Dissertationen: „Design for cognitive difficulties“

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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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Drury, Val. „Interpersonal difficulties and theory of mind skills in acute psychosis“. Thesis, University of Birmingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247087.

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Smythe, Ian. „Cognitive factors underlying reading and spelling difficulties : a cross linguistic study“. Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/739/.

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陳美賢 und Mee-yin Becky Chan. „Exploring the cognitive profile of Hong Kong Chinese children with mathematics difficulties“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41547524.

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Chan, Mee-yin Becky. „Exploring the cognitive profile of Hong Kong Chinese children with mathematics difficulties“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41547524.

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Ayaz, Razmjooei. „Investigation of SomeCognitive Difficulties inSet Theory“. Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91976.

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A previous study on students approach to problems of Set Theory in Iran brought me somehypotheses. These encouraged me to test the hypotheses in this supplementary study. Mypurpose of this study was to consider some students' cognitive difficulties in Set Theory. Iinvestigated students’ conceptual understanding of two major concepts of Set Theory – theconcepts of inclusion and belonging. I also studied the ways students use Venn diagram tofigure out problems in Set Theory. I wanted to examine how students figure out the differentmeanings of words in the natural and formal language. To do so, I analyzed six experiments. Icompared three experiments with the experiments of my previous study in Iran. My researchquestions suggested using a qualitative research method. My theoretical framework built aroundtheories of semiotic activities, which were used in the analysis.The results indicated that students can make unfortunate use of Euler–Venn diagrams. A set ofsets was a difficult concept for students. Some words in natural language, even the word "set" inboth natural and formal language, caused confusion for students when introduced in Settheoretic contexts. Students failed sometimes to distinguish between sets and elements. Theexperiments showed that students’ cultural context had affect on students' cognition regardingmathematical objects.

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Goldfus, Caroline Ida. „Reading comprehension and EFL adolescent students with difficulties: exploring a cognitive processing model“. Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503591.

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Cheung, Celeste. „Reading difficulties and cognitive-neurophysiological impairments in ADHD : a focus on development and aetiology“. Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/reading-difficulties-and-cognitiveneurophysiological-impairments-in-adhd(e7a8cc5f-3ae5-48ab-8374-7a46633b4e4a).html.

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This thesis uses a multidisciplinary approach to examine attention-deficit/hyperactivity disorder (ADHD) in the context of development and co-occurring impairments. The first part of the thesis focuses on the co-occurrence between ADHD and reading difficulties, investigating underlying cognitive impairments and their possible shared aetiology. We show, in a clinically ascertained sample, that the shared familial influences on ADHD and reading difficulties are largely independent of familial influences shared with IQ. Using a population-based twin sample, we further show that a significant proportion of the shared genetic influences on inattention symptoms and reading difficulties are captured by the cognitive processes of reaction time variability (RTV) and verbal memory, although the majority of the genetic sharing remains unaccounted for. The second part of the thesis reports findings from a follow-up study of ADHD and control sibling pairs. First, in an investigation of the neurophysiological basis of decreased attentional fluctuation, we show that a fast condition with rewards normalises attention allocation (early-P3 amplitudes) and improves RTV in individuals with ADHD. Second, childhood measures of ADHD symptom severity, socio-economic status, IQ and actigraph movement level predicted ADHD severity in adolescence and young adulthood, whereas other cognitive variables did not. Third, in an investigation of cognitive-neurophysiological markers of ADHD persistence and remittance, the pattern of results was indicative of three processes underlying outcome in ADHD: i) markers of recovery (preparation-attention-vigilance measures); ii) executive control processes (inhibition and working memory) that were not significantly associated with ADHD outcome; and iii) IQ as a potential moderator of ADHD outcome: in addition to childhood IQ predicting future ADHD outcome, it was associated with ADHD symptom improvement at follow up. These findings emphasise the role of IQ in ADHD outcome, and the malleability of the preparation-vigilance-attention processes, which are candidate targets for future development of non-pharmacological interventions.

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Ball, Linden John. „Cognitive processes in engineering design“. Thesis, University of Plymouth, 1990. http://hdl.handle.net/10026.1/674.

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The central aim of the current research programme was to gain an understanding of the cognitive processes involved in engineering design. Since little previous empirical research has investigated this domain, two major exploratory studies were undertaken here. Study One monitored seven final-year students tackling extended design projects. Diary and interview data were used to construct detailed design behaviour graphs that decomposed activities into structured representations reflecting the goals and subgoals that were pursued. Study Two involved individual observation (using video) of six professional engineers "thinking-aloud" as they tackled a small-scale design problem in a laboratory setting. A taxonomic scheme was developed to classify all verbal protocol units and other observable behaviours. In interpreting the data extensive use was made of theoretical concepts (e. g. schemas and mental models) deriving from current research on human problem solving and thinking. Evidence indicated that the engineers studied had many similar methods of working which could be described at a high level of abstraction in terms of a common "design schema". A central aspect of this schema was a problem reduction strategy which was used to break down complex design problems into more manageable subproblems. The data additionally revealed certain differences in design strategy between engineers' solution modelling activities and also showed up tendencies toward error and suboptimal performance. In this latter respect a particularly common tendency was for designers to "satisfice", that is to focus exclusively on initial solution concepts rather than comparing alternatives with the aim of optimising choices. The general implications of the present findings are discussed in relation to both the training of design skills and the development of intelligent computer systems to aid or automate the design process. A final, smaller scale of experimental study is also reported which investigated the possibility of improving design processes via subtle interventions aimed at imposing greater structure on design behaviours.

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Petty, Stephanie. „The everyday functioning of individuals with cognitive difficulties and their families : going beyond neuropsychological assessment“. Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:7375.

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The portfolio has three parts: Part One is a systematic literature review, in which the theoretical, conceptual and empirical literature relating to the active involvement of family members in interventions for adults with memory impairment is reviewed. Part Two is an empirical paper, which explores how objective cognitive performance translates into self-reported cognitive skills and diabetes selfmanagement in individual with Type 1 Diabetes. Part Three comprises the appendices.

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Ames, Catherine Susan. „An investigation of the cognitive processes contributing to cue interpretation difficulties in autism spectrum disorders“. Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435734.

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Persson, Hans. „Persons with functional difficulties as resources in ICT design processes“. Licentiate thesis, KTH, Human - Computer Interaction, MDI, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4676.

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Denna avhandling har sin grund i mina erfarenheter av att arbete med människor som har funktionsnedsättningar. Vanligtvis är denna grupp den sista en producent ser som sina kunder. Det är ganska vanligt att producenter gör olika produkter(produkter och tjänster) för personer med funktionsnedsättningar och en för andra. Om man istället, i designarbetet utgår från synsättet att de flesta personer vid någon tidpunkt och/eller plats har funktionssvårigheter så blir den potentiella kundgruppen större för produkten.

Ursprunget för avhandlingen är ett projekt, vilket drevs av PTS (Post och Telestyrelsen), med syfte att identifiera vilka typer av stöd eller anpassningar personer med intellektuella funktionsnedsättningar har för att använda bredbandsbaserade tjänster. Resultatet i projektet pekade ut ett antal svårighetsområden där flertalet av dessa svårighetsområden inte var unika för denna grupp.

Utifrån resultat i ovanstående projekt togs det fram en test-, utvärderings- och designmodell (TED-modellen) där ett av stegen använde en ”indikatorgrupp”. Syftet med modellen är att identifiera och ge underlag för att prioritera vilka svårighetsområden det fortsatta designarbetet skall fokuseras på. Indikatorgruppen består av individer med funktionssvårigheter som är relevanta i sammanhanget. Modellen tar vara på möjligheterna i ”design för alla” för att göra att göra bättre produkter för människorna.

De empiriska studierna i denna uppsats är gjorda inom två områden. Den första är i ett designsammanhang, där fem olika hemsidor skulle tas fram och den andra är runt en studie av tre olika affärsarbetsplatser, där kassafunktionen var i fokus för studien.

Resultatet i denna uppsats pekar ut en möjlig inriktning för en designmetodologi, vars målsättning är att få fram bättre produkter för en större grupp. Utgångspunkten är att använda människors olikheter som en möjlighet och inte som ett problem.

Individer med funktionella svårigheter är en resurs för att finna nya innovationer vilket jag har benämnt ”the Lead of Need”. Med detta menar jag att individer med funktionella svårigheter, som har ett behov, en ide för en lösning, men inte har möjlighet att förverkliga denna. Om vi kan organisera en mötesplats för individer med ”the Lead of Need”, designers och utvecklare så har vi skapat ett ”Living lab” för nya innovationer.

This thesis has its roots in my experiences of working with people who have some forms of disability. Usually this group is the last group producers consider as their customers. It is quite common that producers make different products (and services) for individuals with disabilities and for others. If one instead takes the position, in the design work, that most people have some functional difficulties at some point in time or in place, then the potential customer group becomes larger for the product in question.

The origin of this thesis is a project run by the Swedish Post and Telecom Agency (PTS), aiming to identify what kind of support or adaptation people with intellectual disabilities needs when using broadband based services. The result of the project pointed out areas of difficulties. Most areas of difficulties were not unique for this group.

From the result of the PTS-project, a design and evaluation model (TED-model) was built, where one of the steps involved the use of an “indicator group”. The aim for this step is to identify and give basis for prioritizing areas of difficulty that the continued design work should focus on. The indicator group consists of individuals with functional difficulties relevant in a specified context. This method uses the possibilities of “design for all” as facilitator to design better products for more people.

The empirical studies in this thesis were carried out within two areas. The first study was made in a design project, where five different web sites were to be designed, and the second one dealt with three different business workplaces in which the cashier workplaces was in focus.

The results of this thesis point out a possible direction of a design methodology, whose objective is to create better products for larger group of people. The starting point is to use people's differences as a possibility for design, and not a problem.

Individuals with functional difficulties constitute a resource for finding new innovations, which I have termed “the Lead of Need”. With this I mean individuals with functional difficulties, who have a need, an idea for a solution, but not the possibility to make it happen. If we can organise a meeting ground for individuals with “the Lead of Need”, designers, and developers, we will have created a “living lab” for new innovations.

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Booth, Josephine N. „Executive functions and children's reading difficulties : the effects of task modality, cognitive ability and comorbid conditions“. Thesis, University of Strathclyde, 2011. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=15494.

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Hall, Terri. „Individual cognitive differences and display design“. Thesis, Georgia Institute of Technology, 1989. http://hdl.handle.net/1853/28650.

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Nijsure, Yogesh Anil. „Cognitive radar network design and applications“. Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1694.

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In recent years, several emerging technologies in modern radar system design are attracting the attention of radar researchers and practitioners alike, noteworthy among which are multiple-input multiple-output (MIMO), ultra wideband (UWB) and joint communication-radar technologies. This thesis, in particular focuses upon a cognitive approach to design these modern radars. In the existing literature, these technologies have been implemented on a traditional platform in which the transmitter and receiver subsystems are discrete and do not exchange vital radar scene information. Although such radar architectures benefit from these mentioned technological advances, their performance remains sub-optimal due to the lack of exchange of dynamic radar scene information between the subsystems. Consequently, such systems are not capable to adapt their operational parameters “on the fly”, which is in accordance with the dynamic radar environment. This thesis explores the research gap of evaluating cognitive mechanisms, which could enable modern radars to adapt their operational parameters like waveform, power and spectrum by continually learning about the radar scene through constant interactions with the environment and exchanging this information between the radar transmitter and receiver. The cognitive feedback between the receiver and transmitter subsystems is the facilitator of intelligence for this type of architecture. In this thesis, the cognitive architecture is fused together with modern radar systems like MIMO, UWB and joint communication-radar designs to achieve significant performance improvement in terms of target parameter extraction. Specifically, in the context of MIMO radar, a novel cognitive waveform optimization approach has been developed which facilitates enhanced target signature extraction. In terms of UWB radar system design, a novel cognitive illumination and target tracking algorithm for target parameter extraction in indoor scenarios has been developed. A cognitive system architecture and waveform design algorithm has been proposed for joint communication-radar systems. This thesis also explores the development of cognitive dynamic systems that allows the fusion of cognitive radar and cognitive radio paradigms for optimal resources allocation in wireless networks. In summary, the thesis provides a theoretical framework for implementing cognitive mechanisms in modern radar system design. Through such a novel approach, intelligent illumination strategies could be devised, which enable the adaptation of radar operational modes in accordance with the target scene variations in real time. This leads to the development of radar systems which are better aware of their surroundings and are able to quickly adapt to the target scene variations in real time.

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Adams, Robin S. „Cognitive processes in iterative design behavior /“. Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7631.

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Celentano, U. (Ulrico). „Dependable cognitive wireless networking:modelling and design“. Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526204192.

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Abstract Radio communication is used in increasingly diversified device typologies. Telecommunications with a reduced detrimental impact on health and environment, and an improved cost-efficiency and working lifetime are expected by institutions, end-users, operators and manufacturers. Moreover, with more networks present or more articulated systems, dependability of the entirety is to be ensured. The related need of efficiency in various compartments – such as in the use energy or the radio spectrum – and of effectiveness in adapting to changing operating conditions can be achieved with cognitive features. This dissertation addresses network reconfiguration and dependability by cognitive measures from multiple perspectives – each covered by a respective part of this work – providing guidelines for cognitive networks design. A rationalising view on cognitive networks with related taxonomies and models includes a discussion on the dynamics and interactions in networks operating closely and simultaneously (here, concurrent networks). While cognitive domains are specified for cognitive functions, with a more generic scope control functions are assigned to topological domains. This allows a flexible exploitation of the system design by decoupling the specification of system functions from their mapping onto network devices that will host them. As interaction plays an important role in many topical scenarios, a model for networked engineered cognitive entities comprising four categories (observation, interworking, consolidation, operation) and two levels (a cognitive frontier and a metacognitive hub) is presented here. Its cognitive phases are considered with regard to the other architectural elements. Moving the focus down to the levers for exploitation of context awareness, are presented solutions for efficient use of resources and dependability in general, considering the network dynamics. For communication link and network adaptation, the effective capacity is captured by a compact-form expression also considering imperfections, while learning is exploited for reducing overhead, and collaboration for fairly maximising energy save
Tiivistelmä Käyttäjät, operaattorit ja laitevalmistajat toivovat tulevilta tietoliikennejärjestelmiltä sekä aiempaa pienempiä haitallisia vaikutuksia terveyteen ja ympäristöön että parannettua kustannustehokkuutta ja toiminta-aikaa. Lisäksi olisi varmistettava useiden verkkojen ja niiden muodostamien monimutkaisten järjestelmien kokonaisuuden luotettava toiminta. Tarvittava tehokkuus energian ja radioresurssien käytössä, samoin kuin kyky sopeutua muuttuviin käyttötilanteisiin, voidaan saavuttaa kognitiivisilla radioteknikoilla. Tämä väitöskirja käsittelee kognitiivisten menetelmien tuomaa radioverkkojen mukauttamista ja luotettavuutta eri näkökulmista. Samalla esitetään kognitiivisten verkkojen suunnittelun periaatteita ja lähtökohtia. Väitöskirja sisältää katsauksen kognitiivisiin radioverkkoihin niihin liittyvine luokitteluineen ja malleineen, sekä tarkastelee samanaikaisesti ja läheisesti toimivien verkkojen (rinnakkaisten verkkojen) dynamiikkaa ja vuorovaikutuksia. Työssä määritetään kognitiiviset lohkot kognitiivisine toimintoineen, kun taas topologiset tasot hallintatoimintoineen määritetään yleisemmin. Tämä mahdollistaa järjestelmäsuunnittelun joustavan hyödyntämisen erottamalla järjestelmän toimintojen määrittelyn toteuttavista verkkolaitteista. Koska vuorovaikutus on merkittävä tekijä useissa sovellusskenaarioissa, verkottuneille keinotekoisille kognitiivisille yksiköille ehdotetaan tässä neljä luokkaa (havainnointi, yhteistoiminta, vakauttaminen, toiminta) sekä kaksi vyöhykettä (kognitiivinen raja-alue ja metakognitiivinen keskus) sisältävää mallia. Mallin kognitiiviset vaiheet käsitellään suhteessa muihin arkkitehtuurin elementteihin. Järjestelmän kontekstitietoisuuden hyväksikäyttöön liittyen esitetään ratkaisuja resurssien tehokkaaseen käyttöön ja yleisemmin luotettavuuteen ottaen huomioon verkkojen dynamiikkaa. Yhteyksien ja verkkojen mukauttamisesta esitetään analyyttinen ratkaisu saavutettavan tehollisen kapasiteetin määrittämiseksi, huomioiden mahdolliset epäideaalisuudet. Kognitiivista oppimista hyödynnetään hallintalikenteen vähentämiseksi ja yhteistyötä energiansäästön maksimoimiseksi verkon alueella tasapuolisesti

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Akay, Sinem. „The Effects Of Insulin-dependent Diabetes Mellitus On Cognitive Functioning, Learning Difficulties, And Behavioral Problems In Children“. Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611517/index.pdf.

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The aim of the present study was to investigate the influence of insulin-dependent diabetes mellitus (IDDM) on the cognitive functioning, learning difficulties, and behavioral problems in children between the ages of 7 and 12. The sample was composed of elementary school children living in Ankara, Turkey. Data was collected by administering demographic information form, Children&rsquo
s Depression Inventory (CDI), Strength and Difficulties Questionnaire (SDQ), Wechsler Intelligence Scale for Children&ndash
Revised (WISC-R), and Specific Learning Disability Scale. One-way ANOVAs were employed to examine the differences among the levels of parental education, income, school achievement, and child&rsquo
s adherence to IDDM in terms of WISC-R scores, learning difficulty related variables, behavioral problems, and depression. Results revealed that children with low adherence to IDDM were more likely to experience behavioral problems and depression. T-tests were conducted to examine the mean differences between IDDM and control groups in terms of WISC-R scores, and the variables related to learning difficulties, behavioral problems, and depression. As compared to control group, children with IDDM had lower WISC-R information, similarities, arithmetic, and total scores. Also, children with IDDM had lower achievement in several arithmetic, reading, and writing tasks. Furthermore, hierarchical multiple regression analyses were conducted to test the effect of IDDM adherence, age of onset, and illness duration on cognitive functioning, learning, and behaviors. The results did not reveal any significant effect of IDDM related variables on children&rsquo
s cognitive functioning, learning, or behaviors. Findings were discussed with reference to the relevant literature. Implications of the study were discussed and future research topics were suggested.

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Miller, Natalie Viola. „The role of child social cognitive biases on child social functioning difficulties within a mother-child interaction“. Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37002.

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Children with high levels of ADHD symptoms and conduct problems have difficulties developing social relationships with their peers, and these difficulties have been linked to certain social cognitive biases. The study examined the role of social cognitive biases for these children’s social behaviour within mother-child interactions. 38 children (9-12 years, 63% male) and their mothers participated. Severity of ADHD symptoms and conduct problems varied across children. Social cognitive bias measures included assessment of hostile attribution bias and positive illusory bias. Child social functioning difficulties were observed during mother-child play session. Hierarchical regression models indicated only the positive illusory bias was related to social functioning difficulties among children with high levels of ADHD symptoms and conduct problems (ps <.05). This study extends previous research by demonstrating that the positive illusory bias contributes to child social functioning difficulties within the family among children with high levels of ADHD symptoms and conduct problems.

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Bell, V. „A longitudinal study of the relationship between motor coordination difficulties and cognitive functioning in primary school children“. Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501236.

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Koosmann, Wendy Michele, und Wendy Michele Koosmann. „Neuropsychological Profiles and Predictors of Reading Performance of Children with Developmental Delay with and without Cognitive Difficulties“. Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621831.

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Abstract A revised Developmental Delay (DD) category became effective in Arizona on September 30, 2009 and allows children who demonstrate significant delays in at least two developmental areas to receive services in special education up to age 10. In order for the educational team to determine that a student meets the criteria for DD, an assessment in all five developmental areas, including cognitive, physical, communication, adaptive, and social/emotional must be completed. However, areas typically included in a neuropsychological assessment, like attention and executive functioning or memory and learning, are typically not part of an educational evaluation and have the potential to adversely affect learning when there are deficits in these areas. DD is a highly prevalent group that has a wide variety of genetic, environmental, and societal risk factors. The definition varies greatly in research, education, medical or health-related fields, as well as by culture. Since the DD category is viable until age 10, outcome studies have been conducted to find out if children with DD continue in special education and if so, under what categories. It has been found that children with DD generally stay in special education and continue receiving services, most often as students with specific learning disability, mild intellectual disability, and speech/language impairment, in addition to other categories. There is limited information in the available literature regarding the neuropsychological strengths and weaknesses for this prevalent group. Moreover, there is limited information available regarding the possible predictors of reading achievement for children with DD. The first aim of the study was to determine how much variability in performance there was for children who met the educational criteria for DD in Arizona as well as to assess strengths and weaknesses compared to normative means. The second aim of this study was to find out if two specific scores from a neuropsychological battery found to be significantly lower in children with a reading disorder were also significant predictors of reading performance in children with DD. A third aim involved an exploratory analysis to determine if there was evidence of a pattern of strengths and weaknesses by delay type. Thirty-three children with DD ages 5 to 9 years were recruited for this study from a single school district in Southern Arizona. Children were administered measures of cognition, attention and executive functioning, memory and learning, sensorimotor skills, and visuospatial processing, and reading. The parent/guardian of the child completed a structured developmental history. For the first aim, the total sample was split into two groups by presence of cognitive delay and analyzed separately. Qualitatively, the data in the form of box-plots was examined. Levene's and Nonparametric Levene's tests were used to quantitatively evaluate variance in score distributions. Single sample t-tests were used to compare group mean scale or subscale scores to the appropriate normative means. The second aim was analyzed using the total sample of children with DD. Stepwise linear regression models were used to determine if Speeded Naming and Inhibition Naming Total Completion Time scores significantly predicted reading performance as measured by the Reading Cluster score from the WJ IV ACH for all children with DD. Two other subtest scores, which were observed to be within normal limits in children with reading disorder on the NEPSY-II special group study, were also analyzed with stepwise linear regression to confirm that they did not predict reading in children with DD, namely Memory for Designs Total Score and Geometric Puzzles. Lastly, for the third aim, those with each delay type were analyzed separately from those without the delay type (e.g., no communication delay and communication delay). Like the first aim, box-plots were generated to visually represent the data. DD group mean scores of each scale or subscale were also compared to the appropriate normative means by single sample t-tests. Results from this study indicated that the variation in the scores was not significantly different between groups, except for a measure of graphomotor speed and precision. Children with DD with a cognitive delay were found to exhibit a wide range of deficits, including deficits in cognition, reading, attention and executive functioning, language, memory and learning, sensorimotor, and visuospatial processing. Children without cognitive impairment did not demonstrate impairments in cognition and reading and demonstrated specific skill deficits for sustained attention, speeded naming with accuracy, immediate and long-term visual memory, memory for organized verbal information, phonological short-term memory, and fine motor speed. When the total sample was analyzed together, three high reading scores were identified as outliers from group reading performance. Both predictor variables were found to be moderately related to reading whether the outliers were in or out. Only one of the two predictors were found to significantly contribute to the predictive model whether the outliers were in or out yet the strength of the prediction was weak, suggesting there are likely better predictors of reading for children with DD. In the analysis of the non-predictors, when the outlier scores were left in, Geometric Puzzles, a measure of visuospatial perception and mental rotation was indicated as a significant predictor of reading. When the outliers were removed, neither score was significantly related with reading. Lastly, meaningful group strengths and weaknesses were seen when the total sample of children with DD was broken into groups by delay, even when the majority performed below normative means. The results of this study indicate that children with DD are at increased risk for significant difficulties in many of the areas included in neuropsychological assessment. This points to the need for many of these areas, namely attention and executive functioning, memory and learning, and visuospatial processing to be included in a comprehensive evaluation in the school setting. Moreover, knowledge of group strengths and weaknesses can aid intervention selection and implementation in addition to appropriate accommodations to facilitate learning. This can inform intervention implementation and design. More research is needed in this area to have a better understanding of how neurocognitive skills relate to reading since the predictors selected for this study were not strong predictors of reading performance for children with DD. Visuospatial perception and mental rotation may be more highly related for children with DD that have higher reading skills.

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Simmons, Fiona Rachel. „Relationships between number skills and cognitive abilities in people with specific arithmetic difficulties and people with dyslexia“. Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:13140.

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Aims and rationale for the studies: The overall aim of this thesis was to analyse the relationships between cognitive abilities and number skills in children and adults. Examining the links between number skills and cognitive abilities is important both to improve our theoretical knowledge and to inform practitioners who are assessing and teaching children who have number skills difficulties. One important theoretical debate that can be informed by this work is whether normally developing individuals solve problems involving numbers using distinct cognitive modules that are specialised for such work or whether they utilise more generalpurpose cognitive systems. If weaknesses in particular number skills are associated with particular cognitive deficits, it will support the hypothesis that people utilise their general cognitive architecture. Although research into the interactions between children's cognitive profiles and their responses to different teaching programmes is in the early stages, some studies have suggested that tailoring teaching to a child's cognitive profile can be effective. Therefore identifying groups of children with number skills difficulties that have homogeneous cognitive profiles may help in the design of future intervention strategies. Scope Three main areas of investigation were conducted, all of which examined the links between cognitive abilities and number skills. • An examination of the relationships between three number skills (number fact recall, counting speed and place value understanding) and three cognitive abilities (non-verbal reasoning, auditory-verbal-sequential short-term memory and visual-spatial short-term memory) in normally developing children. • An examination of the cognitive and number skills profiles of children with specific arithmetic abilities (SAD). These children had poor arithmetic attainment, but much better reading attainment. The assessment of these children's cognitive and attainment profiles was comprehensive. The children's verbal, non-verbal and spatial abilities were assessed as well as their psychomotor, visual-spatial memory and auditory-verbal memory abilities. Particular attention was paid to the balance of verbal and spatial abilities in these children as previous research has indicated that children with specific arithmetic difficulties share a homogenous ability profile with poor spatial ability, but better verbal ability. • An examination of the number skills profiles of children and adults with dyslexia. A wealth of previous research has indicated that dyslexic individuals have working memory weaknesses (Hulme, 1981; Shankweiler, Liberman, Mark, Fowler & Fisher, 1979). Three number skills (number fact recall, counting speed and place value understanding) were assessed in dyslexic children, to determine whether a diagnosis of dyslexia was associated with a particular number skills profile. As children with dyslexia had a specific difficulty with number fact recall, the number fact recall of dyslexic adults was compared with non-dyslexic adults, to determine whether this difficulty persisted into adulthood. Structure of the thesis The thesis is divided into nine chapters. Chapter 1 describes the aims of the thesis and gives an outline of its content. Chapter 2 describes and evaluates the two major models of normal adult numerical processing. Chapter 3 describes current knowledge about how children develop number skills; particular emphasis is placed on the interplay between conceptual understanding and procedural skills. Chapter 4 describes and evaluates previous research into the attainment, cognitive and psychosocial strengths and weaknesses of children with arithmetic difficulties. The limitations of the various research methodologies utilised in previous studies are examined. Chapter 5 provides an overview of how dyslexia is defined; current knowledge about the cognitive profiles of dyslexic individuals is also discussed. Research into the number skills of dyslexic children is described and evaluated. Chapter 6 describes and evaluates Study 1, which had three main aims: to produce norms for some new computerised tests of number skills; to examine how place value understanding, counting speed and number fact recall develop injunior age children; to examine the relationships between cognitive and number skills junior aged children. Chapter 7 reports the results of Studies 2 and 3. The aim of Study 2 was to examine the ability profiles of children with specific arithmetic abilities. The results indicated that children with large verbal/spatial ability discrepancies were over-represented in the group with specific arithmetic difficulties. The cognitive profiles of the children with specific arithmetic abilities were examined in Study 3. The children were divided into four groups: low general conceptual ability; non-verbal learning difficulty; low verbal reasoning; and specific memory weakness. An illustrative case study of a child in each group is provided. Chapter 8 describes and evaluates Study 4, in which the counting speed, number fact recall and place value understanding of children with SAD and children with dyslexia was compared to a randomly selected sample of children attending mainstream schools. The children with dyslexia showed weaknesses on the test of number fact recall and one test of counting speed, but they had unimpaired place value understanding. In contrast the children with specific arithmetic difficulties were impaired both on the tests of place value understanding and number fact recall. Chapter 9 describes and evaluates Study 5, in which the number fact recall of a group of dyslexic students was compared to a group of non-dyslexic students who were matched on intellectual ability. The adults with dyslexia were slower and less accurate at recalling number facts. Chapter 10 draws together the results of the five studies. The findings are discussed in reference to models of adult numerical processing and Rourke's non-verbal learning difficulty classification (Rourke & Del Dotto, 1994). A multiple-route model of arithmetic difficulties is proposed and methods that could be used to evaluate the model are described. Recommendations for the diagnostic assessment of children with arithmetic difficulties and for cognitively tailored teaching are made.

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Tang, Liang. „Performance analyses and design for cognitive radios“. Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/56288/.

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Cognitive radio has been proposed as a promising solution to the conflict between the spectrum scarcity and spectrum under-utilization. As the demand increases for wireless communication services, cognitive radio technology attracts huge attention from both commercial industries and academic researches. The purpose of this thesis is to provide an analytical evaluation of the cognitive radio system performance while taking into consideration of some realistic conditions. Several problems are investigated in this thesis. First, by adopting a dynamic primary user traffic model with one primary user occupancy status change and exponentially distributed channel holding times, its effect on the cognitive radio system performance is evaluated. In the evaluation, the sensing-throughput tradeoff of the cognitive radio is used as the examination criteria, while energy detection is applied during the spectrum sensing. The thesis then takes the investigation further by establishing a primary user multiple changes traffic model which considers multiple primary user occupancy status changes and any reasonable channel holding time distributions. The effect of the primary user multiple changes traffic on the spectrum sensing performance is investigated while the channel holding times are assumed to be exponential, Gamma, Erlang and log-normal distributed. The analytical evaluation of cognitive radio is also carried out from the secondary user transmission perspective, where the performance of the adaptive modulation in cognitive radio system is investigated. The effect of the cognitive radio distinctive features on the performance of both the adaptive continuous rate scheme and the adaptive discrete rate scheme of the adaptive modulation are examined. The BER performance and the link spectral efficiency performance are derived for both schemes. A novel frame structure where the spectrum sensing is performed by using the recovered received secondary frames is also evaluated in this thesis. A realistic scenario which considers the secondary user signal decoding errors is examined for the novel structure, while an ideal upper bound performance is given when the decoding process is assumed perfect. By extending the system to include multiple consecutive secondary frames, the performance of the novel structure is compared to the performance of the traditional frame structure proposed by the IEEE 802.22 WRAN standard. The effect of the primary user multiple changes traffic is also examined for the novel structure. Several major findings are made from the analytical evaluations presented in this thesis. Through numerical examinations, it was shown that, first, the dynamic primary user traffic degrades the performance of cognitive radio systems. Second, the degree of the performance degradation of the cognitive radio systems is related to the number of primary user status changes and the primary user traffic intensity. Different primary user channel holding times distributions also lead to different sensitivities of the system performance to the primary user traffic. Third, cognitive radio distinctive features degrades the performance of the adaptive modulation. When the novel structure is applied for cognitive radio, a higher secondary achievable throughput can be obtained with a limited saturation threshold.

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Shum, Simon J. „A cognitive analysis of design rationale representation“. Thesis, University of York, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306290.

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Still, Jeremiah Daniel. „Conceptualizing design affordances from a cognitive perspective“. [Ames, Iowa : Iowa State University], 2009.

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Volos, Haris I. „Cognitive Radio Engine Design for Link Adaptation“. Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/29148.

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In this work, we make contributions in three main areas of Cognitive Engine (CE) design for link adaptation. The three areas are CE design, CE training, and the impact of imperfect observations in the operation of the CE. First, we present a CE design for link adaptation and apply it to a system which can adapt its use of multiple antennas in addition to modulation and coding. Our design moves forward the state of the art in several ways while having a simple structure. Specifically, the CE only needs to observe the number of successes and failures associated with each set of channel conditions and communication method. From these two numbers, the CE can derive all of its functionality: estimate confidence intervals, balance exploration vs. exploitation, and utilize prior knowledge such as communication fundamentals. Finally, the CE learns the radio abilities independently of the operation objectives. Thus, if an objective changes, information regarding the radio's abilities is not lost. Second, we provide an overview of CE training, and we analytically estimate the number of trials needed to conclusively find the best performing method in a list of methods sorted by their potential performance. Furthermore, we propose the Robust Training Algorithm (RoTA) for applications where stable performance is of topmost importance. Finally, we test four key training techniques and identify and explain the three main factors that affect performance during training. Third, we assess the impact of the estimation noise on the performance of a CE. Furthermore, we derive the effect of estimation delay, in terms of the correlation between the observed SNR and the true SNR. We evaluate the effect of estimation noise and delay to the operation of the CE individually and jointly. It is found that impairments on learning make the CE more conservative in its choices leading to submaximal performance. It is found that the CE should learn using the impaired observations, if the observations are highly correlated with the actual conditions. Otherwise, it is better for the CE to learn with knowledge of the ideal conditions, if that knowledge is available.
Ph. D.

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Amanna, Ashwin Earl. „Statistical Experimental Design Framework for Cognitive Radio“. Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77331.

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This dissertation presents an empirical approach to identifying decisions for adapting cognitive radio parameters with no a priori knowledge of the environment. Cognitively inspired radios, attempt to combine observed metrics of system performance with artificial intelligence decision-making algorithms. Current architectures trend towards hybrid combinations of heuristics, such as genetic algorithms (GA) and experiential methods, such as case-based reasoning (CBR). A weakness in the GA is its reliance on limited mathematical models for estimating bit error rate, packet error rate, throughput, and signal-to-noise ratio. The CBR approach is similarly limited by its dependency on past experiences. Both methods have potential to suffer in environments not previously encountered. In contrast, the statistical methods identify performance estimation models based on exercising defined experimental designs. This represents an experiential decision-making process formed in the present rather than the past. There are three core contributions from this empirical framework: 1) it enables a new approach to decision making based on empirical estimation models of system performance, 2) it provides a systematic method for initializing cognitive engine configuration parameters, and 3) it facilitates deeper understanding of system behavior by quantifying parameter significance, and interaction effects. Ultimately, this understanding enables simplification of system models by identifying insignificant parameters. This dissertation defines an abstract framework that enables application of statistical approaches to cognitive radio systems regardless of its platform or application space. Specifically, it assesses factorial design of experiments and response surface methodology (RSM) to an over-the-air wireless radio link. Results are compared to a benchmark GA cognitive engine. The framework is then used for identifying software-defined radio initialization settings. Taguchi designs, a related statistical method, are implemented to identify initialization settings of a GA.
Ph. D.

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Budhathoki, Krishna Ram. „Precoder Design for Cooperative Cognitive Radio Systems“. University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1363180310.

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Figl, Kathrin, Michael Derntl, Manuel Caeiro Rodriguez und Luca Botturi. „Cognitive Effectiveness of Visual Instructional Design Languages“. Elsevier, 2010. http://epub.wu.ac.at/5647/1/b912.pdf.

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The introduction of learning technologies into education is making the design of courses and instructional materials an increasingly complex task. Instructional design languages are identified as conceptual tools for achieving more standardized and, at the same time, more creative design solutions, as well as enhancing communication and transparency in the design process. In this article we discuss differences in cognitive aspects of three visual instructional design languages (E²ML, PoEML, coUML), based on user evaluation. Cognitive aspects are of relevance for learning a design language, creating models with it, and understanding models created using it. The findings should enable language constructors to improve the usability of visual instructional design languages in the future. The paper concludes with directions with regard to how future research on visual instructional design languages could strengthen their value and enhance their actual use by educators and designers by synthesizing existing efforts into a unified modeling approach for VIDLs.

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Lindman, Cornelia. „Erfarenheter av att arbeta från personer med kognitiva svårigheter : En kvalitativ meta-syntes“. Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-83444.

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Syftet med studien var att beskriva och syntetisera erfarenheter av att arbeta från personer med nedsatt kognition. Metoden som användes var en systematisk översikt med meta-syntes för att få djupare förståelse och kunskap av personernas erfarenhet. Litteratursökning genomfördes i fyra databaser och kompletterades genom granskning av referenslistor. Elva artiklar som motsvarade syftet identifierades och inkluderades i studien. Analysen resulterade i två kategorier: Upprätthålla arbetsförmåga över tid samt Omgivningens inflytande på arbetssituationen. Resultatet visar att kognitiva svårigheter upplevs i olika diagnoser och att det är en kombination av olika kognitiva svårigheter som påverkar arbetsförmågan. Anpassningar, strategier men också omgivningens inflytande är av stor betydelse för ett hållbart arbetsliv. Mer forskning inom området behövs för att både öka kunskapen om kognitiva svårigheter i olika diagnoser och för utvecklandet av nya interventioner för att möta behovet och möjliggöra ett hållbart arbetsliv.
The purpose of the study was to describe and synthesize experiences of working from people with impaired cognition. The method used was a systematic review with meta-synthesis to gain a deeper understanding and knowledge of the people's experience. Literature search was performed in four databases and supplemented by reviewing reference lists. Eleven articles that corresponded to the purpose were identified and included in the study. The analysis resulted in two categories:Maintaining work ability over time and The environment's influence on the worksituation. The results show that cognitive difficulties are experienced in different diagnoses and that it is a combination of different cognitive difficulties that affects the ability to work. Adaptations, strategies but also the influence of the environment are of great importance for a sustainable working life. More research in the field is needed to both increase knowledge about cognitive difficulties in different diagnoses and for the development of new interventions to meet the need and enable a sustainable working life.

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Thomson, Allan Stuart. „Are sleep difficulties associated with cognitive functioning following acquired brain injury in an in-patient neuro-rehabilitation population?“ Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4619/.

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Background: Sleep loss can impair cognition in healthy adults (Waters & Bucks, 2011). Poor sleepers post head injury (HI) have significantly worse sustained attention than good sleepers post HI (Bloomfield et al., 2010, Sinclair et al., 2013). Aims: The present study explores the relationships between objective and subjective sleep measures and overall cognitive functioning, sustained attention, memory and executive functioning in people with an Acquired Brain Injury (ABI) who are currently participating in inpatient neurorehabilitation. Methods: This study has a correlational design with exploratory between groups analyses. Twenty participants were recruited and their sleep was assessed using a subjective (Pittsburgh Sleep Quality Index; PSQI) and an objective (Actigraphy) measure of sleep. Cognitive tests were completed to determine current cognitive functioning on specific cognitive domains. Results: Self-reported sleep difficulties were associated with better overall cognitive functioning (r=0.46, N=20, p=0.04) and memory domain scores (r=0.50, N=20, p=0.01). No associations were found between Actigraphy and cognitive performance. There were discrepancies between subjective and objective sleep measures in 45% of participants. 67% of participants with discrepancies between sleep measures under reported poor sleep and 33% over reported poor sleep when compared to an objective measure. Exploratory analysis of clearly good and poor sleepers, defined by congruent objective and subjective sleep measures, revealed poor sleepers have significantly better memory cognitive domain scores than good sleepers (t(9)=2.27, p=0.049;d=1.37). Conclusions/Recommendations: The phenomenon of poor sleep and better memory performance may be explained by poor sleepers having better memory for their difficulties post injury than good sleepers or increased awareness of their current sleep patterns because their memory is better preserved. Clinicians should adopt an objective measure of sleep in addition to subjective measures of sleep when assessing sleep difficulties in an inpatient neurorehabilitation population. Patients who do not report sleep difficulties may in fact be experiencing sleep problems that that could impact on their neurorehabilitation schedule.

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Kurup, Unmesh. „Design and use of a bimodal cognitive architecture for diagrammatic reasoning and cognitive modeling“. Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1198526352.

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Schurr, Kelly Laural. „Cognitive Structural Change and the Technological Design Process“. Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22014.

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With increasing challenges from international competition and domestic demands for a technologically literate workforce, pressure is growing on the educational system to produce students that are literate in science, technology, engineering, and mathematics (STEM). Integrative STEM education utilizes design-based pedagogical approaches to teach science/math content and practices concurrently with technology/engineering content and practices (Wells & Ernst, 2012, para. 2). The discipline of technology education has traditionally implemented design-based pedagogical approaches. However, the discipline has not demonstrated through empirical research that its existence and pedagogies are beneficial to student learning and cognition (Lewis, 1999, 2006; Petrina, 1998; Wells, 2008, 2010; Zuga, 1994, 1997, 2001).
The purpose of this study was to demonstrate that the technological design-based approach to teaching biotechnology literacy supports students\' connections of science and technology concepts. Grounded in Ausubel\'s (1968) theory on meaningful learning and Novak\'s (1980) advanced organizer of concept mapping, this study examined evidence of high school students\' cognitive structural change throughout the technological design-based approach to instruction. At three key intervals throughout the technological design process, students developed concept maps to document their understanding of the biology and technology concepts presented within the instructional materials. Data for this study included the students\' constructed concept maps. To analyze the concept maps, the researcher used Hay et al.\'s (2008) three-method analysis for measuring the quality of students\' learning, and a qualitative analysis.
Data analysis across all four methods indicated that all participants experienced a varying degree of growth in biology, technology, and integrative concepts and connections. Collectively this study supports the notion that the technological design-based approach to instruction does indeed (1) encourage meaningful learning, and (2) increase students\' use of higher order thinking indicated by their abilities to demonstrate their use of schematic and strategic knowledge within their concept maps. The results of this study have direct implications within the areas of Technology Education, Science Education, classroom practice, and concept mapping. The discussion and implications suggest the need to expand the research conducted within this study, and to improve the methods for concept mapping analysis.
Ph. D.

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43

Tan, Kok Keng. „Cognitive Systems Engineering as an Ontology for Design“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1269531460.

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Ploutz, Russell. „Achieving conservation: new cognitive based zoo design guidelines“. Thesis, Kansas State University, 2012. http://hdl.handle.net/2097/18143.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional & Community Planning
Eric A. Bernard
Typical aspects of a zoo’s mission are conservation of wildlife and habitats. As part of conservation efforts zoos provide opportunities for visitors to learn about animals and their environments. Ultimately their goal is visitor understanding leading to conservation behavior. While documented zoo design methods such as landscape immersion, cultural resonance and interpretation elements provide opportunities to learn, current literature stops short of explaining how visitors learn. This research intends to bridge this gap through an innovative mixed methods approach under the hypothesis: if designers understand how visitors learn, their design approach will change to integrate learning and cognitive process theories, resulting in exhibit designs which engage visitor’s cognitive processes increasing learning, thereby increasing the potential for conservation behavior. A thorough literature review revealed cognitive psychology and learning theories vital to exhibit design. Cognitive processes are the mental processes visitors use to learn, think and act (Leonard, 2002). To design for visitor’s cognitive processes designers need to be concerned with visitor’s attention, perception, recall, understanding and memory (Koran, 1983). A personal design exercise testing novel approaches for incorporating cognitive processes into theoretical exhibits yielded potential new guidelines and typologies for exhibit design. To test these personal insights, integrated survey and participatory methods were envisioned to engage zoo design professionals. Professional zoo exhibit designers attended two workshops where they learned about cognitive processes and learning theories, discussed and sketched ideas for learning in zoos, and focused on how to integrate theories in design. The interactive charrette engaged zoo design professional’s cognitive processes to uncover new approaches and typologies for zoo exhibit design. Participants completed pre and post-surveys to measure design approach changes. Chan’s (Chan, 2001) five components of an individual’s design style are used as a framework for the survey questions. Results from the workshop suggest participants augmented their design approach by increasing the influence of cognitive processes in their design approach and concepts. Participants also showed an increased ability to create goals for learning and an increased ability to form constraints along with improvements in existing mental imagery. Additionally, participants demonstrated increases in their search pattern and order in typical design stages of research, site analysis and design development. From the workshop analysis of the surveys, discussions, and sketches, new design strategies emerged to guide the design of exhibits in engaging and facilitating visitor’s cognitive processes. A triangulation analysis methodology validated the design strategies creating 53 design guidelines for learning by comparing design strategies in the workshop, personal charrette and literature. The design guidelines are compiled into an interactive PDF for other zoo designers and professionals use. To assist the reader in employing the design guidelines most effectively learning principles explain the fundamental learning concepts grounding the guideline. Also, seven example projects illustrate the use of the guidelines. The guidelines, learning principles and example projects are hyperlinked to facilitate learning and application.

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Mehl, Meryln Claude. „The cognitive difficulties of first year physics students at the University of the Western Cape and various compensatory programmes“. Doctoral thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/15889.

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This thesis reports the results of some five years of work with first year physics students at the University of the Western Cape in South Africa. South African education is presently characterized by large numbers of students who, judging from their poor results in their first year at university, are poorly equipped to meet the academic requirements of a university course especially in science-related disciplines. The purpose of this research was twofold: (a) To determine the cognitive reasons for the poor performance of these students, characterized as disadvantaged in the study; (b) To develop suitable instructional materials based on the determination in (a). Feuerstein's theories of the cognitive development of disadvantaged persons were found to be extremely useful both in providing direction for the research as well as in interpreting the data generated by the study. Thirty person-to-person interviews of about 45 minutes in length, were conducted with first year physics students as they attempted to solve two typical kinematics problems. Analysis of the interviews revealed that in addition to language difficulties experienced, students also displayed regularities in the types of errors made. Over and above this, students demonstrated significant cognitive difficulties with the analysis and elaboration of data in the problems. Many of these difficulties can be related to the cognitive deficiencies documented in the work of Feuerstein. Additionally, a paper-and-pencil test was developed to examine whether students, after instruction, display any planned approach in their use of Newton's laws in solving typical physics problems. The results of the test with 86 first year physics students show that traditional physics instruction does not help disadvantaged students develop the ability to use Newton's laws in any structured manner. Instruments were developed to assist students using the algorithmic approaches of Landa. Nine areas in the typical university first year mechanics course were analysed for the cognitive operations requited to use specific laws or concepts in problem-solving. Booklets were designed which made these cognitive operations explicit in the application of the particular law or concept. A test group which used the instruments showed significant gains in quarterly examinations in the physics department, over a control group which received instruction in the traditional manner. Anecdotal evidence of the efficacy of the instruments is also presented. The success of the research shows that it is possible to address the cognitive difficulties of disadvantaged students in physics within the framework of a first year university course. The approaches documented in this thesis give an indication of how disadvantaged students can be assisted and supported academically.

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Forsström, Jacob. „Exploring Vulnerabilities and Difficulties in Platform Emergence“. Thesis, Umeå universitet, Institutionen för informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-183375.

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The focus of this paper is platform theory, sharing economy, and user-centered design (UCD). Platform theory helps us understand the extensive research in its discourse and provides a stable ground to explore the fragile stage of platform emergence. The sharing economy is a central phenomenon to the studied project which is very important for our global use of future scarce resources. UCD is a central phenomenon where the importance of early involvement of users in the development process of a UCD project. By studying a platform project under development, I present an analytical framework where I identify vulnerabilities and difficulties in platform emergence. The emergence of platforms is an important yet difficult, and vulnerable process, and only a few studies have been conducted exploring this phase. The research question addressed in this thesis is: What are the sources to vulnerabilities and difficulties in the process of platform emergence? Methods of conducting this study are the use of semi-structured interviews of the people involved in the platform project for further flexibility of the questions. The case study project is focused on building a platform that enables users to build their own platforms. The purpose of that project is to enable users to create sharing platforms easier and cheaper. In addition, vulnerabilities and difficulties in platform emergence are explored. The goals of this study are to: 1) understand how a project is performing in this fragile stage of platform emergence, and 2) how to reach the goal where a platform with the underlying themes of platform theory, sharing economy, and user-centered design can be achieved.

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Dillon, Andrew. „User interface design“. London: Macmillan, 2003. http://hdl.handle.net/10150/105299.

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This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. (2003) User Interface Design. MacMillan Encyclopedia of Cognitive Science, Vol. 4, London:MacMillan, 453-458. Article definition: This article covers the basic issues that the field of cognitive science raises in the design and testing of new digital technologies for human use. Contents list: Introduction, Cognitive Science and design, The Basics of Human-Computer Interaction, Cognitive Design Guidelines: from psychophysics to semiotics, Beyond guidelines Cognitive theories and models in HCI, Developing user-centered design methods, Summary, Bibliography, Glossary

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Caddick, Katie. „Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support“. Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/exploring-perceptions-around-the-implementation-of-cognitive-behavioural-intervention-by-school-staff-following-training-and-support(69ff7fc5-8736-4eb5-92f9-d6ae92910c2e).html.

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Theory and research supports the implementation of cognitive and behavioural interventions (CBI’s) to address social, emotional and behavioural difficulties (SEBD) in children. The literature argues that schools are an ideal place in which to implement such interventions. As part of a county initiative, school staff were trained and offered follow up support by 2 Educational Psychologists (EPs) around the use of school-based CBI to support children who have SEBD. The 10 participants (from 5 schools) in this research were part of this initiative: they received 4 sessions of training followed by either monthly individual supervision, or group supervision, around their use of CBI. Training and supervision targeted implementation of key CB competences, selected from a competency framework recommended by ‘Improving Access to Psychological Therapies’ (IAPT, 2011). The research explored staff perceptions around the CB competences that they implemented, their methods of implementation and the barriers and facilitators to their implementation. The research used a mixed methodology design. Qualitative data was analysed using thematic analysis and quantitative data was analysed using descriptive statistics. Data was gathered through interviews, supervision sessions, intervention diaries and training evaluations. Exploration of facilitators and barriers to implementation was based on Durlak and DuPre’s (2008) model of intervention implementation. Facilitators/barriers discrete from this model were also identified. Identification and exploration of such factors can assist in ensuring quality implementation of school-based interventions in the future. This study demonstrates how school staff can implement a range of CB competences and through multi-levels of intervention in schools. The potential role of the EP in supporting school staff to implement CBI is also discussed.

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Alm, Jan. „Dyslexia : relevance of concepts, validity of measurements, and cognitive functions /“. Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4123.

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50

Gursoy, Benay. „The Cognitive Aspects Of Model-making In Architectural Design“. Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611677/index.pdf.

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Considerable research has been done by various scholars to assess the significance of sketching in the early stages of the design process. However, sketching in design studies usually corresponds to drawing and the extensive research on the cognitive aspects of sketching does not always include three-dimensional sketching through physical and digital models produced in the early phases of design process. The aim of the presented research is to identify some characteristics of model-making that make it effective in the design process and design cognition as a form of sketching. Departing from key research on sketching which articulates its uncertain nature as a positive drive in early design phases, this thesis looks at whether physical and digital models can also be counted among ambiguous design tools. The inquiry is supported by empirical data from the protocol studies realized with three graduate students of architecture.

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