VPT would result in broader transfer of training received limited support. Rather, transfer was most evident in tasks that were most similar to the Space Fortress game itself. Results are discussed in terms of potential limitations of the VPT approach. Copyright © 2010 Elsevier B.V. All rights reserved.

Terapias Cognitiva e Cognitivo-Comportamental em dependência química Cognitive and Cognitive-Behavioral Therapy for substance abuse disorders

Directory of Open Access Journals (Sweden)

Cláudio Jerônimo da Silva

2004-05-01

Full Text Available Este artigo descreve o estado atual da Terapia Cognitiva, Comportamental, Prevenção de Recaída e Treinamento de Habilidades no tratamento de usuários de drogas. O objetivo é apresentar uma revisão sobre teorias e técnicas da Terapia Cognitiva e outras abordagens que dela derivam. Terapias Cognitiva e Comportamental, bem como Prevenção da Recaída e Treinamento de Habilidades, são tratamentos limitados no tempo, orientados em uma meta, e que utilizam sessões estruturadas, assumindo, assim, uma postura diretiva e ativa. Nós salientamos algumas diferenças entre Terapia Cognitiva, Prevenção de Recaída e Treinamento de Habilidades. A Terapia Cognitiva tem seu foco prioritariamente nos pensamentos, crenças, sentimentos e circunstâncias, como base do comportamento disfuncional. A Prevenção de Recaída e o Treinamento de Habilidades baseiam-se nas teorias comportamentais, além da teoria Cognitiva. Esperamos apresentar os últimos achados científicos para ajudar o psiquiatra geral a melhorar o tratamento da dependência química.This article describes the current status of Cognitive and Behavioral Therapy as well Relapse Prevention and Coping Skill approaches applied in drug abuse treatments. The objective is show a review about theories and technique used by Cognitive Therapy and others approaches derived that, specifically Relapse Prevention and Coping Skill Treatments. Cognitive and Behavioral Therapy, Coping Skill, and Relapse Prevention are a short-time, goal-oriented and structured treatments. Thus, they assume a posture directive and active. We pointed out some difference between the theories about Cognitive Therapy, Relapse Prevention and Coping Skill. The Cognitive Therapy accentuated the focus in patient’s thought, feeling and circumstances that get in a dysfunctional behavioral. Relapse Prevention and Coping Skill are based in behavioral theories besides of the Cognitive. We, finally, look forward to introduce the

Invention activities as preparation for learning laboratory data handling skills

Science.gov (United States)

Day, James

2012-10-01

Undergraduate physics laboratories are often driven by a mix of goals, and usually enough of them to cause cognitive overload for the student. Our recent findings align well with studies indicating that students often exit a physics lab without having properly learned how to handle real data. The value of having students explore the underlying structure of a problem before being able to solve it has been shown as an effective way to ready students for learning. Borrowing on findings from the fields of education and cognitive psychology, we use ``invention activities'' to precede direct instruction and bolster learning. In this talk I will show some of what we have learned about students' data handling skills, explain how an invention activity works, and share some observations of successful transfer.

The development of a model of control room operator cognition

International Nuclear Information System (INIS)

Harrison, C. Felicity

1998-01-01

The nuclear generation station CRO is one of the main contributors to plant performance and safety. In the past, studies of operator behaviour have been made under emergency or abnormal situations, with little consideration being given to the more routine aspects of plant operation. One of the tasks of the operator is to detect the early signs of a problem, and to take steps to prevent a transition to an abnormal plant state. In order to do this CRO must determine that plant indications are no longer in the normal range, and take action to prevent a further move away from normal. This task is made more difficult by the extreme complexity of the control room, and by the may hindrances that the operator must face. It would therefore be of great benefit to understand CRO cognitive performance, especially under normal operating conditions. Through research carried out at several Canadian nuclear facilities we were able to develop a deeper understanding of CRO monitoring of highly automated systems during normal operations, and specifically to investigate the contributions of cognitive skills to monitoring performance. The consultants were asked to develop a deeper understanding of CRO monitoring during normal operations, and specifically to investigate the contributions of cognitive skills to monitoring performance. The overall objective of this research was to develop and validate a model of CRO monitoring. The findings of this research have practical implications for systems integration, training, and interface design. The result of this work was a model of operator monitoring activities. (author)

The science and art of asking questions in cognitive therapy.

Science.gov (United States)

James, Ian Andrew; Morse, Rachel; Howarth, Alan

2010-01-01

Questions underpin all aspects of therapeutic assessment and intervention and are a vital component of the clinical process. Over recent years frameworks have started to be applied to obtain a greater understanding of questioning formats and processes. This paper examines the use of questions in cognitive therapy (CT). An overview of the main types of questions identified in the literature is presented. In addition, we examine a range of client and therapist characteristics that may impact on the questioning process. Asking questions in therapy is a complex, yet under-taught, skill. This paper provides a set of frameworks to assist in identifying helpful and unhelpful questioning skills. Thus the article has implications for further training and research.

The Impact of Recreational Video Game Play on Children's and Adolescents' Cognition

Science.gov (United States)

Blumberg, Fran C.; Altschuler, Elizabeth A.; Almonte, Debby E.; Mileaf, Maxwell I.

2013-01-01

Current empirical findings show linkages between recreational video game play and enhanced cognitive skills, primarily among young adults. However, consideration of this linkage among children and adolescents is sparse. Thus, discussions about facilitating transfer of cognitive skills from video game play to academic tasks among children and…

Cognition and relative importance underlying consumer valuation of park-and-ride facilities

NARCIS (Netherlands)

Bos, D.M.; Molin, E.J.E.; Timmermans, H.J.P.; vd Heijden, R.E.C.M.

2003-01-01

Results are reported of a study designed to identify the cognitive constructs underlying the valuation of park-and-ride (P&R) facilities and to measure the relative importance attached to the attributes of such facilities. Results show that the reliability of public transport is quite important.

Psychological skills usage and the competitive anxiety response as a function of skill level in rugby union.

Science.gov (United States)

Neil, Richard; D Mellalieu, Stephen; Hanton, Sheldon

2006-01-01

This study examined the intensity and direction of competitive anxiety symptoms and psychological skill usage in rugby union players of different skill levels. Elite (n=65) and nonelite (n=50) participants completed measures of competitive anxiety, self- confidence, and psychological skills. The elite group reported more facilitative interpretations of competitive anxiety symptoms, higher levels of self-confidence, lower relaxation usage, and greater imagery and self-talk use than their nonelite counterparts. The findings suggest that nonelite performers primarily use relaxation strategies to reduce anxiety intensity. In contrast, elite athletes appear to maintain intensity levels and adopt a combination of skills to interpret symptoms as facilitative to performance. Potential mechanisms for this process include the use of imagery and verbal persuasion efficacy-enhancement techniques to protect against debilitating symptom interpretations. Key PointsNonelite performers primarily use relaxation strategies to reduce anxiety intensity.Elite athletes maintain intensity levels and adopt a combination of psychological skills to interpret symptoms as facilitative.This process occurs through imagery and verbal persuasion efficacy-enhancement techniques.Nonelite performers who are debilitators should implement relaxation-based programs. However, in high activation level sports performers should reduce symptom intensity, restructure cognitions, and then raise activation states again to appropriate levels.Elite performers who are debilitators should implement cognitive restructuring techniques to interpret their anxiety as facilitative via a combination of goal setting, self-talk, and imagery.

Teaching technical skills to medical students: Beyond 'see one, do ...

African Journals Online (AJOL)

psychomotor skills based on the 'see one, do one, teach one' ethos. By trial ... approach that begins with building cognitive skills, which can then ... [6] Whatever strategy is used, the objective ... Forward-thinking leadership should be alarmed.

Multi-pair cognitive two-way relaying and power allocation under imperfect CSI

KAUST Repository

Pandarakkottilil, Ubaidulla; Alouini, Mohamed-Slim; Aï ssa, Sonia

2013-01-01

In this paper, we present a robust joint relay precoder design and transceiver power allocation for a cognitive radio network under imperfect channel state information. The secondary (or cognitive) network consists of multiple pairs of single-antenna transceiver nodes and a non-regenerative two-way relay with multiple antennas which aids the intra-pair communication process of the transceiver nodes. The secondary nodes share the spectrum with a licensed primary user (PU) while guaranteeing that the interference to the PU receiver is maintained below a specified threshold. The proposed robust design is based on the minimization of the sum mean-square error (MSE) of the transceiver nodes under constraints on the secondary users' transmit powers and interference to PU the receiver. Though the original problem is non-convex, we show that the proposed design can be solved using alternating optimization of convex subproblems which have analytic or efficient numerical solutions. We illustrate the performance of the proposed designs through some selected numerical simulations. © 2013 IEEE.

Multi-pair cognitive two-way relaying and power allocation under imperfect CSI

KAUST Repository

Pandarakkottilil, Ubaidulla

2013-06-01

In this paper, we present a robust joint relay precoder design and transceiver power allocation for a cognitive radio network under imperfect channel state information. The secondary (or cognitive) network consists of multiple pairs of single-antenna transceiver nodes and a non-regenerative two-way relay with multiple antennas which aids the intra-pair communication process of the transceiver nodes. The secondary nodes share the spectrum with a licensed primary user (PU) while guaranteeing that the interference to the PU receiver is maintained below a specified threshold. The proposed robust design is based on the minimization of the sum mean-square error (MSE) of the transceiver nodes under constraints on the secondary users\\' transmit powers and interference to PU the receiver. Though the original problem is non-convex, we show that the proposed design can be solved using alternating optimization of convex subproblems which have analytic or efficient numerical solutions. We illustrate the performance of the proposed designs through some selected numerical simulations. © 2013 IEEE.

Rational metareasoning and the plasticity of cognitive control

Science.gov (United States)

Shenhav, Amitai; Musslick, Sebastian; Griffiths, Thomas L.

2018-01-01

The human brain has the impressive capacity to adapt how it processes information to high-level goals. While it is known that these cognitive control skills are malleable and can be improved through training, the underlying plasticity mechanisms are not well understood. Here, we develop and evaluate a model of how people learn when to exert cognitive control, which controlled process to use, and how much effort to exert. We derive this model from a general theory according to which the function of cognitive control is to select and configure neural pathways so as to make optimal use of finite time and limited computational resources. The central idea of our Learned Value of Control model is that people use reinforcement learning to predict the value of candidate control signals of different types and intensities based on stimulus features. This model correctly predicts the learning and transfer effects underlying the adaptive control-demanding behavior observed in an experiment on visual attention and four experiments on interference control in Stroop and Flanker paradigms. Moreover, our model explained these findings significantly better than an associative learning model and a Win-Stay Lose-Shift model. Our findings elucidate how learning and experience might shape people’s ability and propensity to adaptively control their minds and behavior. We conclude by predicting under which circumstances these learning mechanisms might lead to self-control failure. PMID:29694347

Rational metareasoning and the plasticity of cognitive control.

Science.gov (United States)

Lieder, Falk; Shenhav, Amitai; Musslick, Sebastian; Griffiths, Thomas L

2018-04-01

The human brain has the impressive capacity to adapt how it processes information to high-level goals. While it is known that these cognitive control skills are malleable and can be improved through training, the underlying plasticity mechanisms are not well understood. Here, we develop and evaluate a model of how people learn when to exert cognitive control, which controlled process to use, and how much effort to exert. We derive this model from a general theory according to which the function of cognitive control is to select and configure neural pathways so as to make optimal use of finite time and limited computational resources. The central idea of our Learned Value of Control model is that people use reinforcement learning to predict the value of candidate control signals of different types and intensities based on stimulus features. This model correctly predicts the learning and transfer effects underlying the adaptive control-demanding behavior observed in an experiment on visual attention and four experiments on interference control in Stroop and Flanker paradigms. Moreover, our model explained these findings significantly better than an associative learning model and a Win-Stay Lose-Shift model. Our findings elucidate how learning and experience might shape people's ability and propensity to adaptively control their minds and behavior. We conclude by predicting under which circumstances these learning mechanisms might lead to self-control failure.

Rational metareasoning and the plasticity of cognitive control.

Directory of Open Access Journals (Sweden)

Falk Lieder

2018-04-01

Full Text Available The human brain has the impressive capacity to adapt how it processes information to high-level goals. While it is known that these cognitive control skills are malleable and can be improved through training, the underlying plasticity mechanisms are not well understood. Here, we develop and evaluate a model of how people learn when to exert cognitive control, which controlled process to use, and how much effort to exert. We derive this model from a general theory according to which the function of cognitive control is to select and configure neural pathways so as to make optimal use of finite time and limited computational resources. The central idea of our Learned Value of Control model is that people use reinforcement learning to predict the value of candidate control signals of different types and intensities based on stimulus features. This model correctly predicts the learning and transfer effects underlying the adaptive control-demanding behavior observed in an experiment on visual attention and four experiments on interference control in Stroop and Flanker paradigms. Moreover, our model explained these findings significantly better than an associative learning model and a Win-Stay Lose-Shift model. Our findings elucidate how learning and experience might shape people's ability and propensity to adaptively control their minds and behavior. We conclude by predicting under which circumstances these learning mechanisms might lead to self-control failure.

Language and Cognitive Predictors of Text Comprehension: Evidence from Multivariate Analysis

Science.gov (United States)

Kim, Young-Suk

2015-01-01

Using data from children in South Korea (N = 145, M[subscript age] = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening…

Soft Skill Competencies, Hard Skill Competencies, and Intention to Become Entrepreneur of Vocational Graduates