Thematische Bibliographien / Design for cognitive difficulties

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Auswahl der wissenschaftlichen Literatur zum Thema „Design for cognitive difficulties“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 6. Februar 2022

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Zeitschriftenartikel zum Thema "Design for cognitive difficulties"

Gregor, Peter, und Anna Dickinson. „Cognitive difficulties and access to information systems: an interaction design perspective“. Universal Access in the Information Society 5, Nr. 4 (14.12.2006): 393–400. http://dx.doi.org/10.1007/s10209-006-0064-6.

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Krämer, Sonja, Jens Möller und Friederike Zimmermann. „Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis“. Review of Educational Research 91, Nr. 3 (17.03.2021): 432–78. http://dx.doi.org/10.3102/0034654321998072.

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This article presents a meta-analysis on cognitive (e.g., academic performance) and psychosocial outcomes (e.g., self-concept, well-being) among students with general learning difficulties and their peers without learning difficulties in inclusive versus segregated educational settings. In total, we meta-analyzed k = 40 studies with 428 effect sizes and a total sample of N = 11,987 students. We found a significant small to medium positive effect for cognitive outcomes of students with general learning difficulties in inclusive versus segregated settings ( d = 0.35) and no effect on psychosocial outcomes ( d = 0.00). Students without general learning difficulties did not differ cognitively ( d = −0.14) or psychosocially ( d = 0.06) from their counterparts in segregated settings. We examined several moderators (e.g., design, diagnosis, type of outcome). We discuss possible selection effects as well as implications for future research and practice.

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Kurz, Ingrid. „Interdisciplinary Research—Difficulties and Benefits“. Target. International Journal of Translation Studies 7, Nr. 1 (01.01.1995): 165–79. http://dx.doi.org/10.1075/target.7.1.13kur.

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Abstract Part One outlines the desirability and difficulties of an interdisciplinary approach to interpretation research and theory. Part Two describes the design, implementation and first results of a collaborative study: EEG recordings during mental simultaneous interpretation into L1 and L2 were compared with EEG recordings during other cognitive tasks (shadowing, mental arithmetic, listening to music) and with the EEG at rest to investigate the cortical processes during simultaneous interpretation. Both hemispheres are involved in simultaneous interpretation, most of all the temporal regions (left more than right), and there are EEG differences between tasks involving verbal thinking and non-verbal tasks and between simultaneous interpretation into L1 and L2.

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Deshpande, Aditi. „Design for Difference: Cognitive Enhancement Toys for Children with Developmental Delays“. Revista Gestão Inovação e Tecnologias 11, Nr. 4 (16.09.2021): 5203–17. http://dx.doi.org/10.47059/revistageintec.v11i4.2557.

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Childhood is a phase where children explore, learn and enjoy. For some children, this phase is full of difficulties. These children suffer from either developmental delays or learning difficulties. According to sources, there is a iniquitousness of 1.5-2.5% of advancing delay in kids below 2 years of age in India. Development is described into five different domains - gross motor, fine motor, speech, and language, cognitive and socio-emotional. These children need help at an early age to overcome developmental delays and for cognitive enhancement. Both parents and teachers are involved with children right from an early age, and they can devise ways to help these children. Many schools adopt 'Play' as an important activity to help these children overcome developmental delays and "toys" are mostly central to the design of such activities. The paper describes the design research for designing toys for cognitive enhancement of children with developmental delays between 2 and 5 years. In the first phase of research, the interview method was used to understand what kind of learning difficulties children face and what kind of methods are employed to teach them and understand what types of toys they are using. The sample size of 20 comprising of teachers, therapists, and pediatricians from Special schools and departments for special need children in mainstream schools was used for the interview purpose. Observational studies with children (5 different classrooms with children between 3-5 years age) were carried out to understand how children learn and use the toys. At the end of the first phase, the qualitative analysis led to the shift from learning difficulties to developmental delays. In the second phase, a survey of available products in the market was conducted to understand what types of toys are used to address these children's developmental activity. Mapping the play methods employed by the teachers and therapists to the toys' activities led to finding the Design gap. The design process incorporated the research findings. The product is designed in the form of a Toy Box with a multi-utility set of toys for cognitive enhancement in children with developmental delays. The design (three sets of toys) addresses children's communication, spatial, cognitive, gross motor & fine motor skills with developmental delays. The designed product was put through user testing twice to incorporate the findings from the testing to make the design more user-friendly for the children and the teachers, therapists, and parents.

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Eddy, Clare M., Hugh E. Rickards und Andrea E. Cavanna. „The cognitive impact of antiepileptic drugs“. Therapeutic Advances in Neurological Disorders 4, Nr. 6 (13.09.2011): 385–407. http://dx.doi.org/10.1177/1756285611417920.

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Effective treatment of epilepsy depends on medication compliance across a lifetime, and studies indicate that drug tolerability is a significant limiting factor in medication maintenance. Available antiepileptic drugs (AEDs) have the potential to exert detrimental effects on cognitive function and therefore compromise patient wellbeing. On the other hand, some agents may serve to enhance cognitive function. In this review paper, we highlight the range of effects on cognition linked to a variety of newer and older AEDs, encompassing key alterations in both specific executive abilities and broader neuropsychological functions. Importantly, the data reviewed suggest that the effects exerted by an AED could vary depending on both patient characteristics and drug-related variables. However, there are considerable difficulties in evaluating the available evidence. Many studies have failed to investigate the influence of patient and treatment variables on cognitive functioning. Other difficulties include variation across studies in relation to design, treatment group and assessment tools, poor reporting of methodology and poor specification of the cognitive abilities assessed. Focused and rigorous experimental designs including a range of cognitive measures assessing more precisely defined abilities are needed to fill the gaps in our knowledge and follow up reported patterns in the literature. Longitudinal studies are needed to improve our understanding of the influence of factors such as age, tolerance and the stability of cognitive effects. Future trials comparing the effects of commonly prescribed agents across patient subgroups will offer critical insight into the role of patient characteristics in determining the cognitive impact of particular AEDs.

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Zeng, Junjie, Qi Zhang, Yunxiu Zeng, Long Qin, Mei Yang und Quanjun Yin. „Design of Simulation Competition Platform Based on Cognitive Behavior Modeling“. Journal of Contemporary Educational Research 5, Nr. 8 (30.08.2021): 174–79. http://dx.doi.org/10.26689/jcer.v5i8.2457.

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Cognitive behavior modeling of agent is an important component of simulation system, and there are some difficulties in the simulation of course teaching. When students make simulation experiments about cognitive behavior modeling, such as algorithm design and model construction, there is no simulation competition platform that is controllable, flexible and scalable. To solve this problem, we propose a simulation competition platform based on cognitive behavior modeling, called TankSim, for undergraduate and graduate students. This platform aims to cultivate student’s team collaboration and innovation capability, and improve their learning motivation. This paper elaborates the proposed platform from three aspects, including demand analysis, platform design, and content design.

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Ramamurthy, Kavitha Chinnappa, Marie-Maude Geoffray, Louise Robinson, Lauren Manderson, Julieta O'Flaherty, Annukka Lehtonen, Grace Vassallo, Shruti Garg und Jonathan Green. „Predictors of cognitive, behavioural and academic difficulties in NF1“. BJPsych Open 7, S1 (Juni 2021): S243. http://dx.doi.org/10.1192/bjo.2021.649.

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AimsThe aim of this study is to systematically investigate the demographic and disease predictors of cognitive and behavioural phenotype in the largest cohort of children with NF1 published to date. Based on previously published research, we examine the potential role of demographic predictors such as age, sex, SES, parental NF1 status as well as the neurological complications such as epilepsy and brain tumours in NF1 associated cognitive/ behavioural impairments.MethodIn this cross-sectional study design, participant data were drawn from two large databases which included (i) A clinical database of all patients with NF1 seen in a clinical psychological service from 2010 to 2019 and (ii) A research dataset from two previously published studies (2,8). The complex National NF1 service based within Manchester regional genetic services is set up for individuals with complex NF1 (https://www.mangen.co.uk/healthcare-professionals/clinical-genomic-services/nf1/) in the North of the UK. Children were referred to the psychological services by NF1 clinicians if psychological assessment was warranted based on parental reports. In order to reduce clinic referral bias, the clinical sample was supplemented by including participants that were seen solely for the purposes of research studies within our centre.ResultRelative to population norms, 90% of the NF1 sample demonstrated significantly lower scores in at least one cognitive or behavioral domain. Family history of NF1 and lower SES were independently associated with poorer cognitive, behavioral and academic outcomes. Neurological problems such as epilepsy and hydrocephalus were associated with lower IQ and academic skills.ConclusionCognitive and behavioural phenotypes commonly emerge via a complex interplay between genes and environmental factors, and this is true also of a monogenic condition such as NF1. Early interventions and remedial education may be targeted to risk groups such those with familial NF1, families with lower SES and those with associated neurological comorbidities.

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Wang, Qiyun. „Developing a Technology-supported Learning Model for Elementary Education Level“. Mimbar Sekolah Dasar 6, Nr. 1 (08.04.2019): 141. http://dx.doi.org/10.17509/mimbar-sd.v6i1.15901.

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Technology has been increasingly used to promote students’ engagement in online learning environments. Engagement refers to the students’ commitment or effort involved in learning. Engagement often has various categories such as behavioral, emotional, and cognitive engagement. In this paper, a technology-supported learning model is proposed for the purpose of promoting students’ engagement in online learning. This model is composed of three key components: pedagogical design, social design, and technical design. Pedagogical design aims to achieve predefined learning objectives through well-designed instructional strategies and learning activities so that students can be behaviorally engaged (e.g., high participation, active exploration) and cognitively engaged (e.g., asking questions, giving evaluative comments). Social design is to create a comfortable and friendly setting where students are willing to interact with peers and/or with the teacher so that emotional engagement (e.g., positive social relationship between students and the teacher) and cognitive engagement (e.g., knowledge construction) can be attained. Technical design intends to create a usable platform that students can easily manipulate without technical difficulties. All these designs must take the context (e.g., elementary education level) into careful consideration.

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Mananggel, Marlin Blandy. „DIAGNOSING STUDENTS’ DIFFICULTIES IN SOLVING MATHEMATICAL WORD PROBLEM“. JUPITEK: Jurnal Pendidikan Matematika 2, Nr. 2 (24.02.2020): 61–68. http://dx.doi.org/10.30598/jupitekvol2iss2pp61-68.

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The factors causing students' learning difficulties are very diverse, namely cognitive, non-cognitive factors, physical, mental, health, learning environment, teacher's personality, social-culture, economic background of students and schools as educational institutions. Therefore, teachers need to diagnose students' learning difficulties in order to overcome these difficulties. The purpose of this research is to 1) describe students’ difficulties in solving word problem related to the quadratic inequalities; 2) diagnose the cause of these student difficulties. This study is descriptive-qualitative research design. In this case, the researcher is the primary instrument. In collecting the data, the researcher used a diagnostic test sheet, interview and field notes. In this study, triangulation of data source is applied to check the validity of the data. Result of diagnostic test shows that student difficulties are: (a) not identify the problem, (b) not written the information into mathematical model, (c) did not know/forgot the concept of word problem that is GLBB and total revenue, (d) have not been able to make quadratic inequalities, and e) have not been able to determine its solution set. Diagnosis in this research using mapping mathematics, that is a diagram that arrange based on student difficulties. Its research shows that the causes are reading related error, linguistic error, error in understanding inequalities concepts, and error in arithmetic process. The source of causes are students’ cognitive and non-cognitive factors and also pedagogical factors

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Wang, Yan Qun, Bing Chen Zhang und Wei Min Guo. „Research on Product Design of Solitary Elder“. Advanced Materials Research 346 (September 2011): 301–5. http://dx.doi.org/10.4028/www.scientific.net/amr.346.301.

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Solitary elders belong to vulnerable groups in society, thus they are in urgent need of the social care. As the old age, lower self-care ability and living alone, they have many difficulties in daily life. The product design of solitary elder mainly includes three aspects, movement function,perceptual function，cognitive function. Pay attention to the particularity of solitary elders, designers would create a quality living environment better for them.

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Dissertationen zum Thema "Design for cognitive difficulties"

Elmehög, Isac. „PLÅNKAN : Visuellt stöd för kognitiva svårigheter inom ekonomi“. Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik, konst och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85977.

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Detta examensarbete bygger på en upplevd problematikav personal på ett LSS-boende för ungdomar som delgivitsmig. Genom denna kontakt kunde en tydlig beskrivning gesom problemområdet, förutsättningar och begränsningar,vilket gav projektet en tydlig initial utgångspunkt. Problematikensom urskiljts på boendet var kortfattat att brukarnainte har tillgång till bankomatkort och att vissa dessutominte har tillgång till sina pengar alls. Detta skapar svårigheterdå de skall handla på butiker som övergått till att varakontantlösa. Konsekvenserna av detta är tydlig, man kaninte betala för sig och detta grundar sig i två saker. Trendenav att digitaliseras och bli kontantlös samt att personer medintellektuell funktionsvariation har svårigheter med förståelsenför digitala pengar, där detta projekt främst fokuserarpå den slutliga problematiken.Denna problematik kommer att bemötas med en utgångspunktinom grafisk design och hur det kontantlösasamhället kan utvecklas genom olika designlösningar. Enidégenerering resulterade i att projektet inriktar sig på:att skapa en applikation som förenklar och förtydligar dedigitala pengarnas värde. Detta skall uppnås genom attförse användaren med visuella stöd som kan anpassasefter personlig preferens. Utöver detta skall verktyget ävenfungera som ett betalkort för att utnyttja möjligheten attgrafiskt visa en transaktions påverkan av totala saldot.
This thesis is based on a perceived problem from staffmembers of an accommodation for youths with disabilitiesthat has been shared with me. Through this contact I got aclear view of the troubles that occured, the possibilities andlimitations that revolved around the subject. The problemthat had been identified was how the youths did not haveaccess to or sometimes were not trusted with a cash cardfor different reasons. This has created a problem for thesepeople when they are trying to shop from a store that hasbecome cashless. The consequences of this is clear, theycannot pay for themselves wich is based on two things.The trend of stores turning cashless and that people withintellectual disabilities have difficulties with understandingthe value of digital money. In this thesis I focus on the latter,the understanding of digital money.The problem will be treated with graphic design as a startingpoint and investigate how the cashless community canevolve to be more including. An initial idea session resultedin a focus of creating the following: An application thatsimplifies and clarifies digital monetary value. This will beperceived through providing the target group with a visualaid that can be customized based on the users comprehensionand preferences. The app will also include a paymentfeature that utilizes the opportunity to give the user visualaid. This can provide the user with a deeper understandingof the impact of the transaction on their total ammount.

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Bull, Rebecca. „Cognitive deficits underlying children's mathematical difficulties“. Thesis, University of St Andrews, 1998. http://hdl.handle.net/10023/15456.

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Many children have difficulties learning mathematics, and the consequences of poor mathematical skills are very far reaching. Studies examining the reasons why children struggle to learn mathematics are scarce, particularly in comparison to studies examining reading difficulties. The studies reported in this thesis attempted to provide insights into the cognitive limitations that may lead some children to have difficulties learning mathematics, re-examining some of the cognitive deficits already thought to be associated with mathematical difficulties, as well as providing the starting point for new lines of enquiry. Five main studies are reported. Four of these studies examined a range of cognitive skills and identify a number of fundamental cognitive mechanisms as playing a role in children's mathematical skills, these being a slowness in the speed of processing information, poor control of executive functioning, evidenced through difficulty switching strategies and poor self-regulation of actions, and a delay in the automatization of basic arithmetic facts. The final study aimed to investigate the implications of these recognised cognitive difficulties in the teaching of mathematics, and explored the use of two different teaching strategies, rote learning of basic arithmetic facts and a discussion method to allow alternative methods of solution to be learned, both of which attempted to overcome some of these cognitive limitations. Rote learning was found to be an effective device to improve performance in different areas of mathematical skill. The implications of this research and the foundations for future research are also discussed.

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Durand, Marianne. „Nonverbal learning difficulties : mathematical and cognitive deficits“. Thesis, University of York, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424523.

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Wood, Helen. „The experience of cognitive functioning difficulties in psychosis“. Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10221/.

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Section A is a review of the literature on cognitive functioning difficulties in psychosis. It focuses on these difficulties as they relate to cognitive models of psychosis. After outlining relevant cognitive models, the literature on cognitive functioning is critically reviewed. The review highlights methodological limitations; gaps in our understanding; and a need for research exploring people's experiences of cognitive functioning difficulties. Section B describes a qualitative study investigating the experience of cognitive difficulties in people with psychosis. Background: An overview of research on cognitive functioning in psychosis reveals limitations in existing understandings, including the absence of a rigorous account of how people with psychosis experience cognitive functioning difficulties. Aims: This study aimed to provide an account of the experience of cognitive functioning difficulties in people with psychosis, including how these difficulties are perceived and understood, how people respond to these difficulties, and what people’s perceptions are of others’ views of these difficulties. Method: A semi-structured interview was carried out with eight participants, focusing on participants’ experience of cognitive difficulties, how they respond to these, how participants perceive others’ understandings, and available support. Interpretative Phenomenological Analysis (Smith, Flowers, & Larkin, 2009) was used. Results: Cognitive impairment was understood in terms of master themes focusing on controlled and reflective thinking; physical experiences; explaining the origins of impairment; identity; and anticipating the future with fear and hope. Conclusions: The findings had significant implications for clinical psychology, including staff and client education about cognitive difficulties, and the importance of cognitive functioning to formulation. New areas for research include interventions stimulating metacognition; managing identity changes in response to cognitive difficulties; and ascertaining staff understanding of cognitive difficulties. Section C is a critical appraisal of the qualitative study 'The experience of cognitive functioning difficulties in people with psychosis: An investigation' described in section B. It provides critical and reflective answers to four questions on the following topic areas: research skills acquired; what one would do differently if repeating the study; clinical consequences of the study; and future research projects.

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Papadopoulos, Timothy Cosma. „A cognitive approach to reading difficulties, assessment and remediation“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29089.pdf.

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Okonkwo, Ozioma C. „Awareness of functional difficulties in mild cognitive impairment relation to cognitive variables and mood /“. Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2009r/okonkwo.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.
Title from PDF title page (viewed Sept. 23, 2009). Additional advisors: Karlene K. Ball, H. Randall Griffith, Daniel C. Marson, Sylvie Mrug, David E. Vance. Includes bibliographical references (p. 59-80).

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Reid, Norman. „Interpersonal relationship difficulties in borderline personality disorder“. Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264651.

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Hinchcliffe, Vivian. „The social-cognitive development of children with severe learning difficulties“. Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/6588.

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This thesis focuses upon the abilities of children with severe learning difficulties to contemplate the psychological states of other people, what is often referred to in the literature as 'mindreading' (Whiten and Perner, 1991). The first section contains a review of the literature on children's developing understanding of the mind and their conceptual representational abilities. This is followed by two studies investigating non-learning disabled children's abilities to attribute first-and second-order false belief. The first of these uses an adaptation of the Sally-Anne test (Baron-Cohen, et al., 1985). The second study uses an original false belief story scenario, which involves children in drama. The researcher uses a technique called 'split-briefing' to provide children with first-hand experience of first-and second-order false belief. Simplified versions of the two false belief story scenarios are then used with children with severe learning difficulties to investigate their abilities to represent first-and second-order false belief. The relationship between children's scores on belief attribution tasks and their scores on tests of non-verbal intellectual reasoning (Ravens Coloured Matrices) and receptive language ability (TROG) is also examined in this study. The third section outlines the findings of a questionnaire-based study examining parental reports of spontaneous internal state use by two groups of children: non-learning disabled children aged 1-5 years and pupils with Down's Syndrome aged 4-19 years with severe learning difficulties. 'Internal state language' is language which refers to intentions, cognitions and feeling states (Bretherton and Beeghly, 1981). This is followed by a further investigation of internal state language among a group of students with severe learning difficulties. This study uses a series of playlets written by the author to provide students with an interactive, participatory medium in which to draw their attention to people's internal states. The thesis concludes with a final statement on research into the social-cognitive development of children with severe learning difficulties, with recommendations for future research and intervention.

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Lebens, Morena. „The cognitive and affective dimensions of mathematical difficulties in schoolchildren“. Thesis, University of South Wales, 2008. https://pure.southwales.ac.uk/en/studentthesis/the-cognitive-and-affective-dimensions-of-mathematical-difficulties-in-schoolchildren(2f01fc99-d995-4e3c-8ae3-0797f8c3886c).html.

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Previous research (eg Barrouillet & Lepine, 2005; Cummings and Elkins, 1999) suggests that children with mathematical difficulties (MD) use inefficient problem solving strategies and lack computational fluency. This thesis extends existing research by investigating the cognitive and affective dimensions of mathematical difficulties in schoolchildren using a variety of methodological approaches. The principal aim is to identify the characteristics of children with MD and compare them with children of average ability, to identify the factors relevant to the learning of mathematics. In the existing literature (eg Baptist et. al., 2007), mathematical difficulties are primarily defined in terms of a cognitive deficit. However, learning may not only be a function of cognitive processes, and affective responses such as anxiety or attitude may play an important role in the learning of mathematics (Me Leod, 1994). To investigate the relative salience of these factors, an instrument to measure affective responses towards mathematics in schoolchildren was developed. This instrument was then utilised to investigate differences in maths anxiety, self efficacy, perceptions of the learning environment and attitudes towards the teacher between children with MD and children of average mathematical ability. In order to investigate the cognitive aspects of MD, dual task experiments were used to examine the role of subvocal rehearsal in arithmetic problem solving Mathematical problems were coupled with either a phonological or a neutral secondary task to find out how children with MD and average ability children use phonological working memory resources in arithmetic. The cognitive aspects of MD for the learning process were addressed by evaluating two different types of mathematics instruction. A protocol analysis illustrated how the format of instruction affected children's use of arithmetic problem solving strategies and how strategy usage was influenced by individual differences in information processing. Overall, the results suggest that the cognitive processing deficits of children with MD seem to result from inefficient problem-solving strategy usage which occupies cognitive resources, however, problem solving was improved via a direct instruction intervention which provided worked-out examples and model strategies. A follow-up analysis found that the interventions for children with MD would need to go beyond the learning of specific abilities in order to produce sustainable long-term effects on school achievement.

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McLean, Janet F. „Working memory differences in children with specific difficulties in arithmetic“. Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302420.

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Bücher zum Thema "Design for cognitive difficulties"

1949-, McShane John, Hrsg. Children's learning difficulties: A cognitive approach. Oxford, UK: Blackwell, 1993.

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Frank, Bott, Hrsg. Software design, cognitive aspects. London: Springer, 2002.

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Détienne, Françoise. Software Design — Cognitive Aspects. Herausgegeben von Frank Bott. London: Springer London, 2002. http://dx.doi.org/10.1007/978-1-4471-0111-6.

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Cognitive function analysis. Stamford, Conn: Ablex Pub. Corp., 1998.

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Lieto, Antonio. Cognitive Design for Artificial Minds. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781315460536.

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Hinchcliffe, Vivian. The social-cognitive development of children with severe learning difficulties. Uxbridge: Brunel University, 1995.

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Philip, Thompson. Cognitive development through design and technology. [Guildford]: [University of Surrey], 1995.

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Onken, Reiner, und Axel Schulte. System-Ergonomic Design of Cognitive Automation. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-03135-9.

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A, Farmer James, und Wolff Phillip M, Hrsg. Instructional design: Implications from cognitive science. Englewood Cliffs, NJ: Prentice Hall, 1991.

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Brien, Robert. Science cognitive & formation. 3. Aufl. Sainte-Foy: Presses de l'Université du Québec, 1997.

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Buchteile zum Thema "Design for cognitive difficulties"

Ginat, David, Eyal Shifroni und Eti Menashe. „Transfer, Cognitive Load, and Program Design Difficulties“. In Lecture Notes in Computer Science, 165–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24722-4_15.

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Keates, Simeon, und Philip Varker. „Establishing Design Best Practices for Users with Cognitive and Learning Difficulties“. In Lecture Notes in Computer Science, 706–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73279-2_78.

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Sanda, Mohammed-Aminu, und Emmanuel Owusu-Asiedu. „The Emerging Cognitive Difficulties and Emotional-Motivational Challenges of Ghanaian Air Traffic Controllers: Implication for Improved Job Design“. In Advances in Neuroergonomics and Cognitive Engineering, 351–61. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60642-2_33.

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Cook, Simon, Ronald M. Baecker, Cosmin Munteanu und Andrew Walker. „Towards Technologically Assisted Mindfulness Meditation Practice in Older Adults: An Analysis of Difficulties Faced and Design Suggestions for Neurofeedback“. In Augmented Cognition. Enhancing Cognition and Behavior in Complex Human Environments, 423–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58625-0_31.

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LaBuda, Jennifer, Bradley N. Axelrod und James Windell. „Pragmatic Difficulties Protocol“. In Cognitive Behavioral Protocols for Medical Settings, 314–28. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315282411-12.

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Lindberg, Rachel, und Rhonda Douglas Brown. „Mathematical Difficulties and Exceptionalities“. In Neuroscience of Mathematical Cognitive Development, 97–118. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76409-2_6.

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Cervesato, Iliano. „Cognitive Interface Design“. In Cognitive Technologies, 279–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37747-1_8.

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Boy, Guy André. „Cognitive Engineering“. In Orchestrating Human-Centered Design, 35–57. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4339-0_3.

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Fehr, Karla K., Danielle Chambers und Jennifer Ramasami. „Cognitive Behavioral Treatment for Pediatric Sleep Difficulties“. In Handbook of Cognitive Behavioral Therapy for Pediatric Medical Conditions, 279–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21683-2_18.

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Kaye, Joseph Jofish, Jarmo Laaksolahti, Kia Höök und Katherine Isbister. „The Design and Evaluation Process“. In Cognitive Technologies, 641–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15184-2_33.

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Konferenzberichte zum Thema "Design for cognitive difficulties"

Teng, Zhiqiang, Haodong Chen, Qitao Hou, Wanbing Song, Chenchen Gu und Ping Zhao. „Design of a Cognitive Rehabilitation System Based on Gesture Recognition“. In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23579.

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Abstract Computer-assisted cognitive training is an effective intervention for patients with mild cognitive impairment (MCI), which can avoid the disadvantages of traditional cognitive training that consumes a lot of medical resources and is difficult to be standardized. However, many computer-assisted cognitive training systems have unfriendly human-computer interaction, for not considering that most MCI patients have certain difficulties in using computers. In this paper, we design a cognitive training system which allows patients to implement human-computer interaction through gestures. First, a gesture recognition algorithm is proposed, in which we implement gesture segmentation based on YCbCr color space and Otsu algorithm, extract Fourier Descriptors of gesture contour as feature vectors and use SVM algorithm to train a classifier to recognize gestures. Then, the graphical user interface (GUI) of the system is designed to realize the task requirement of cognitive training for the MCI patients. Finally, the results of tests show the accuracy of the algorithm and the feasibility of the GUI. With the above computer-assisted cognitive training system, patients can achieve human-computer interaction only through gestures without the need to use keyboard, mouse, etc., greatly reducing the burden of patients during training.

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Habib Mohamed, Malikka Begum Binte. „Response and Non-response to Intervention for Reading Difficulties: What Role do Cognitive Correlates Play?“ In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.800.

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Grade 1 responders and non-responders to an iPad-based reading intervention were evaluated on their cognitive attributes. Cognitive measures included phonological awareness, rapid automatized naming, verbal memory and statistical learning, which were correlated with a lack of response to reading interventions in previous studies (Al Otaiba & Fuchs, 2006). The overall research question was whether and which of the cognitive variables could differentiate treatment responders versus non-responders, since this would provide valuable information in predicting which children may be better served by different types of intervention. The intervention study was conducted as a randomized controlled design, wherein 147 children (Mage = 6.75) who were identified as at risk for reading difficulties at primary school entry were allocated to either phonics or word reading based interventions. Responders included children who attained criterion-referenced word reading and fluency and decoding accuracy and fluency scores (e.g., above grade equivalent scores or above a mean of typically developing peers), whereas nonresponders did not attain age-based scores at post-intervention compared with their preintervention scores. Four separate MANCOVA analyses were conducted to determine if nonresponders differed from their peers on any of the cognitive measures. The two groups differed only on the fluency outcomes. On the reading fluency task, non-responders varied from the other groups on their phonological awareness and verbal memory scores. For decoding fluency outcomes, responders and non-responders differed only on rapid automatized naming. Altogether, these findings do suggest differences between the groups, suggesting implications of building on cognitive skills together with language skills for children with reading difficulties.

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Surma-aho, Antti, Claudia Chen, Katja Hölttä-Otto und Maria Yang. „Antecedents and Outcomes of Designer Empathy: A Retrospective Interview Study“. In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97483.

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Abstract A growing body of research suggests that to uncover key needs and create successful designs, designers must holistically and empathically understand end-users. However, despite the existence of empathy frameworks and guides in design, little empirical work has investigated what influences and results from empathy, i.e. its antecedents and outcomes, at the project level. Further, the distinct roles of affective and cognitive empathic processes are rarely recognized in design, even though they are commonly addressed in psychology research. To begin filling these research gaps, this paper presents a thematic analysis of 10 semi-structured interviews with product and service designers. The designers described a variety of techniques and situations that had enabled them to cognitively understand their users’ perspectives and that had caused affective reactions, ranging from consciously searching for analogous experiences in the designer’s own life to feeling concern for users after observing difficulties in their everyday lives. While cognitive empathy and the resulting accuracy of user understanding was perceived to motivate design changes and thus the creation of more beneficial designs, affective empathy was connected to increased acknowledgement of user problems and motivation to help users. The results describe empathy in a design context and highlight differences between distinct components of empathy.

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Egan, Paul F., Jonathan Cagan, Christian Schunn und Philip R. LeDuc. „Cognitive-Based Search Strategies for Complex Bio-Nanotechnology Design Derived Through Symbiotic Human and Agent-Based Approaches“. In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34714.

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Complex systems are challenging for engineers to understand and design. This work demonstrates a synergistic cognitive and agent-based methodology for developing and implementing rule-based strategies that improve human search performance in optimization design tasks. The domain of our study is the design of synthetic myosin-based systems, the biologically-based building block of muscle. We began with an initial cognitive study of users solving design tasks with three varied difficulties using a graphical user interface, and tracked how they manipulated design variables in their search process. User search behaviors resulting in the best and worst designs were then examined. Trends were identified that were used to formulate three strategies automated by computational agents solving the same tasks as the users. The most successful identified strategy implemented by the agents was a combination of univariate searches to learn parameter relationships and then applying that knowledge in greedy local searches. On one of the three tasks, an initial random search improved results. A subsequent cognitive study was conducted with users implementing the best agent-tested strategies. Users implementing the strategy performed significantly better than users performed in the first study with no provided strategy. These results show the power of synergistic human and agent-based approaches, in that cognitive-based findings can provide a starting place for computational search algorithms to begin testing strategies. Experimentation through agent-based methods via fast and extensive automated searches can then produce effective strategies that are given back to users. Our primary findings demonstrate that these agent-tested strategies significantly improve human search performance in designing these complex systems.

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Han, Jeakweon, und Dennis Hong. „Development of a Full-Sized Bipedal Humanoid Robot Utilizing Spring Assisted Parallel Four-Bar Linkages With Synchronized Actuation“. In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48412.

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Besides the difficulties in control and gait generation, designing a full-sized (taller than 1.3m) bipedal humanoid robot that can walk with two legs is a very challenging task, mainly due to the large torque requirements at the joints combined with the need for the actuators’ size and weight to be small. Most of the handful of successful humanoid robots in this size class that exist today utilize harmonic drives for gear reduction to gain high torque in a compact package. However, this makes the cost of such a robot too high and thus puts it out of reach of most of those who want to use it for general research, education and outreach activities. Besides the cost, the heavy weight of the robot also causes difficulties in handling and raises concerns for safety. In this paper we present the design of a new class of full-sized bipedal humanoid robots that is lightweight and low cost. This is achieved by utilizing spring assisted parallel four-bar linkages with synchronized actuation in the lower body to reduce the torque requirements of the individual actuators which also enables the use of off the shelf components to further reduce the cost significantly. The resulting savings in weight not only makes the operation of the robot safer, but also allows it to forgo the expensive force/torque sensors at the ankles and achieve stable bipedal walking only using the feedback from the IMU (Inertial Measurement Unit.) CHARLI-L (Cognitive Humanoid Autonomous Robot with Learning Intelligence - Lightweight) is developed using this approach and successfully demonstrated untethered bipedal locomotion using ZMP (Zero Moment Point) based control, stable omnidirectional gaits, and carrying out tasks autonomously using vision based localization.

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Kearney, Kevin G., Elizabeth M. Starkey und Scarlett R. Miller. „Digitizing Dissection: A Case Study on Augmented Reality and Animation in Engineering Education“. In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22773.

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Abstract Advancing virtual education through technology is an important step for engineering education. This has been made evident by the educational difficulties associated with the 2020 Covid-19 pandemic. Maintaining educational standards while using virtual learning is something possibly solved through researching new educational technologies. A potential technology that can enhance virtual education is Augmented Reality, since it can show information that would otherwise not be easily experienced or obtained. Traditional learning tools fail to offer the ability to control objects and explore numerous perspectives the way augmented reality can. Augmented reality can be even further enhanced through the addition of animation. Animation could add the ability to see motion, increasing overall understanding as well as increasing the motivation to learn. When motion is not visualized, it must be perceived, which can increase cognitive load and cause the limitations of working memory to be met. Reaching the limits of working memory has been shown to negatively affect learning. Therefore, the purpose of this study was to identify the impact of digitizing product dissection on engineering student learning and cognitive load. Specifically, we sought to identify the impact of Augmented Reality and Animations through a full factorial experiment with 61 engineering students. The results of the study show that the virtual condition with animation exhibited increased effectiveness as a learning tool. It also showed that augmented reality is not significantly different than a virtual environment in the context of product dissection. The results of this study are used to explore future uses of augmented reality and animation in education, as well as lay the groundwork for future work to further explore these technologies.

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Tai, Muyo, Keita Ishida, Kazuya Oizumi und Kazuhiro Aoyama. „A Formal Process to Support Resolution of Functional Trade-Offs in Complex Product Development“. In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86317.

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This paper proposes a method to resolve trade-off problems between functionalities, which hinders unconventional improvement of a product. As products have become increasingly complex, it becomes difficult to grasp the whole aspects of a product. In order to resolve trade-off problems of a complex product, it is required to model the product in an appropriate form and to gather knowledge of experts in each domain. Although there have been several models to tackle with this issue, modelling still poses difficulties due to lack of clear guideline. This paper classified models into three types: function-based, cognition-based and physics-based. Then, their roles and description guidelines are clarified. As a function-based model depicts functionality of a product in a rather simple description, it is employed to specify significant tradeoffs. A cognition-based model depicts the designers’ recognition of physical phenomena while a physics-based model rigorously depicts the physical phenomena. A cognition-based model is appropriate for ideation while physics-based model contributes to objectivity of a model. This paper proposes complimentary modelling and use of cognition-based and physics-based models. To support ideation of solution to the trade-offs, TRIZ is applied. The proposed method is demonstrated and validated by the case study of Continuously Variable Transmission.

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Trubnikova, Victoriya. „From saying it right to doing it right: a model of pragmatic competence development“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12954.

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This article discusses the need for the explicit pragmatic instruction and proposes a pentaphasic model of pragmatic competence development designed for leaners of different language backgrounds and social groups. The model includes five steps of free and guided analysis and production with specific goals and tasks. The aim of the model is to develop a student’s agency as a leaner and to raise their metapragmatic awareness by guided discovery inductive procedures, explicit discussions and self-assessment. It was tested on a group of Italian language learners in order to understand their motivational and cognitive demands when approaching speech act focused instruction. Although they were actively engaged into guided discussions, the learner-centred procedure and raising awareness activities prove to be unfamiliar for learners who are used to more traditional form-focused learning sessions. Despite these difficulties, the model provides a flexible framework that can bridge the gap between research considerations and teaching experiences.

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Busby, J. S., und R. E. Hibberd. „How Organizational Artefacts Fail to Protect Designed Systems“. In ASME 7th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2004. http://dx.doi.org/10.1115/esda2004-58132.

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One of the main difficulties faced by designers of socio-technical systems is to understand how far they can rely on organizational, rather than physical, artifacts to protect such systems. Often it is not technically feasible or cost effective to devise purely physical protective measures. Organizational artifacts are entities such as rules, procedures, authority structures, records and so on that are artificial constructions, like physical equipment, but have organizational functions rather than physical ones. They typically work by providing constraints. For example, traffic rules constrain legitimate maneuvers, making the choice of maneuver simpler, and helping to protect the system against hazardous maneuvers. Nonetheless, these organizational artifacts are often implicated in failure, and a study was conducted to investigate what role they had played in the failure of maritime systems. This used the principle of distributed cognition as the theoretical starting point, and involved an analysis of 35 investigators’ reports of maritime accidents. For each case, an attempt was made to 1) identify organizational artifacts implicated in the accidents, 2) characterize the constraints they provided, and 3) describe their failure modes. From this analysis, several inferences were made. First, people’s cognitions with organizational artifacts are influenced by their cognitions about artifacts in various ways, and it is important to analyze both when understanding systems of distributed cognition. For example, if we design operating procedures to protect systems we need to understand the cultural assumptions that are made about such procedures in the environment in question. Second, artifacts are typically introduced when systems are problematic because they are under-constrained; but, in dynamic systems, situations then tend to arise in which the system becomes over-constrained. For example, traffic rules provide constraints that are typically ignored when other constraints (such as maintaining movement schedules) attain higher priority levels. Third, the constraints provided by organizational artifacts generally reduce people’s choice sets, and this reduction has three functions: it makes a person’s problem solving more tractable, it makes a person’s subsequent actions more predictable to others, and it reduces the likelihood that these actions will be hazardous to the system. For example traffic rules reduce the predictions that the master of one vessel has to make about the intentions of another vessel’s master.

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Baranova, Nina, und Leonid Sorokin. „OVERCOMING COGNITIVE DIFFICULTIES FOR DEVELOPMENT MATHEMATICAL THINKING“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1067.

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Berichte der Organisationen zum Thema "Design for cognitive difficulties"

Hale, Christopher R., und Vincent Schmidt. Cognitive Design Patterns. Fort Belvoir, VA: Defense Technical Information Center, Juni 2008. http://dx.doi.org/10.21236/ada514714.

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Quer, Giorgio, und Ramesh R. Rao. Cognitive Protocol Stack Design. Fort Belvoir, VA: Defense Technical Information Center, November 2015. http://dx.doi.org/10.21236/ad1007260.

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Cagan, Jonathan, und Kenneth Kotovsky. Cognitive Approaches to Automated Engineering Design. Fort Belvoir, VA: Defense Technical Information Center, Januar 2007. http://dx.doi.org/10.21236/ada465633.

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Casner, Stephen, und Jill H. Larkin. Cognitive Efficiency Considerations for Good Graphic Design. Fort Belvoir, VA: Defense Technical Information Center, Januar 1989. http://dx.doi.org/10.21236/ada218976.

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Rao, Ramesh, B. S. Manoj und Michele Zorzi. A Research Proposal on Cognitive Opportunistic Communications and Cognitive Cross-layer Protocol Stack Design. Fort Belvoir, VA: Defense Technical Information Center, Juli 2012. http://dx.doi.org/10.21236/ada584715.

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Hwang, Chanmi G., und Ling Zhang. Applying Cognitive Operations in Collaborative Apparel Design Process. Ames (Iowa): Iowa State University. Library, Januar 2019. http://dx.doi.org/10.31274/itaa.8380.

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Buehner, Linda J. Instructional Design: Impact of Subject Matter and Cognitive Styles. Fort Belvoir, VA: Defense Technical Information Center, Februar 1987. http://dx.doi.org/10.21236/ada177066.

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Flach, John, und Golbert G. Kuperman. Victory by Design: War, Information, and Cognitive Systems Engineering. Fort Belvoir, VA: Defense Technical Information Center, Februar 1998. http://dx.doi.org/10.21236/ada358305.

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Amduka, Mohammed, Jon Russo, Krishna Jha, Andre DeHon, Richard Lethin, Jonathan Springer, Rajit Manohar, Rami Melhem, Bob Wray und Christian Lebiere. The Design of a Polymorphous Cognitive Agent Architecture (PCAA). Fort Belvoir, VA: Defense Technical Information Center, Mai 2008. http://dx.doi.org/10.21236/ada481982.

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Fahey, R. P., A. L. Rowe und K. L. Dunlap. Synthetic Task Design: Cognitive Task Analysis of AWACS Weapons Director Teams. Fort Belvoir, VA: Defense Technical Information Center, Juli 2001. http://dx.doi.org/10.21236/ada398609.

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