Dissertations / Theses on the topic 'COGNITION ENHANCERS'
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1
Hogervorst, Eva. "Age-related cognitive decline and cognition enhancers." Maastricht : Maastricht : Neuropsych Publishers ; University Library, Maastricht University [Host], 1998. http://arno.unimaas.nl/show.cgi?fid=6058.
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Koychev, Ivan. "Neuropsychological and electrophysiological biomarkers of the schizophrenia spectrum." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/neuropsychological-and-electrophysiological-biomarkers-of-the-schizophrenia-spectrum(f58fb858-bb36-4fd7-875e-2ea62cc8e9b3).html.
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Schizophrenia is a neuropsychiatric disorder lying at the extreme of a spectrum of disorders that possibly share a common abnormality in neural connectivity. Efforts to reverse the core cognitive manifestations of schizophrenia using drug treatments have so far been unsuccessful. This thesis investigates the cognitive abnormalities and their electrophysiological correlates across the schizophrenia spectrum in order to identify and validate biomarkers for proof of concept studies of cognitive enhancers. Such studies in milder disorders of the schizophrenia spectrum such as schizotypal personality trait may be a crucial method in identifying new effective compounds, as reviewed in Chapter 3, and tested in Chapter 4. The latter features the results of a large three-centre study which probed the sensitivity of several neuropsychological measures to the schizotypy phenotype, as well as to the effects of amisulpride, risperidone and nicotine. Schizotypal volunteers showed impaired performance only on the more difficult tasks. The most consistent pharmacological finding was that amisulpride tended to improve performance in the high schizotypy group but to impair it in the average schizotypy controls. One interpretation is that the ability of low dose amisulpride to enhance dopamine function in frontal cortex reversed an impairment of dopamine function present in the high schizotypes which is thought to occur in schizophrenia. Chapter 5 explored the methodological question of whether low or average schizotypy individuals should be used as controls in cognitive comparisons versus high schizotypy. The results suggest that low schizotypes have the most intact cognitive performance and are therefore the control group of choice. Chapters 6, 7 and 8 tested the hypothesis that cognitive deficits are part of a larger information processing abnormality in the schizophrenia spectrum. In accordance, both high schizotypy and schizophrenia patients exhibited reduced amplitude of an early visual evoked potential P1 (Chapters 6 and 8, respectively) and disruptions of the underlying evoked neural oscillations (Chapters 7 and 8). The pattern of abnormalities suggested an inefficient top-down modulation of perception in the schizophrenia spectrum. These data argue that cognitive abnormalities and their electrophysiological correlate may be sensitive biomarkers of the core dysconnectivity deficit in schizophrenia. This thesis supports their use in proof of concept studies to foster the development of cognitive enhancers.
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Spowart-Manning, Laura. "The evaluation of behavioural tasks and animal models of Alzheimer's disease for assessing putative cognition enhancers, using a cholinesterase inhibitor as reference compound." Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/09e768fe-f64c-47c0-b4d4-d0a19b8ff23d.
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Hu, Fang-Tzu. "Getting the point: tracing worked examples enhances learning." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12478.
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Embodied cognition perspectives suggest that pointing and tracing with the index finger may support learning, with basic laboratory research indicating such gestures have considerable effects on information processing in working memory. The present thesis examined whether tracing worked examples could enhance learning through decreased intrinsic cognitive load. In Experiment 1, 56 Year 6 students (mean age = 11.20, SD = .44) were presented with either tracing or no-tracing instructions on parallel lines relationships. The tracing group solved more acquisition phase practice questions and made fewer test phase errors, but otherwise test results were limited by ceiling effects. 42 Year 5 students (mean age = 10.50, SD = .51) were recruited in Experiment 2 to better align the materials with students’ knowledge levels. The tracing group outperformed the non-tracing group at the test and reported lower levels of test difficulty, interpreted as lower levels of intrinsic cognitive load. Experiment 3 recruited 52 Year 6 and Year 7 students (mean age = 12.04, SD = .59) presented with materials on angle relationships of a triangle; the tracing effect was replicated on test scores and errors, but not test difficulty. Experiment 4 used the parallel lines materials to test hypothesized gradients across experimental conditions with 72 Year 5 students (mean age = 9.94, SD = .33), predicting the tracing on the paper group would outperform the tracing above the paper group, who in turn would outperform the non-tracing group. The hypothesized gradient was established across practice questions correctly answered, practice question errors, test questions correctly answered, test question time to solution, and test difficulty self-reports. The results establish that incorporating the haptic input into worked example-based instruction design enhances the worked example effect and that tracing worked examples is a natural, simple yet effective way to enhance novices’ mathematics learning.
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Pinard-Welyczko, Kira. "Does Training Enhance Entraining? Musical Ability and Neural Signatures of Beat Perception." Oberlin College Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1495617848085978.
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Yan, Qiben. "Security Enhanced Communications in Cognitive Networks." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/49704.
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With the advent of ubiquitous computing and Internet of Things (IoT), potentially billions of devices will create a broad range of data services and applications, which will require the communication networks to efficiently manage the increasing complexity. Cognitive network has been envisioned as a new paradigm to address this challenge, which has the capability of reasoning, planning and learning by incorporating cutting edge technologies including knowledge representation, context awareness, network optimization and machine learning. Cognitive network spans over the entire communication system including the core network and wireless links across the entire protocol stack. Cognitive Radio Network (CRN) is a part of cognitive network over wireless links, which endeavors to better utilize the spectrum resources. Core network provides a reliable backend infrastructure to the entire communication system. However, the CR communication and core network infrastructure have attracted various security threats, which become increasingly severe in pace with the growing complexity and adversity of the modern Internet.
The focus of this dissertation is to exploit the security vulnerabilities of the state-of-the-art cognitive communication systems, and to provide detection, mitigation and protection mechanisms to allow security enhanced cognitive communications including wireless communications in CRNs and wired communications in core networks. In order to provide secure and reliable communications in CRNs: emph{first}, we incorporate security mechanisms into fundamental CRN functions, such as secure spectrum sensing techniques that will ensure trustworthy reporting of spectrum reading. emph{Second}, as no security mechanism can completely prevent all potential threats from entering CRNs, we design a systematic passive monitoring framework, emph{SpecMonitor}, based on unsupervised machine learning methods to strategically monitor the network traffic and operations in order to detect abnormal and malicious behaviors. emph{Third}, highly capable cognitive radios allow more sophisticated reactive jamming attack, which imposes a serious threat to CR communications. By exploiting MIMO interference cancellation techniques, we propose jamming resilient CR communication mechanisms to survive in the presence of reactive jammers. Finally, we focus on protecting the core network from botnet threats by applying cognitive technologies to detect network-wide Peer-to-Peer (P2P) botnets, which leads to the design of a data-driven botnet detection system, called emph{PeerClean}. In all the four research thrusts, we present thorough security analysis, extensive simulations and testbed evaluations based on real-world implementations. Our results demonstrate that the proposed defense mechanisms can effectively and efficiently counteract sophisticated yet powerful attacks.Ph. D.
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Wong, Philip Siva Vittozzi. "Cognitive enhancers: a pharmacological intervention for the treatment of substance dependence." Thesis, Boston University, 2012. https://hdl.handle.net/2144/31622.
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Thesis (M.A.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Dependence from addictive substances is a serious public health concern in the United States. Alcohol appears to be the most popular abused substance, while cigarette smoking has the highest rates of mortality. Though not as popular, illicit drugs such as cocaine and opioids are able to cause incredible damage to the lives of addicted individuals and to the people around them. The toxic injuries produced in the brain and the presence of withdrawal symptoms often result in cognitive deficits. Individuals that are able to terminate the consumption of drugs often have a hard time regaining their previous cognitive abilities. This partially contributes to the high incidence of relapse, which represents a major problem faced by the medical community. So far treatment has relied on cognitive behavioral therapy and a number of pharmacological agents. Even when combined, these approaches have not yielded satisfying results. For some types of addictions, such as the one for cocaine, there are no approved medications. Therefore research has made tremendous efforts to understand how the brain responds to addictive substances with the hope that such knowledge will lead to new pharmacological treatments. Cognitive enhancers are a promising class of drugs that is under investigation for the treatment of substance dependence. Most of them have been tested for their ability to decrease drug craving and consumption. Some of them are also being examined for their ability to reverse the cognitive deficits produced by previous drug exposure. The present thesis will examine the current literature on four cognitive enhancers: atomoxetine, reboxetine, selegiline and modafinil. Even if still in the preliminary stages, the clinical trials on reboxetine have obtained the highest rate of success. On the other hand, modafinil is the only cognitive enhancer that has been tested for reversing cognitive deficits. Compelling results in a clinical trial make modafinil one of the most exciting projects in this field of research. Atomoxetine and selegiline have mostly failed the clinical stage, but more studies are needed to determine their usefulness. In general, the potential ability to reverse cognitive deficits is not supported by the current literature and more research should be focused in this direction.
2031-01-01
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Valiante, A. Grace (Antonella Grace). "Natural feeding enhances human neonatal memory for spoken words." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29484.
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Healthy human newborns fed glucose solution prior to testing exhibit higher levels of blood glucose and are able to remember a spoken word for a longer time than infants who receive water. To determine whether a natural feeding affects newborn auditory memory and whether it is related to blood glucose, memory for spoken words was examined for two groups of newborns---one tested before and the other after---routine breast or formula feedings (pre- vs postprandial), using a partially infant-controlled habituation recovery paradigm. Prior to analyses, the postprandial group was split at the median for blood glucose to define two groups: high and low glucose. The results indicate that infants' memory for words is better after a feed than before a feed. However, better memory following a natural feeding is not related to blood glucose, implying that the ingestion of food may modulate memory by more than one mechanism.
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Lytvynets, M., Y. Koturha, Світлана Василівна Міхно, Свитлана Васильевна Михно, and Svitlana Vasylivna Mikhno. "How variability of learning activities enhances students’ cognitive independence." Thesis, Sumy State University, 2020. https://essuir.sumdu.edu.ua/handle/123456789/78070.
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Providing the variability of learning activities activates students’ reflection mechanisms thus forming their cognitive independence. The organization of the learning process according to the individual educational path facilitates the variability of learning activities. Development of individual educational paths based on the use of modern information technologies ensures the variability of the tasks for independent learning activities. The idea of individualizing the educational process is based on the idea of "navigating" the movement in the educational space. All this can be realized through providing the choice and creation of conditions for the implementation of students’ individual educational paths.
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Petrini, Valeria <1984>. "Cognitive radio applications for enhanced spectrum efficiency." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5493/1/Petrini_Valeria_tesi.pdf.
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The aim of this thesis is the study of techniques for efficient management and use of the spectrum based on cognitive radio technology. The ability of cognitive radio technologies to adapt to the real-time conditions of its operating environment, offers the potential for more flexible use of the available spectrum. In this context, the international interest is particularly focused on the “white spaces” in the UHF band of digital terrestrial television.
Spectrum sensing and geo-location database have been considered in order to obtain information on the electromagnetic environment. Different methodologies have been considered in order to investigate spectral resources potentially available for the white space devices in the TV band. The adopted methodologies are based on the geo-location database approach used either in autonomous operation or in combination with sensing techniques.
A novel and computationally efficient methodology for the calculation of the maximum permitted white space device EIRP is then proposed. The methodology is suitable for implementation in TV white space databases.
Different Italian scenarios are analyzed in order to identify both the available spectrum and the white space device emission limits.
Finally two different applications of cognitive radio technology are considered. The first considered application is the emergency management. The attention is focused on the consideration of both cognitive and autonomic networking approaches when deploying an emergency management system. The cognitive technology is then considered in applications related to satellite systems. In particular a hybrid cognitive satellite-terrestrial is introduced and an analysis of coexistence between terrestrial and satellite networks by considering a cognitive approach is performed.
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Petrini, Valeria <1984>. "Cognitive radio applications for enhanced spectrum efficiency." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5493/.
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The aim of this thesis is the study of techniques for efficient management and use of the spectrum based on cognitive radio technology. The ability of cognitive radio technologies to adapt to the real-time conditions of its operating environment, offers the potential for more flexible use of the available spectrum. In this context, the international interest is particularly focused on the “white spaces” in the UHF band of digital terrestrial television.
Spectrum sensing and geo-location database have been considered in order to obtain information on the electromagnetic environment. Different methodologies have been considered in order to investigate spectral resources potentially available for the white space devices in the TV band. The adopted methodologies are based on the geo-location database approach used either in autonomous operation or in combination with sensing techniques.
A novel and computationally efficient methodology for the calculation of the maximum permitted white space device EIRP is then proposed. The methodology is suitable for implementation in TV white space databases.
Different Italian scenarios are analyzed in order to identify both the available spectrum and the white space device emission limits.
Finally two different applications of cognitive radio technology are considered. The first considered application is the emergency management. The attention is focused on the consideration of both cognitive and autonomic networking approaches when deploying an emergency management system. The cognitive technology is then considered in applications related to satellite systems. In particular a hybrid cognitive satellite-terrestrial is introduced and an analysis of coexistence between terrestrial and satellite networks by considering a cognitive approach is performed.
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Tännsjö, Torbjörn. "Ought We to Enhance Our Cognitive Capacities?" Stockholms universitet, Filosofiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-31675.
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Ought we to enhance our cognitive capacities beyond the normal human range? There is no denying that it might be a good idea to level out differences between people with respect to cognitive capacities, and there is no denying that some persons' reaching beyond normal capacities may have some good side-effects on society at large (but also bad side-effects, of course). But is there any direct gain to be made by having ones cognitive capacities enhanced? Will this as such make our lives go better? No, I argue, or, at least, there doesn't seem to exist any evidence suggesting that it would. And it doesn't matter whether we consider the question from a narrow hedonistic perspective, from a more refined hedonistic perspective, from a desire-satisfaction view, or if we adopt some reasonable objective list view of what makes a life go well. Only on an extremely perfectionist — and implausible —view of what makes our lives go well could any direct value in cognitive enhancement find support. Finally, there are no good reasons to do with our sense of identity to enhance even our capacity to remember. So, cognitive enhancement as such would not make our lives go any better.Author count: 1
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Saeedi, Manooch S. "Optimal Motivation and Cognitive Load for Enhanced Math Performance." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1590.
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Educational research has a long history of investigating factors that are linked to improved academic performance. Here I examined research on three factors that impact academic performance—working memory (WM), cognitive load, and motivation. Although each of these factors were known to impact academic performance, there were no studies that examined the combined effect of these three factors on performance. The current study attempted to examine the potential connections between these factors, and their collective impact on strategies for learning in the context of math performance. Experiment 1 tested the impact of WM, cognitive load, and motivation for a math task in an online population, and Experiment 2 tested these impacts for an in-lab sample. In both samples, manipulations of cognitive load and motivation were ineffective, but significant relationships were discovered for individual differences on these constructs. Motivation and cognitive load were related, and so were cognitive load and WM. In addition, all of these variables were related to performance. Further research on the connections among these variables is needed to understand their relative impacts on math performance.
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Bossaer, John B., Jeffrey A. Gray, Stacy E. Miller, Gavin Enck, Vamsi C. Gaddipati, and Robert E. Enck. "Use and Misuse of Cognitive Enhancers by Students at an Academic Health Science Center." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2320.
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Purpose: Prescription stimulant use as "cognitive enhancers" has been described among undergraduate college students. However, the use of prescription stimulants among future health care professionals is not well characterized. This study was designed to determine the prevalence of prescription stimulant misuse among students at an academic health sciences center.
Method: Electronic surveys were e-mailed to 621 medical, pharmacy, and respiratory therapy students at East Tennessee State University for four consecutive weeks in fall 2011. Completing the survey was voluntary and anonymous. Surveys asked about reasons for, frequency of, and side effects of nonprescription misuse of prescription stimulants. Given the sensitive material, an opportunity to win one of ten $50 gift cards was used as an incentive.
Results: Three hundred seventy-two (59.9%) students completed the survey from three disciplines (47.6% medical, 70.5% pharmacy, and 57.6% respiratory therapy). Overall, 11.3% of responders admitted to misusing prescription stimulants. There was more misuse by respiratory therapy students, although this was not statistically significant (10.9% medicine, 9.7% pharmacy, 26.3% respiratory therapy; P = .087). Reasons for prescription stimulant misuse included to enhance alertness/energy (65.9%), to improve academic performance (56.7%), to experiment (18.2%), and to use recreationally/get high (4.5%).
Conclusions: Prescription stimulant misuse was prevalent among participating students, but further research is needed to describe prevalence among future health care workers more generally. The implications and consequences of such misuse require further study across professions with emphasis on investigating issues of academic dishonesty (e.g., "cognitive enhancement"), educational quality, and patient safety or health care quality.
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Vernon, Amanda Ph D. Massachusetts Institute of Technology. "Enhanced striatal glutamatergic function upon chronic antipsychotic action." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/132750.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, June, 2019Cataloged from the PDF version of thesis.
Includes bibliographical references (pages 186-208).
Schizophrenia is a psychiatric disorder characterized by multiple clusters of symptoms including positive symptoms, such as hallucinations and delusions, negative symptoms, such as decreased motivation and flattened affect, and cognitive symptoms, such as memory impairment and impaired executive function. Currently available antipsychotics mitigate some symptoms of schizophrenia, particularly the positive symptoms, but there is no preventive treatment nor cure after schizophrenia develops. Efforts to generate more effective antipsychotics are made particularly challenging by the fact that the therapeutic effect of currently prescribed antipsychotics is not well understood and the cell type(s) and brain circuits crucial for beneficial effects have not been conclusively identified. Here we show that chronic antipsychotic administration enhances glutamatergic function in the ventral striatum through translational alterations and increased synaptic function. Cell type-specific mRNA profiling on spiny projection neurons (SPNs) of the direct (dSPNs) and indirect (iSPNs) pathways following chronic antipsychotic administration revealed cell type-specific molecular alterations indicating increases in components of the glutamatergic postsynaptic density. Subsequent functional experiments demonstrated the presence of calcium-permeable AMPARs and increased mEPSC frequency following chronic administration of one especially effective antipsychotic, clozapine. Furthermore, we find that striatal astrocytes also respond to chronic antipsychotic treatment with translational alterations promoting synaptogenesis. Together, these data have identified a core molecular signature of increased glutamatergic transmission in the striatum induced by chronic antipsychotic treatment. This work provides evidence that effective antipsychotics address a lack of glutamatergic drive into the striatum in cases of schizophrenia. Additionally, it suggests that drug development efforts seeking improved antipsychotics may benefit by finding compounds that feature an increased glutamatergic drive into the striatum as a core function.
by Amanda Vernon.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences
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Bossaer, John B. "The Elephant in the Room: Use and Misuse of Cognitive Enhancers by Students at an Academic Health Sciences Center." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2335.
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Kesten, Victor. "An evaluation on how interactive visualizations can enhance a brewer's cognition of brewing data." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-232331.
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The purpose of this study was to explore to what extent interactive visualizations are applicable in the beer brewing domain specific area by measuring how the use of interactive visualizations can aid beer brewers in completing tasks related to their artisanal craft. The approach taken in researching said topic was through the cooperative collaborative creation of an interactive visualization dashboard system intended for the use in production brewing. This was created through the aid of previously proposed design frameworks and creation strategies that focused on the collaboration between visualization expert and domain specific partner. A visualization dashboard interface was created with thorough input from different brewers all around the world in the hopes of creating a general purpose tool that could indeed aid in the completion of creation and evaluation tasks. The final dashboard interface was scrutinized by brewers and received positive feedback in terms of its potential through evaluation sessions and personal interviews where the brewers were assigned tasks to complete. The completion of simple tasks such as quick recipe cognition and creation, batch parameter comparisons and fermentation tank analysis were all achieved while things such as variable fermentation analysis and reproduction evaluation strategies were more difficult. The conclusion drawn from the project was that the use of interactive visualizations can indeed aid and enhance beer brewer’s capabilities in completing some tasks but as per the altered frameworks used, it requires thorough collaboration from more than just the domain specific partners in the creation process of said visualizations in order to create the optimal tool.Avsikten med denna studie är att utforska i vilken grad interaktiva visualiseringar kan tillämpas inom den domänspecifika ölbryggeri-industrin där visualiseringens syfte är att stödja utförandet av bryggningsrelaterade uppgifter. Ett samarbete startades, där ett antal bryggerier runt omkring i världen deltog och där dessa bryggerier delade med sig av sina bryggningsmetoder och relaterade data. Tillsammans med bryggare togs specialdesignade visualiseringsmoduler fram som kan användas för att utföra uppgifter tillsammans med dessa domänspecifika experter. En stor förstudie gjordes med hjälp av existerande utvärderingsramverk samt olika visualiseringsstrategier där fokus lades på samarbetet mellan visualiseringsexperter och ölexperter. Den slutliga visualiseringen som skapades var i form av en instrumentbräda där användaren får en unik insyn i data samt nya möjligheter att utforska datat på ett enkelt och smidigt sätt. Bryggare fick testa verktyget i en kontrollerad miljö och såg stora möjligheter för att ett sådant verktyg skulle kunna fungera bra i en produktionsmiljö förutsatt att man får en grundläggande utbildning i att använda verktyget till sin fulla potential.
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Yahaya, Ros Aizan. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16489/.
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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.
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Yahaya, Ros. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16489/1/Roy_Yahaya_Thesis.pdf.
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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.
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Mosser, Alexandra E. "Using the Cognitive Interview to Enhance Recall During Contact Tracing." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3176.
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To stem the spread of infectious diseases, epidemiologists use contact tracing interviews to identify individuals who may need treatment or, if indicated, quarantine or isolation. Given the high stakes, the most exhaustive list of potentially infected contacts must be reported. However, standard contact tracing procedures may fail to extract the most complete report possible from sick individuals. One of the most reliable methods for maximizing recall is the Cognitive Interview (CI). The CI uses several techniques grounded in psychological theory and was expected to increase the number of contacts listed during contact tracing interviewing compared to a standard contact tracing interview. In Study One, participants imagined they were infected with meningococcal meningitis, and reported every person with whom they had physical contact, shared saliva, or lived with over the previous three days (i.e., at a high risk for developing meningococcal meningitis). Participants were interviewed with either a CI or a standard interview. Results suggested that the CI generated 35% more total contacts listed, however, when examining only the contacts listed who would be at a high risk of meningococcal meningitis there was no significant difference between the CI and the standard interview. Study Two followed the same procedure as that in Study One, but added a manipulation of cognitive resources intended to model impairment experienced by individuals who are interviewed while suffering from acute illness. Participants completed (or did not complete) a working memory impairment task (pressed a spacebar on a keyboard every time 7 seconds passed) while reporting their physical contacts during either a CI or a standard interview. Results clearly demonstrated a superiority of the CI in generating both more total contacts and more contacts at a risk of meningococcal meningitis than the standard interview. However, when the working memory impairment task was completed, the CI generated no more contacts than the standard interview. Findings have serious implications for contact tracing interviewing for infectious diseases such as Ebola and Zika. In light of the findings, we recommend the CI be considered as an alternative to the typical contact tracing interview, particularly if the interviewee is not cognitively impaired.
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Husnu, Senel. "Imagining intergroup contact : cognitive and affective routes to enhanced behavioural intentions." Thesis, University of Kent, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509638.
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Grisold, Thomas, Alexander Kaiser, and Julee Hafner. "Unlearning before creating new knowledge: A cognitive process." University of Hawai'i at Manoa, 2017. http://epub.wu.ac.at/6413/1/paper0574.pdf.
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Recent research expresses serious doubts on the
concept of unlearning. It is argued that knowledge
cannot be discarded or eliminated in order to make
space for the creation of new knowledge. Taking into
account the recent scepticism, we focus on the
cognitive dimension of unlearning and propose an
alternative conceptualization. Considering how far
unlearning can go from a psychological/cognitive
scientific perspective, we propose that unlearning is
about reducing the influence of old knowledge on our
cognitive capacity. This study: (a) investigates the
unlearning process within the cognitive domain and
on an individual level and (b) proposes unlearning
process triggers that detract or facilitate the
knowledge change process, which could subsequently
contribute to unlearning on an organizational level.
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Kao, Kai-ning. "Levels of cognition of instruction and of students' reflective thinking in a selected web-enhanced course /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399160108145.
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Baranski, Michael Francis Stephen. "Mindfulness Meditation May Enhance Working Memory Capacity." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1511986952024453.
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Wright, Allison M. "Use of the enhanced cognitive interview and a modified cognitive interview to improve the eyewitness recall of older adults." Thesis, University of Kent, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405984.
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Clarke, Fay Elaine. "Can cognitive challenge enhance the psychological well-being of large-brained mammals in zoos?" Thesis, Royal Veterinary College (University of London), 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618283.
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The link between cognitive challenge and captive animal well-being has received increased interest over the past decade, but so far this link in zoo animals has been overlooked. This is particularly surprising for chimpanzees (Pan troglodytes) and bottlenose dolphins (Tursiops truncatus) because these two 'large-brained' species have been the subjects of intensive cognitive research in captivity over the past six decades. In this thesis, I ask whether novel maze-like devices which aim to be cognitively challenging (abbreviated to 'devices with a cognitive component', DCCs) can be enriching for a mixed-sex group of chimpanzees and two single-sex groups of dolphins housed in zoos. I design, implement and evaluate two DCCs, and employ a new definition of cognitive enrichment that incorporates cognitive challenge and indicators of positive well-being. I demonstrate that two types of DCC for chimpanzees, one constructed from a grid of transparent cells and one from an array of opaque pipes, could be mastered using a number of problem-solving strategies (Chapter 5 and 6). DCC-use by chimpanzees increased when the DCC was less predictable (Chapter 5), but the relationship between self-directed behaviour and cognitive challenge was not straightforward (Chapter 6). In dolphins, only male subjects used an underwater DCC constructed from an array of opaque pipes, and could reflect a general sex difference in response to a novel situation (Chapter 7). In general, the chimpanzees and dolphins groups I studied showed some signs of enhanced well-being, for example increased environmental exploration and play, during exposure to DCCs. However, other behavioural responses such as increased vigilance in dolphins were difficult to interpret and did not suggest that DCCs were enriching. Both species 'worked' in the absence of food rewards and their success on the tasks (i.e. the removal of food or non-food rewards) had little effect on wellbeing indicators (Chapter 5 - 7). Finally, I demonstrate that lateralised behaviour (preference to perform behaviour using one side of the body) can be incorporated into the study of cognitive enrichment (Chapter 8).
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Nguyen, Trung Thanh Verfasser], and Thomas [Akademischer Betreuer] [Kaiser. "Enhanced Spectrum Sensing for Cognitive Cellular Systems / Trung Thanh Nguyen. Betreuer: Thomas Kaiser." Duisburg, 2016. http://d-nb.info/1111905592/34.
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Nguyen, Trung Thanh [Verfasser], and Thomas [Akademischer Betreuer] Kaiser. "Enhanced Spectrum Sensing for Cognitive Cellular Systems / Trung Thanh Nguyen. Betreuer: Thomas Kaiser." Duisburg, 2016. http://d-nb.info/1111905592/34.
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Cusack, William Fitzpatrick. "Promoting enhanced motor planning in prosthesis users via matched limb imitation." Diss., Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/53420.
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As of 2005, there were over 1.5 million amputees living in the United States, more than 548,000 of them with upper extremity involvement. The total number of amputees is projected to rise to at least 2.2 million by 2020. Unfortunately, full functional use of upper extremity prosthetic devices is low. Knowledge gained regarding the cortical systems active in amputees performing motor tasks may reveal atypical motor control strategies that contribute to these issues. Substantial evidence demonstrates a strong dependence on left parietofrontal cortical areas to successfully plan and execute tool-use movements and pantomimes. It was previously unclear how this network functioned in users of prostheses. The hypothesis of this dissertation is that in order to optimally engage the typical parietofrontal network during action imitation with a prosthetic device, the action being imitated should be performed by a matching prosthesis. Also, that greater engagement of the parietofrontal network will result in increased ability to perform tool-use movements.
First, this dissertation showed that when imitating motor tasks performed by intact actors, prosthesis users exhibit lower engagement of the parietofrontal action encoding system. This network is crucial for motor adaptation. Left parietofrontal engagement was only observed when prosthesis users imitated matched limb prosthesis demonstrations, which suggests that matched limb imitation may be optimal to establish motor representations. Next, intact subjects donned a fictive amputee model system (FAMS) to simulate the limb movement that transradial amputees experience. Matched limb imitation in FAMS users yielded better movement technique compared to mismatched imitation. Finally, the longitudinal effects of a matched limb training paradigm on the cortical action encoding activity and motor behavior in FAMS users were investigated. Matched limb imitation subjects showed greater engagement of the parietofrontal network and better movement technique compared to those trained with mismatched limb.
This dissertation has clinical relevance as it supports the notion that matched limb imitation could play an important role in the performance of motor tasks using a prosthetic device. These findings could be used to inform the development of improved rehabilitation protocols that may lead to greater functional adaptation of prosthetic devices into the lives of amputees.
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McGhie-Richmond, Donna. "Incorporating the affective to enhance the cognitive, a case study of exemplary teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63624.pdf.
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Dew, Robert. "Understanding how to enhance business creativity." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/29311/1/Robert_Dew_Thesis.pdf.
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This PhD study examines some of what happens in an individual’s mind regarding creativity during problem solving within an organisational context. It presents innovations related to creative motivation, cognitive style and framing effects that can be applied by managers to enhance individual employee creativity within the organisation and thereby assist organisations to become more innovative.
The project delivers an understanding of how to leverage natural changes in creative motivation levels during problem solving. This pattern of response is called Creative Resolve Response (CRR). The project also presents evidence of how framing effects can be used to influence decisions involving creative options in order to enhance the potential for managers get employees to select creative options more often for implementation.
The study’s objectives are to understand:
• How creative motivation changes during problem solving
• How cognitive style moderates these creative motivation changes
• How framing effects apply to decisions involving creative options to solve problems
• How cognitive style moderate these framing effects
The thesis presents the findings from three controlled experiments based around self reports during contrived problem solving and decision making situations. The first experiment suggests that creative motivation varies in a predictable and systematic way during problem solving as a function of the problem solver’s perception of progress. The second experiment suggests that there are specific framing effects related to decisions involving creativity. It seems that simply describing an alternative as innovative may activate perceptual biases that overcome risk based framing effects. The third experiment suggests that cognitive style moderates decisions involving creativity in complex ways. It seems that in some contexts, decision makers will prefer a creative option, regardless of their cognitive style, if this option is both outside the bounds of what is officially allowed and yet ultimately safe.
The thesis delivers innovation on three levels: theoretical, methodological and empirical. The highlights of these findings are outlined below:
1. Theoretical innovation with the conceptualisation of Creative Resolve Response based on an extension of Amabile’s research regarding creative motivation.
2. Theoretical innovation linking creative motivation and Kirton’s research on cognitive style.
3. Theoretical innovation linking both risk based and attribute framing effects to cognitive style.
4. Methodological innovation for defining and testing preferences for creative solution implementation in the form of operationalised creativity decision alternatives.
5. Methodological innovation to identify extreme decision options by applying Shafir’s findings regarding attribute framing effects in reverse to create a test.
6. Empirical innovation with statistically significant research findings which indicate creative motivation varies in a systematic way.
7. Empirical innovation with statistically significant research findings which identify innovation descriptor framing effects
8. Empirical innovation with statistically significant research findings which expand understanding of Kirton’s cognitive style descriptors including the importance of safe rule breaking.
9. Empirical innovation with statistically significant research findings which validate how framing effects do apply to decisions involving operationalised creativity.
Drawing on previous research related to creative motivation, cognitive style, framing effects and supervisor interactions with employees, this study delivers insights which can assist managers to increase the production and implementation of creativity in organisations. Hopefully this will result in organisations which are more innovative. Such organisations have the potential to provide ongoing economic and social benefits.
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Dew, Robert. "Understanding how to enhance business creativity." Queensland University of Technology, 2009. http://eprints.qut.edu.au/29311/.
Full textAbstract:
This PhD study examines some of what happens in an individual’s mind regarding creativity during problem solving within an organisational context. It presents innovations related to creative motivation, cognitive style and framing effects that can be applied by managers to enhance individual employee creativity within the organisation and thereby assist organisations to become more innovative.
The project delivers an understanding of how to leverage natural changes in creative motivation levels during problem solving. This pattern of response is called Creative Resolve Response (CRR). The project also presents evidence of how framing effects can be used to influence decisions involving creative options in order to enhance the potential for managers get employees to select creative options more often for implementation.
The study’s objectives are to understand:
• How creative motivation changes during problem solving
• How cognitive style moderates these creative motivation changes
• How framing effects apply to decisions involving creative options to solve problems
• How cognitive style moderate these framing effects
The thesis presents the findings from three controlled experiments based around self reports during contrived problem solving and decision making situations. The first experiment suggests that creative motivation varies in a predictable and systematic way during problem solving as a function of the problem solver’s perception of progress. The second experiment suggests that there are specific framing effects related to decisions involving creativity. It seems that simply describing an alternative as innovative may activate perceptual biases that overcome risk based framing effects. The third experiment suggests that cognitive style moderates decisions involving creativity in complex ways. It seems that in some contexts, decision makers will prefer a creative option, regardless of their cognitive style, if this option is both outside the bounds of what is officially allowed and yet ultimately safe.
The thesis delivers innovation on three levels: theoretical, methodological and empirical. The highlights of these findings are outlined below:
1. Theoretical innovation with the conceptualisation of Creative Resolve Response based on an extension of Amabile’s research regarding creative motivation.
2. Theoretical innovation linking creative motivation and Kirton’s research on cognitive style.
3. Theoretical innovation linking both risk based and attribute framing effects to cognitive style.
4. Methodological innovation for defining and testing preferences for creative solution implementation in the form of operationalised creativity decision alternatives.
5. Methodological innovation to identify extreme decision options by applying Shafir’s findings regarding attribute framing effects in reverse to create a test.
6. Empirical innovation with statistically significant research findings which indicate creative motivation varies in a systematic way.
7. Empirical innovation with statistically significant research findings which identify innovation descriptor framing effects
8. Empirical innovation with statistically significant research findings which expand understanding of Kirton’s cognitive style descriptors including the importance of safe rule breaking.
9. Empirical innovation with statistically significant research findings which validate how framing effects do apply to decisions involving operationalised creativity.
Drawing on previous research related to creative motivation, cognitive style, framing effects and supervisor interactions with employees, this study delivers insights which can assist managers to increase the production and implementation of creativity in organisations. Hopefully this will result in organisations which are more innovative. Such organisations have the potential to provide ongoing economic and social benefits.
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Szulc, B. R. "Synthesis and discovery of the putative cognitive enhancer BRS-015 : effect on glutamatergic transmission and synaptic plasticity." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1462589/.
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This thesis is concerned with the discovery of a novel heterocyclic compound – BRS-015, its synthesis and an analysis of its effects on excitatory synaptic transmission at a major pathway in the brain. BRS-015 is related to the natural product clausenamide, which has been shown to facilitate synaptic transmission. As such, clausenamide and related analogues may possess therapeutic potential as memory enhancing drugs, which are in urgent need of development due to the increasing numbers of patients diagnosed with memory disorders and for which there is no current effective therapy. BRS-015 was synthesized using a novel approach to the core structure of clausenamide involving an intramolecular acylal cyclisation reaction, which has not previously been reported. The first section of the thesis opens with a description of the discovery, structure and biological activity of clausenamide and discussion of previous synthetic strategies adopted by a number of research groups and attempts to classify these into the varying approaches towards the central core of clausenamide. The second section describes the structure of the rat brain and the types of processes involved in memory formation, as well as the neurophysiological assays used to investigate synaptic transmission and plasticity. The second group of chapters describes our own approach to the core of clausenamide and the synthesis of BRS-015, with a detailed discussion of the structural analysis and investigation of the intramolecular acylal cyclisation reaction used during the synthetic process. The third chapter describes the neurophysiological assays used in our investigations into the effects of BRS-015, which was tested against glutamatergic synaptic transmission and plasticity in acute rat hippocampal slices. BRS-015 was shown to reversibly enhance the amplitude of AMPA receptor mediated EPSCs recorded from CA3 pyramidal neurones and evoked by dentate stimulation. When tested in the presence of selective glutamate receptor antagonists, BRS-015 did not have this powerful enhancing effect on kainate or NMDA receptor mediated EPSCs. In addition, BRS-015 increased the amplitude of glutamate-evoked currents in CA3 pyramidal neurones and did not alter short-term synaptic plasticity but facilitated the induction of mossy fibre LTP, with little effect at associational/commissural synapses. BRS-015 has striking enhancing properties on AMPA receptor mediated synaptic transmission at mossy fibre synapses either by directly interacting with AMPA receptors or via indirect modulation, the mechanisms of which could lead to synapse strengthening.
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Speer, William R. "Creating Desirable Difficulties to Enhance Mathematics Learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83097.
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Agalo, Faith. "Synthesis of Insulin-Regulated Aminopeptidase (IRAP) inhibitors." Thesis, Uppsala universitet, Analytisk kemi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-257559.
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The need for alternative cognitive enhancers has risen due to the fact that clinical trial results of the drugs currently approved for treating these disorders have not been satisfactory. IRAP has become a possible drug target for treating cognitive impairment brought about by Alzheimer’s disease, head trauma or cerebral ischemia, among others. This came after the revelation that Angiotensin IV enhances memory and learning. Angiotensin IV, the endogenous ligand of IRAP has been structurally modified with the aim of producing potent IRAP inhibitors. However, the peptidic nature of these inhibitors restricts their use; they are not likely to cross the blood brain barrier. Other strategies for generating IRAP inhibitors have been through structure-based design and receptor based virtual screening. These drug-like molecules have exhibited positive results in animal studies. IRAP inhibitors have been identified via a HTS of 10500 low-molecular weight compounds to give the hit based on a spirooxindole dihydroquinazolinone scaffold, with an IC50 value of 1.5 µM. In this project, some analogues to this hit compound have successfully been synthesized using a known method, whereas others have been synthesized after additional method development. The application of the developed method was found to be limited, because poor yield was obtained when a compound with an electron withdrawing substituent on the aniline was synthesized. As a result of this, modification of this method may be required or new methods may have to be developed to synthesize these types of analogues. Inhibition capability of 5 new spirooxindole dihydroquinazolinones was tested through a biochemical assay. Compound 6e emerged as the most potent inhibitor in the series, with an IC50 value of 0.2 µM. This compound will now serve as a lead compound and should be used as a starting point for future optimization in order to generate more potent IRAP inhibitors.
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Strandberg, Keijser Alina. "Konsumtion av kosttillskott bland träningsaktiva : En kvantitativ undersökning om köns- och åldersskillnader och samband med träningsform." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-28392.
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Att konsumera kosttillskott ökar i dagens samhälle. Exempel på kosttillskott är energigivande tillskott, prestationshöjande tillskott samt vitaminer och mineraler. En sammanställning av enkätundersökningar i Sverige visar att 61 % av männen och 41 % av kvinnorna konsumerar kosttillskott. Träningsverksamma upplever att produkterna är välgörande och ger positiva effekter på träningen, trots att riskerna med konsumtion av kosttillskott är omdebatterat och ett delvis obeforskat område. Bland träningsverksamma inom styrketräning förekommer även konsumtion av dopningspreparat. Dopning innebär att påverka eller förändra prestationer med olika substanser. Det finns olika slags dopningspreparat och anabola androgena steroider (AAS) är vanligast. Prevalensen av AAS har ökat under 2000-talet. I uppsatsen redovisas omfattningen av konsumtion av kosttillskott och dopningspreparat i Västmanlands län. Köns- och åldersskillnader samt samband mellan konsumtion och träningsform redovisas. Analyser har genomförts på enkätdata från Västmanlands Idrottsförbund, utifrån deras arbete med anti-dopning i Västmanland. Resultaten visar att det är vanligast att män i 17 – 30 års ålder konsumerar kosttillskott. Sannolikheten för att ha en hög konsumtion av kosttillskott ökar vid styrketräning. Socialkognitiv teori används föra att tolka den sociala aspekten på konsumtionen och ger en djupare förståelse för hur beteendet att konsumera kosttillskott och/eller dopningspreparat kan uppstå hos en individ.Consuming dietary supplements is common in today's society. Examples of dietary supplements is energizing supplements, performance enhancing supplements and vitamins and minerals. A compilation of surveys in Sweden show that 61% of men and 41% of women consume dietary supplements. Athletes are experiencing that the products are beneficial and provides positive effects on the performance, even though there is a lack of knowledge about all the risks of consuming dietary supplement and a field partly un-researched. Consumption of doping substances also occur among athletes. Doping means to affect or change the performance with various substances. There are different types of doping substances, where anabolic androgenic steroids (AAS) are the most common. The prevalence of AAS has increased during the 2000s. The prevalence of the consumption of dietary supplements and doping in Västmanlands län are presented in the present study. Results revealed differences in gender and age and the relationship between consumption and exercise. Analyses have been performed on data from Västmanland Sports Federation, which through its anti-doping work conducted a survey in Västmanlands län. The results show that it is most common among men between the ages 17 – 30 to consume dietary supplements and to consume a few times a week or more often. The likelihood of consuming dietary supplements increases with strength training. Social cognitive theory is being used to interpret the social aspect of consumption and provides a deeper understanding for how a behavior can be developed in an individual.
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Latour, David. "The use of pretherapy training to enhance group cognitive therapy for depressed elderly persons." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7683.
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This study was devised to determine the effectiveness of a theoretically-based pretherapy training procedure in enhancing group cognitive therapy for depressed older adults. Twenty-nine subjects were randomly assigned to a pretherapy training condition or an attention-placebo control condition. All subjects were 65 years of age or older, had a score of 14 or higher on the Beck Depression Inventory or 14 or more on the Geriatric Depression Scale, and had no previous experience in psychotherapy or special knowledge of the psychotherapeutic process. Subjects in both conditions received four sessions in the pretherapy phase, followed by 12 sessions in the therapy phase. The pretherapy training procedure was based on Bandura's social cognitive theory and included verbal persuasion (written and verbal material), vicarious experience (videotape), and performance accomplishment (structured group exercises). Four categories of dependent variables were examined: attendance and dropout rates, immediate effects of pretherapy training (i.e., knowledge about therapy and role expectations), observer ratings of in-therapy client behavior, and outcome as measured by subject and observer ratings of improvement throughout therapy. The results revealed no significant differences between conditions on attendance and dropout rates. Subjects in the pretherapy training condition had significantly greater knowledge of psychotherapy at the end of the pretherapy phase than subjects in the attention-placebo condition. The analysis of subject role expectancies in the pretherapy phase revealed that subjects in the pretherapy training condition exhibited significantly less audience-seeking expectancies than subjects in the attention-placebo condition. The process measure revealed that subjects in the pretherapy training condition made more statements related to the problems they were experiencing than subjects in the attention-placebo condition. There were no significant differences between conditions with respect to outcome. For the two conditions taken together, 53.7% of the subjects exhibited clinically significant improvement by the end of therapy. The results were discussed in terms of the appropriateness of measuring role expectancies, and suggestions were made for measuring other expectancies, based on social cognitive theory. The clinical implications of the findings as well as the feasibility of in vivo use of pretherapy training procedures were also discussed. (Abstract shortened by UMI.)
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Sinnamon, Catherine. "How body awareness interventions can enhance the architectural digital design process." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/209146/1/Catherine_Sinnamon_Thesis.pdf.
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This thesis investigates the potential for the architectural design process to be positively impacted using a simple intervention designed to reinstate through conscious awareness, the advantages of the once traditionally physical components of the design process, that are less activated in the digital design process of architecture. This study explores the impact of increasing architects’ conscious awareness of their own movement and body function so as to individually maximise and improve their cognitive, emotional and physical function, including motor skills, to support their architectural decision-making.
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Wiklund-Hörnqvist, Carola. "Brain-based teaching : behavioral and neuro-cognitive evidence for the power of test-enhanced learning." Doctoral thesis, Umeå universitet, Institutionen för psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-96395.
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A primary goal of education is the acquisition of durable knowledge which challenges the use of efficient pedagogical methods of how to best facilitate learning. Research in cognitive psychology has demonstrated that repeated testing during the learning phase improves performance on later retention tests compared to restudy of material. This empirical phenomenon is called the testing effect. The testing effect has shown to be robust across different kinds of material and when compared to different pedagogical methods. Despite the extensive number of published papers on the testing effect, the majority of the studies have been conducted in the laboratory. More specific, few studies have examined the testing effect in authentic settings when using course material during the progress of a course. Further, few studies have investigated the beneficial effects with test-enhanced learning by the use of neuroimaging methods (e.g. fMRI). The aim with the thesis was to investigate the effects of test-enhanced learning in an authentic educational context and how this is related to individual differences in working memory capacity (Study I and II) as well as changes in brain activity involved in successful repeated testing and long term retention (Study III). In study I, we examined whether repeated testing with feedback benefitted learning compared to rereading of introductory psychology key concepts in a sample of undergraduate students. The results revealed that repeated testing with feedback was superior compared to rereading both immediate after practice and at longer delays. The effect of repeated testing was beneficial for students irrespectively of WMC. In Study II, we investigated test-enhanced learning in relation to the encoding variability hypothesis for the learning of mathematics in a sample of fifth-grade children. Learning was examined in relation to both practiced and transfer tasks. No differences were found for the practiced tasks. Regarding the transfer tasks, the results gave support for the encoding variability hypothesis, but only at the immediate test. In contrast, when we followed up the durability of learning across time, the results showed that taking the same questions over and over again during the intervention resulted in better performance across time compared to variable encoding. Individual differences in WMC predicted performance on the transfer tasks, but only at the immediate test, regardless of group. Together, the results from Study I and Study II clearly indicate that testenhanced learning is effective in authentic settings, across age-groups and also produces transfer. Integrate current findings from cognitive science, in terms of test-enhanced learning, by the use of authentic materials and assessments relevant for educational goals can be rather easily done with vi computer based tasks. The observed influence of individual differences in WMC between the studies warrant further study of its specific contribution to be able to optimize the learning procedure. In Study III, we tested the complementary hypothesis regarding the mechanisms behind memory retrieval. Recurrent retrieval may be efficient because it induces representational consistency or, alternatively, because it induces representational variability - the altering or adding of underlying representations as a function of successful repeated retrieval. A cluster in right superior parietal cortex was identified as important for items successfully repeatedly retrieved Day 1, and also correctly remembered Day 7, compared to those successfully repeatedly retrieved Day 1 but forgotten Day 7. Representational similarity analysis in this region gave support for the theoretical explanations that emphasis semantic elaboration.
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Guerreiro, Meg. "THE IMPACT OF A TECHNOLOGY-ENHANCED MATH PERFORMANCE TASK ON STUDENT COGNITIVE ENGAGEMENT IN MATHEMATICS." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22627.
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Technology may play a critical role in impacting student engagement, specifically within an assessment context. Using a mixed methods approach, I examined the relationship between varying degrees of technology-enhancements applied in a mathematics performance task on the outcome of student cognitive engagement. Using a counterbalanced quasi-experimental design, I evaluated the impact of three performance task platforms on student self-reported cognitive engagement in from a sample of students in grades 6-8 in Oregon, Washington, and North Carolina (N = 450). The three performance task platforms (a) included technology-enhanced (technology-based including animation and interactivity), (b) technology-enabled (computer-based without including animation and interactivity), (c) and paper-and-pencil. The measure used for cognitive engagement (CE-S-DSP & SOS) was a hybrid of previously used self-reporting tools and showed preferable reliability for the overall score of cognitive engagement. The data were not able to be explored using a 5-factor confirmatory factory analysis, due to model fit limitations.
Results from the between subjects analysis of variance and did not suggest a relationship between performance task platform (modality type) and student cognitive engagement. Qualitative interview data indicated that students preferred using technology to take tests and overall showed favorability for the technology-enhanced performance task, specifically the interactivity and animations to help visualize and work through the problem. Yet, despite the positive links to technology-enhancements, there were features of paper-and-pencil tasks that students appreciated such as the ability to navigate between the items and the ability to take notes. Results indicated that just putting tests on computers may not be enough and technological affordance should be purposefully implemented. Findings from this study can help inform future use of platform type, technological enhancements employed, and strategies for technology use within an assessment context.
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Brown, TeAirra Monique. "Playing to Win: Applying Cognitive Theory and Gamification to Augmented Reality for Enhanced Mathematical Outcomes in Underrepresented Student Populations." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/97340.
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National dialogue and scholarly research illustrate the need for engaging science, math, technology, and engineering (STEM) innovations in K-12 environments, most importantly in low-income communities (President's Council of Advisors on Science and Technology, 2012). According to Educating the Engineer of 2020, "current curricular material does not portray STEM in ways that seem likely to excite the interest of students from a variety of ethnic and cultural backgrounds" (Phase, 2005). The National Educational Technology Plan of 2010 believes that one of the most powerful ways to transform and improve K-12 STEM education it to instill a culture of innovation by leveraging cutting edge technology (Polly et al., 2010). Augmented reality (AR) is an emerging and promising educational intervention that has the potential to engage students and transform their learning of STEM concepts. AR blends the real and virtual worlds by overlaying computer-generated content such as images, animations, and 3D models directly onto the student's view of the real world. Visual representations of STEM concepts using AR produce new educational learning opportunities, for example, allowing students to visualize abstract concepts and make them concrete (Radu, 2014). Although evidence suggests that learning can be enhanced by implementing AR in the classroom, it is important to take into account how students are processing AR content. Therefore, this research aims to examine the unique benefits and challenges of utilizing augmented reality (AR) as a supplemental learning technique to reinforce mathematical concepts while concurrently responding to students' cognitive demands.
To examine and understand how cognitive demands affect students' information processing and creation of new knowledge, Mayer's Cognitive Theory of Multimedia Learning (CTML) is leveraged as a theoretical framework to ground the AR application and supporting research. Also, to enhance students' engagement, gamification was used to incorporate game elements (e.g. rewards and leaderboards) into the AR applications. This research applies gamification and CTML principles to tablet-based gamified learning AR (GLAR) applications as a supplemental tool to address three research objectives: (1) understanding the role of prior knowledge on cognitive performance, (2) examining if adherence to CTML principles applies to GLAR, and, (3) investigating the impact of cognitive style on cognitive performance. Each objective investigates how the inclusion of CTML in gamifying an AR experience influences students' perception of cognitive effects and how GLAR affects or enhances their ability to create new knowledge.
Significant results from objective one suggest, (1) there were no differences between novice and experienced students' cognitive load, and, (2) novice students' content-based learning gains can be improved through interaction with GLAR. Objective two found that high adherence to CTML's principles was effective at (1) lowering students' cognitive load, and, (2) improving GLAR performance. The key findings of objective three are (1) there was no difference in FID students' cognitive load when voice and coherence were manipulated, and, (2) both FID and FD students had content-based learning gains after engagement with GLAR.
The results of this research adds to the existing knowledge base for researchers, designers and practitioners to consider when creating gamified AR applications. Specifically, this research provides contributions to the field that include empirical evidence to suggest to what degree CTML is effective as an AR-based supplemental pedagogical tool for underrepresented students in southwest Virginia. And moreover, offers empirical data on the relationship between underrepresented students' perceived benefits of GLAR and it is impact on students' cognitive load. This research further offers recommendations as well as design considerations regarding the applicability of CTML when developing GLAR applications.PHD
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Wang, Alan. "Cognitive Effects of Music: Working Memory Is Enhanced in Healthy Older Adults After Listening to Music." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/281781.
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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.Music is ubiquitous in all media, and, in the last decade, has become a potential tool for enhancing cognition. This study aimed to investigate the facilitating effect of music on working memory performance in a healthy older adult cohort. Sixty-three healthy, community-dwelling older adults who had previously undergone comprehensive neuropsychological testing were enrolled in the study. Participants were randomized into one of two groups, and were presented with a series of positive and negative musical clips. Following listening, working memory performance was tested using Wechsler Digit Span and a computerized Spatial Span task. For each task, a total score consisting of number of correct forward and backward sequences was calculated. A significant improvement in Digit Span scores was found after listening to music as compared to Digit Span scores collected ~5 years ago. Contrary to our hypothesis, this facilitative effect of music on working memory held for both positive and negative musical stimuli. It has been shown that negative music can illicit the same pleasurable feelings as positive music, and, given West’s frontal lobe hypothesis, can therefore produce the same effects on working memory as positive music.
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Rowe, Katherine. "Childhood Development: How the Fine and Performing Arts Enhance Neurological, Social, and Academic Traits." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/honors/464.
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Abstract
Childhood development has always been a major topic when studying psychology and biology. This makes sense because the brain develops from the time a child is conceived to the time that child has reached around the age of twenty-seven. Doctors, psychologists, and sociologists look at numerous things when studying childhood development. However, how common is it for researchers to study how the fine and performing arts affect childhood development? Sociologists tend to be extremely open and mindful of all aspects of things such as culture, sexuality, religion, and even age. By taking a sociological standpoint when studying the arts and studying childhood development, society is able to make connections between the two that leads to better understanding of a child's development socially, mentally, and academically.
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Khan, Archie Arunima. "Investigating the mechanisms of action of phytocannabinoids and a novel cognitive enhancer to target the comorbidity of temporal lobe epilepsy." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10042152/.
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Temporal lobe epilepsy (TLE) is the most common type of epilepsy and exists with memory loss as a comorbidity. The conventional therapy available to treat these disorders achieves only modest therapeutic efficacy at best. This study investigates two potential treatments: phytocannabinoids to alleviate seizures, and a novel cognitive enhancer to restore/halt memory deficits. The anti-convulsant properties of cannabidiol (CBD) were first examined with regards to the neuropathology of two major types of hippocampal interneurons expressing parvalbumin (PV) and cholecystokinin (CCK) which are thought to dysfunction during epilepsy. Immunohistochemistry experiments using an in vivo kainic-acid induced epileptic rat model, revealed that PV- and CCK-immunopositive interneurons were significantly affected during epilepsy. This effect was greatly reduced following CBD treatment, suggesting that CBD exerts a neuroprotective function. The effects of CBD on the intrinsic membrane properties of these interneurons, together with hippocampal pyramidal cells, were further investigated in acute brain slices of rat seizure models of TLE (in vivo kainic acid-induced and in vitro Mg2+ free-induced). Whole-cell recordings revealed that bath application of CBD (10 μM) normalised the firing frequency of epileptic adapting pyramidal cells to healthy control levels. A similar effect was seen in hippocampal CCK-immunopositive Schaffer collateral associated (SCA) interneurons. In contrast, CBD resulted in an increased firing of PV-immunopositive interneurons, thus increasing their excitability and restoring the impaired membrane properties of the cells apparent in the epileptic models. The effects of cannabidivarin (CBDV), a similar cannabinoid compound, on the intrinsic membrane properties of these cell types were also evaluated. Additionally, CBDV affected excitatory postsynaptic currents by reducing excitation. In an attempt to address the memory impairment aspect associated with TLE, I investigated the neuronal effects of a5AM21, a novel potential memory enhancer. Electrophysiological experiments revealed that a5AM21 preferentially acts on 5-containing gamma (γ)-aminobutyric acid (GABA) type A (GABAA) receptors, reducing their inhibitory effects. Furthermore, data obtained using behavioural experiment paradigm, the eight-arm radial maze, suggest a significant improvement in short- and long-term memory retrieval in rats treated with a5AM21. In conclusion, the results reveal the potential mechanisms of action of two therapies to alleviate seizures and memory impairment, and the future goals would be to combine CBD/CBDV and a5AM21 as a promising novel targeted therapy for TLE.
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Beste, Christian, Mark Humphries, and Carsten Saft. "Striatal disorders dissociate mechanisms of enhanced and impaired response selection — Evidence from cognitive neurophysiology and computational modelling." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-147586.
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Paradoxically enhanced cognitive processes in neurological disorders provide vital clues to understanding neural function. However, what determines whether the neurological damage is impairing or enhancing is unclear. Here we use the performance of patients with two disorders of the striatum to dissociate mechanisms underlying cognitive enhancement and impairment resulting from damage to the same system. In a two-choice decision task, Huntington\'s disease patients were faster and less error prone than controls, yet a patient with the rare condition of benign hereditary chorea (BHC) was both slower and more error prone. EEG recordings confirmed significant differences in neural processing between the groups. Analysis of a computational model revealed that the common loss of connectivity between striatal neurons in BHC and Huntington\'s disease impairs response selection, but the increased sensitivity of NMDA receptors in Huntington\'s disease potentially enhances response selection. Crucially the model shows that there is a critical threshold for increased sensitivity: below that threshold, impaired response selection results. Our data and model thus predict that specific striatal malfunctions can contribute to either impaired or enhanced selection, and provide clues to solving the paradox of how Huntington\'s disease can lead to both impaired and enhanced cognitive processes.
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Burling, John 1956. "UTILIZING THE BEHAVIOR-ATTITUDE RELATIONSHIP TO ENHANCE SELF-ESTEEM (SELF-PERCEPTION, SELF-REWARD, SELF-FOCUS, SELF-AWARENESS)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275499.
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Atha-Weldon, Cindy Shira Simcha. "Thought team use of a perspective-taking strategy to enhance personal problem solving while thinking, writing, or mapping /." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-05092006-161318/unrestricted/atha-weldon.pdf.
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Parker, Chauncey R. "Is there a therapist in the house? : measuring in-vivo therapist strategies during FAP-enhanced cognitive therapy for depression /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9097.
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Lobo, Michele A. "Effects of enhanced social, postural, and object-oriented experiences on infants' abilities to contact and explore objects." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.82 Mb., 227 p, 2006. http://proquest.umi.com/pqdlink?did=1172097001&Fmt=7&clientId=8331&RQT=309&VName=PQD.
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Hammond, Lamis. "Factors affecting students’ attitude and performance when using a web-enhanced learning environment." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4622.
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The purpose of this thesis is to investigate the use of a course management system in a University learning environment and the factors that affect students' attitude and performance in such environments and to study the relationship between these factors. The course management system that was used in the research studies in this thesis was WebCT. Three in-field studies were carried out to achieve the aim of this research thesis. A mixture of qualitative and quantitative approaches was used in the studies. Data from participants were collected via questionnaires, interviews, and numerical data from the WebCT tracking system. First the relationship between the students' attitude towards using WebCT and their module leaders' attitude towards using it was studied. Then, the relationship between students' cognitive styles and their satisfaction, their achievement, and their way of using WebCT was investigated. Finally, a model of the critical factors affecting students‟ attitudes to WebCT, use of WebCT and achievement was developed and tested. The model is divided into three main dimensions. The three dimensions are 1) The learner dimension: students' interaction with their classmates, students' capability of using the internet, students' capability of using WebCT. 2) The instructor dimension: Instructor's technical competence, instructor's way of presenting materials on WebCT, interaction between students and their instructor. 3) The technology dimension: usefulness, ease of use, flexibility, quality. The results suggested that students have a positive attitude towards using a course management system (WebCT) on their courses. Also, the results indicated that students' use of WebCT is a positive indicator of their academic achievement (in terms of performance on specific modules). It was also found that instructor attitude and way of using WebCT affects students' attitude and performance when using WebCT. The Technology dimension was found to be a positive indicator of students' attitude and use of WebCT. The Instructor dimension was also found to be a positive indicator of students' attitude and achievement in WebCT. Moreover, the Learner dimension was found to be a positive indicator of students' attitude, use of WebCT and achievement.