Relevant bibliographies by topics / Cognition Testing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cognition Testing'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Cognition Testing"

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Henry, Julie D., David G. Cowan, Teresa Lee, and Perminder S. Sachdev. "Recent trends in testing social cognition." Current Opinion in Psychiatry 28, no. 2 (March 2015): 133–40. http://dx.doi.org/10.1097/yco.0000000000000139.

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Zauszniewski, Jaclene A. "Development and Testing of a Measure of Depressive Cognitions in Older Adults." Journal of Nursing Measurement 3, no. 1 (January 1995): 31–41. http://dx.doi.org/10.1891/1061-3749.3.1.31.

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Assessment of cognitive processes that predispose or contribute to clinical depression in elders is important for planning interventions that facilitate positive cognitive appraisal and effective coping strategies. Instruments evaluating severity of depression exist; however, none measure specific depressive cognitions. This paper describes the development and pilot testing of the Depressive Cognitions Scale (DCS) for older adults. Derived from Erikson’s Psychosocial Theory, the 8 items comprising the scale were selected by clinical experts from a pool of 24 items. Each item reflects a depressive cognition that may arise from less than successful resolution of one of Erikson’s developmental phases. Psychometric testing of the DCS was conducted with 60 functionally independent, community dwelling older adults (age 65+). An alpha of .78 indicated acceptable internal consistency. Construct validity was demonstrated by significant correlation with measures of psychosocial development. Further psychometric study of the DCS is recommended.
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Jos, Prickaerts. "S.5.1 - TESTING COGNITION ENHANCERS IN ANIMALS." Behavioural Pharmacology 24 (October 2013): e5-e6. http://dx.doi.org/10.1097/01.fbp.0000434700.53518.5c.

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Khan, Anam M., Philippa Clarke, Jessica Finlay, Carina Gronlund, Robert Melendez, Ketlyne Sol, Suzanne Judd, and Virginia Wadley. "TOO HOT OR TOO COLD? EXPOSURE TO EXTREME TEMPERATURES AND COGNITIVE FUNCTION IN OLDER ADULTS." Innovation in Aging 3, Supplement_1 (November 2019): S27. http://dx.doi.org/10.1093/geroni/igz038.104.

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Abstract Research on temperature and cognition is sparse, including effects of outdoor air temperature on cognitive testing performance. Furthermore, little is known about the modifying role of region and seasonality in temperature-cognition associations. We linked daily temperature data from National Oceanic and Atmospheric Administration weather stations to REGARDS participants by cognitive assessment date. Controlling for season, generalized linear models including spline terms for temperature showed an adverse effect of hotter temperatures on cognition. At higher temperatures (30°C vs 0°C), there was a significant decrease in cognitive performance on the Word List Learning test (β=-0.68; 95% CI: -1.1, -0.25). Results also show regional differences in testing scores on hotter and colder days. The findings provide new understanding of cognitive susceptibility to extreme temperatures and factors that exacerbate or buffer this association. This can inform development of evidence-based public health guidelines and mitigation strategies aimed at reducing temperature-related morbidity in older adults.
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Hakim, Nicole, Daniel J. Simons, Hui Zhao, and Xiaoang Wan. "Do Easterners and Westerners Differ in Visual Cognition? A Preregistered Examination of Three Visual Cognition Tasks." Social Psychological and Personality Science 8, no. 2 (September 24, 2016): 142–52. http://dx.doi.org/10.1177/1948550616667613.

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When performing cognitive tasks, Easterners often process information more holistically and contextually than Westerners. This is often taken as evidence for fundamental differences in basic cognition, including attention and perception. Yet, evidence for such basic cognitive differences is inconsistent, many studies are based on small samples, and few have been replicated. We report a preregistered replication of three prominent findings of cultural differences in visual cognition, testing a substantially larger sample than the original studies. Our comparisons of American and Asian International students living in the United States provided relatively little evidence for robust and consistent cultural differences in global/local biases, relative and absolute length judgments, or change detection performance. Although we observed some differences in change detection performance when comparing Chinese to American students, those differences were inconsistent across measures. We discuss the need for larger scale replications that adequately control for the testing context and demand characteristics.
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Zbainos, Dimitrios, and Charis Sagia. "Dynamic Assessment of Creativity for Diagnostic Purposes." European Psychologist 27, no. 3 (July 2022): 165–76. http://dx.doi.org/10.1027/1016-9040/a000476.

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Abstract. The present paper aims to propose the dynamic assessment of creativity for diagnostic purposes, which combines the sociocultural approach to creativity with the findings of creative cognition research. A traditional theorization viewed creativity mainly as an ability of individuals and its expression depending on the extent to which their environment allows and supports it. According to the individualistic approach of creativity, static testing has been its predominant psychological assessment. However, the traditional approach to creativity has been criticized from a sociocultural theoretical perspective that regards creativity as distributed cognition between the mind and culture in recent years. Based on sociocultural theory, dynamic assessment of creativity is an alternative process to static testing for assessing creative potential. Besides testing, in dynamic assessment, the cognitive strategies of creativity that creative cognition research has revealed are mediated in children as symbolic tools or signs. Therefore, in dynamic assessment, sociocultural theory is combined with creative cognition. In the present paper, initially, we present the relevant theory and research on dynamic assessment and creative cognition. Next, studies applying dynamic assessment to children of different ages and devising the mediation protocol will be discussed. Finally, we will consider the psychological and educational implications of dynamic assessment of children’s creativity.
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Churnin, Ian, Jamiluddin Qazi, Cyrelle R. Fermin, James H. Wilson, Spencer C. Payne, and Jose L. Mattos. "Association Between Olfactory and Gustatory Dysfunction and Cognition in Older Adults." American Journal of Rhinology & Allergy 33, no. 2 (January 11, 2019): 170–77. http://dx.doi.org/10.1177/1945892418824451.

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Background The association between olfactory dysfunction (OD) and cognitive decline is becoming apparent in the emerging literature. However, the literature demonstrating a similar effect between gustatory dysfunction (GD) and cognition is not well established. Objective To determine whether OD and GD are independently associated with cognitive impairment. Methods The 2013–2014 National Health and Nutrition Examination Survey was queried for 1376 older adults, corresponding to a weighted population sample of 50 816 529, to assess olfactory and gustatory status and cognition using univariate and multivariate regression analyses. OD and GD were determined using objective measurements with validated protocols. Participants were stratified as normal or abnormal cognition status using accepted cutoff values as indicated for the Consortium to Establish a Registry for Alzheimer’s Disease (CERAD) neuropsychological test, Animal Fluency Test (AFT), and Digit Symbol Substitution Test (DSST). Results OD was associated with both mild cognitive impairment (odds ratio [OR] 1.809, P = .004) and dementia (OR 3.173, P < .001) with CERAD testing, abnormal AFT (OR 2.424, P < .001), and abnormal DSST (OR 4.028, P < .001). GD based on 1M NaCl whole mouth taste testing was associated with dementia on CERAD testing (OR 2.217, P = .004). When smell and taste parameters were included together in the regression model, both OD and GD remained significant independent predictors of dementia status based on CERAD testing (OR 3.133, P < .001, OR 1.904, P = .015). Conclusions OD and severe GD represent independent predictors of cognitive impairment in a nationally representative sample of older adults.
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Whetung, Cliff. "FINDING THE MINDS OF OUR ELDERS: TESTING THE MINORITY STRESS AND COGNITION MODEL WITH INDIGENOUS OLDER ADULTS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 429–30. http://dx.doi.org/10.1093/geroni/igac059.1687.

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Abstract This study used data from the Health and Retirement Study (HRS) data to investigate how an understudied group of Indigenous Older Adults (IOAs) in the United States fared over a 14-year period (2006-2020) in the domain of global cognitive function. The number of IOAs, defined here as Native American and Alaska Natives, will more than double in the next 30 years. Concurrently, the number of IOAs living with cognitive impairments will also increase. Guided by the Minority Stress and Cognition Model, we tested the hypothesis that discriminatory stress increases the risk of cognitive impairment in later life. Using a robust set of psychosocial (e.g. educational quality, perceived everyday discrimination experiences), behavioral (e.g. substance use, exercise), and physiological (e.g. diabetes, hypertension, obesity) risk factors, we modeled the cognition trajectories 186 IOAs using mixed growth curves. We found that one third of these IOAs reported experiencing everyday discrimination at least once per month, the highest of any ethnic group. They also reported high rates of other risk factors for cognitive impairment like low education, SES, and physical activity, and high rates of depression and chronic health conditions. Our analysis found that everyday discrimination was negatively associated with total cognition among IOAs but that this relationship was mediated by allostatic loads. On average, the total cognition scores of IOAs declined significantly faster than those of Whites. This study has important implications for the integration of stress as a mechanism for cognitive decline and the health equity of Indigenous older adults.
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Moore, Katrina, Rhian S. Convery, and Jonathan D. Rohrer. "Study protocol: computerised cognitive testing in a cohort of people with frontotemporal dementia." BMJ Open 12, no. 8 (August 2022): e055211. http://dx.doi.org/10.1136/bmjopen-2021-055211.

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IntroductionThe term frontotemporal dementia (FTD) refers to a heterogeneous group of neurodegenerative disorders affecting the frontal and temporal lobes. Cognitively, impairment of executive function and social cognition predominates across the FTD spectrum, although other domains can be affected. Traditionally, cognition is tested through standard ‘pen and paper’ tasks in FTD. However, recent attempts have been made across other neurodegenerative disorders such as Alzheimer’s disease to develop computerised batteries that allow more accurate and sensitive detection of cognitive impairment.Methods and analysisThis paper describes the development of a novel battery of tests for a tablet computer, particularly focused on FTD. It consists of 12 different tasks which aim to tap into information processing speed, various aspects of executive function, social cognition, semantic knowledge, calculation and visuospatial skills. Future studies will focus on validating the battery in a healthy control cohort, comparing it against a standard ‘pen and paper’ psychometric battery, and finally testing it within an FTD cohort, including those with genetic forms of FTD where we will be able to assess its ability to detect very early cognitive deficits prior to the onset of symptoms.Ethics and disseminationNormative data will be produced in the initial validation study (approved by the UCL Ethics Committee, project ID 17691/002) and will be made available online.
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D’mello, Sidney, and Stan Franklin. "A cognitive model’s view of animal cognition." Current Zoology 57, no. 4 (August 1, 2011): 499–513. http://dx.doi.org/10.1093/czoolo/57.4.499.

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Abstract Although it is a relatively new field of study, the animal cognition literature is quite extensive and difficult to synthesize. This paper explores the contributions a comprehensive, computational, cognitive model can make toward organizing and assimilating this literature, as well as toward identifying important concepts and their interrelations. Using the LIDA model as an example, a framework is described within which to integrate the diverse research in animal cognition. Such a framework can provide both an ontology of concepts and their relations, and a working model of an animal’s cognitive processes that can compliment active empirical research. In addition to helping to account for a broad range of cognitive processes, such a model can help to comparatively assess the cognitive capabilities of different animal species. After deriving an ontology for animal cognition from the LIDA model, we apply it to develop the beginnings of a database that maps the cognitive facilities of a variety of animal species. We conclude by discussing future avenues of research, particularly the use of computational models of animal cognition as valuable tools for hypotheses generation and testing.
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Dissertations / Theses on the topic "Cognition Testing"

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吳凱怡 and Hoi-yee Kathy Ng. "The validity of the Montreal cognitive assessment (Cantonese version) as a screening tool for mild cognitive impairment in Hong KongChinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41005661.

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Hall, Janice Anne Crawford. "The Assessment of Cognitive Functioning of Persons with Schizophrenia: Identification of Neuropsychological Markers." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278218/.

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Basehore, Zachariah D. "Is Simpler Better? Testing the Recognition Heuristic." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435053668.

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Ioana-Smarandita, Arbone. "Testing the Cultural Cognition Hypothesis in a Canadian Undergraduate Student Population." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31856.

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Background and Research Goals. This study aims to see the association between worldviews and HPV vaccine risk perceptions in a sample of Canadian undergraduate students enrolled in Health Sciences and Business programs at the University of Ottawa. It is a follow-up to the Kahan et al. (2010) research in the U.S. that showed the association to be present in a nationally representative U.S. sample. In addition to searching for this association in the Canadian context, this study examines whether worldviews differ between (a) men and women; and (b) students with health sciences and with business degrees. Furthermore, this study tests a set of candidate questions for supplementing the worldview questionnaire of Kahan et al. (2010). Design and Analysis. The data for the study was collected using an Internet-based questionnaire and the study was conducted in two phases. During the first phase, a customized worldview questionnaire was administered. During the second phase, questions related to HPV and Canadian healthcare system were presented. In order to analyze the data, regression models, correlation matrices, and MANOVAs were employed. Results. The findings of this study are that worldviews are related to HPV vaccine risk perceptions. However, though hierarchism was a better predictor then individualism in the Kahan et al. (2010) study, our present research indicates that individualism is a better predictor. Also, our findings, contrary to those of Kahan et al. (2010), suggest that the more individualistic a person is, the more likely he or she is to perceive the vaccine as being safe. With respect to gender, men were more hierarchical. Also, when females in health sciences were compared to women in business, the latter were also more hierarchical. Finally, three healthcare items were identified as possibly benefiting from refinement and inclusion in a worldview instrument more suited for the Canadian context.
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Collins, William C. "The effects of time on employment selection test performance : learning disabled versus non-learning disabled." Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/28673.

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Uhland, Gary A. "Beyond difference scores : testing models of speed of information-processing using confirmatory factor analysis." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3845.

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This study has two parts: Part I discusses the limitations of difference scores and exploratory factor analysis for representing speed of information-processing stages in the context of a reanalysis of a study by Vernon (1983). Vernon interpreted the differences between objectively measured reaction times on various simple cognitive tasks as components of speed of information processing. Correlations were calculated among these differences and subjected to exploratory factor analysis. The factors obtained from this analysis were interpreted by Vernon in terms of short-term and long-term memory processing constructs. The use of difference scores, however, implies an additive model allowance for random error, which correlations between these differences. that does not make leads to spurious The application of exploratory factor analysis to among these differences compounds uncover latent variables the problem because it admits many alternative interpretations which cannot be tested against one another for goodness-of-fit to the data. Confirmatory factor analysis addresses these problems. This thesis demonstrates that the correlations between the difference scores can be accounted for in terms of factors obtained from factor analysis of the original reaction time data. These factors lead to an alternative interpretation of the results which is contrasted with Vernon's interpretation. Part II of this study illustrates the use of confirmatory factor analysis with this kind of data. An attempt to test the assumptions of Vernon's difference score model with confirmatory factor analysis did not succeed because the implied model was too constrained for the statistical program we were using; consequently, the program could not find a starting solution. In order to demonstrate how confirmatory factor analysis can be used to test models of speed of cognitive processing, Part II partially replicates a study by Lansman, Donaldson, Hunt, & Yantis (1982). This research analyzed a simple cognitive reaction time task that was examined in detail by Vernon. Donaldson (1983) used the Lansman et al. data to compare difference scores and part correlational techniques with a general approach based on analysis of covariance structures to demonstrate how the components of cognitive processes can be explicated using confirmatory factor analysis.
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Miller, Angela L. "Cognitive processes associated with creativity scale development and validation /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/763.

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Watson, Tonya L. "Can I get there from here (and can I get back)?: a study of abilities and wayfinding performance." Diss., Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/32971.

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Moxley-Paquette, Elizabeth Ann. "Testing a Structural Equation Model of Language-based Cognitive Fitness." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/1545.

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The normative development of language is often taken for granted, yet problems with language development can result in stress for the individual and family. A challenge with these language development problems lies within the contemporary education system, which assumes that children have appropriate skills when they begin school. The purpose of the study was to test a theoretical model of language readiness known as language-based cognitive fitness, which includes measures associated with structural concepts of language involving receptive language, expressive language, spontaneous narrative speech, and writing fluency. The sample included children from a private school who received an extensive battery of tests at admission and annually thereafter. Scores from a variety of cognitive measures were used in a structural equation modeling framework to test the model. Results demonstrated language-based cognitive fitness to be an interplay of verbal reasoning abilities, visual synthesis, and active analysis broadly representing receptive language, expressive language, spontaneous narrative expression, and writing fluency. Verbal reasoning, visual synthesis, and active analysis explained 91% of the variance in achievement. Implications for positive social change include an improved understanding for those who work with children's language development, specifically of the language structures responsible for language deficits and how these relate to overall cognitive fitness; interventions can be provided to help children more quickly make up language deficits.
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Pollock, Edwina Jane Education Faculty of Arts &amp Social Sciences UNSW. "Assimilating complex information." Awarded by:University of New South Wales. School of Education, 2000. http://handle.unsw.edu.au/1959.4/17813.

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Methods of instruction which are intended to facilitate understanding tend to incorporate all of the elements required for understanding in the instructions. Frequently, these types of instructions may overwhelm a learner???s limited working memory and hinder learning. The five experiments reported in this thesis were generated by cognitive load theory. Cognitive load theory is based on the assumption that features of human cognitive architecture have important implications for how we learn and understand. The experiments examined an alternative approach to instructional design which had the goal of promoting schema construction in order to foster understanding. A two phase, isolated-interacting elements learning approach was developed which, in the first phase, artificially reduced the element interactivity of complex material by presenting the material as isolated elements of information that could be processed serially, rather than simultaneously, in working memory. In the second phase of instruction, all the information for understanding was presented. The control group???s instruction was a more conventional approach to promoting understanding where all the information for understanding was presented in both Phase 1 and 2. Although a possible consequence of artificially reducing the element interactivity of material may be an initial decrease in a student???s capacity for understanding, it was hypothesised that over the longer term it would lead to an increase in learners??? understanding. The results reported in this thesis provide powerful evidence that for certain groups of learners, information is better learnt through the isolated-interacting elements instructional method. Evidence is also provided in support of the proposal that schema construction is the mechanism underlying the success of the isolated-interacting elements instructional method. Experiments 1 and 3 demonstrated that when novice students are required to learn complex information, the isolated-interacting elements method of instruction was superior to the control method. In contrast, no evidence was found in Experiments 2 and 4 to suggest a difference between these instructional techniques. These contrasting results can be explained by the different levels of domain knowledge possessed by the participants of each experiment. The results of Experiment 5 were similar to those of Experiments 1 and 3, namely that students performed superiorly if they had studied the isolated elements followed by interacting elements instruction. These results provide significant theoretical support for the claim that expertise is the key factor implicated in the beneficial effects associated with the isolated-interacting elements instructional technique since the participants in Experiment 5 had previously participated in Experiments 2 and 4. The difference in the outcomes of these experiments can be explained by the level of domain specific knowledge the participants of Experiment 5 had in each of the knowledge domains tested by the various experiments.
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Books on the topic "Cognition Testing"

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Practice Test 1 for the CogAT - form 7: Cognitive abilities test level 7 (grade 2). San Bernardino, CA]: Smart Cookie Ink, 2011.

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Gigerenzer, Gerd. Cognition as intuitive statistics. Hillsdale, N.J: L. Erlbaum Associates, 1987.

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Ḳaniʼel, Shelomoh. ha-Psikhologyah shel ha-sheliṭah ʻal ha-todaʻah. Ramat-Gan: Universiṭat Bar-Ilan, 2001.

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A, Wilson Barbara, Emslie Hazel, and Thames Valley Test Company, eds. Selecting, administering and interpreting cognitive tests: Guidelines for clinicians and therapists. Bury St. Edmonds: Thames Valley Test, 1996.

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Taylor, T. R. The future of cognitive assessment. Pretoria: Human Sciences Research Council, 1987.

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Cognitive assessment: An introduction to the rule space method. New York: Routledge, 2009.

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Sigmar-Olaf. Modelle der Wissensrepräsentation als Grundlage qualitativer Wissensdiagnostik. [Opladen]: Westdeutscher Verlag, 1986.

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Practice test for the Cognitive Abilities Test (CogAT): Primary edition (Levels K-2) : a study aid to help your child get into a gifted program. [Mercer Island, WA]: Mercer Pub., 2008.

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Folstein, Marshal F. Mini-mental state examination: Clinical guide. Lutz, FL: Psychological Assessment Resources, 2002.

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Jonathan, Templin, and Henson Robert A, eds. Diagnostic measurement: Theory, methods, and applications. New York: Guilford Press, 2010.

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Book chapters on the topic "Cognition Testing"

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Damasceno, Benito. "Hypothesis Testing." In Research on Cognition Disorders, 157–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57267-9_16.

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Koziol, Leonard F., and Deborah Ely Budding. "The Cerebellum in Neuropsychological Testing." In Subcortical Structures and Cognition, 321–62. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-84868-6_11.

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Ardila, Alfredo. "Culture and Cognitive Testing." In Historical Development of Human Cognition, 135–59. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6887-4_7.

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Peters, Denise, Yunhui Wu, and Stephan Winter. "Testing Landmark Identification Theories in Virtual Environments." In Spatial Cognition VII, 54–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14749-4_8.

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Koziol, Leonard F., and Deborah Ely Budding. "The Basal Ganglia and Neuropsychological Testing." In Subcortical Structures and Cognition, 277–320. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-84868-6_10.

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Martinez, M. B. Bueno. "Testing Models of Time Estimation (short communication)." In Time, Action and Cognition, 173–76. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-017-3536-0_19.

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Ferraris, M. "Computers in Instructional Testing: Some Considerations." In Human Assessment: Cognition and Motivation, 375–76. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4406-0_48.

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Love, Melany, and David A. Washburn. "Computerized Testing Paradigm in Primates." In Encyclopedia of Animal Cognition and Behavior, 1–7. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-47829-6_1585-1.

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Love, Melany, and David A. Washburn. "Computerized Testing Paradigm in Primates." In Encyclopedia of Animal Cognition and Behavior, 1595–601. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-55065-7_1585.

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Bell, Morris D. "Object-relations and reality-testing deficits in schizophrenia." In Social cognition and schizophrenia., 285–311. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10407-010.

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Conference papers on the topic "Cognition Testing"

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Kannengiesser, Udo, Florian Krenn, and Christian Stary. "A Situated Cognition Model for CPPS Testing." In 2021 4th IEEE International Conference on Industrial Cyber-Physical Systems (ICPS). IEEE, 2021. http://dx.doi.org/10.1109/icps49255.2021.9468163.

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"USING ADAPTIVE MASTERY TESTING IN ASSESSMENTMANAGEMENT SYSTEMS." In IADIS International Conference Cognition and Exploratory Learning in Digital Age 2021. IADIS Press, 2021. http://dx.doi.org/10.33965/celda2021_202108l025.

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"ON-LINE COLLABORATIVE KNOWLEDGE BUILDING IN HIGHER EDUCATION: TESTING A QUANTITATIVE MODEL." In 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014l016.

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Fuge, Mark. "A Scalpel Not a Sword: On the Role of Statistical Tests in Design Cognition." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46840.

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The number of design studies using statistical testing has increased dramatically over the past decade. While this has benefits, statistical testing requires scrutiny to protect against common errors and misconceptions. To illuminate how these issues affect design, this paper provides a comprehensive analysis of the past decade of studies within the DTM community. Specifically, the paper 1) reviews the background of statistical testing across multiple fields, highlighting recommended practices, 2) discusses its use in the Design community, and 3) provides concrete methods for authors and reviewers to evaluate statistical tests employed in Design Cognition studies. The analysis identifies recurring issues with: ignoring multiple comparisons; deficiencies in study and result reporting; inadequate defense of modeling assumptions; unavailable plots, data, and analysis files for replication; and lack of interpretation of statistical results with respect to practical outcomes or alternate forms of scientific inquiry. Based upon practices already adopted in other research communities, we put forth: 1) checklists that help authors and reviewers verify data reporting, analysis, and statistical assumptions; and 2) design guidelines for creating more reproducible design experiments. Ultimately, we argue that design researchers, reviewers, and editors should view statistical testing less like a sword and more like a scalpel — a specialized tool best used in concert with other techniques — to gain a more complete picture of Design Cognition.
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Milojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley, and Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.

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Abstract Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum. The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources. We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.
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MenezesPaes Rodrigues, Gabriel, and Nilo Terra Arêas Neto. "Os efeitos da aprendizagem da esgrima sobre o controle executivo da memória." In 7th International Congress on Scientific Knowledge. Biológicas & Saúde, 2021. http://dx.doi.org/10.25242/8868113820212410.

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Treated as one of the biggest challenges in the Brazilian educational system, school failure, despite being multi-causal, is closely linked to learning difficulties associated with aspects of cognition, with special attention to the Executive Control of Memory, which in this study will be represented by the variables: Working Memory (MT), Concentrated Attention (AC) and Motor Reaction Time (TRM). Under neuropsychological aspects, the executive control of memory comprises closely linked phenomena and mechanisms and learning, such as: cognitive flexibility, decision making, attention mechanisms, inhibitory control, selection and integration of current information with information already memorized, in addition to planning and monitoring their own learning and performance. This form of cognitive ability is defined by renowned researchers in the “field” as being preponderant to human learning and performance. Dysfunctions in the executive control of memory are commonly a reflection of innate or non-innate psychopathological issues, may be associated with other comorbidities, and are determinants of school failure in a significant number of Brazilian students. Thus, the main objective of this research project is to verify the impact of the practice of the fighting modality Fencing on the executive control of the memory of students from the public school system, participants of this action research, included in psychopedagogical care for issues related to learning difficulties cognitive. The Field Research technique will be used in this study, with the process of testing the variables under study in moments before and after the intervention with fencing classes. The data obtained in the testing process will be treated in a descriptive statistical perspective. For the inference of the data obtained, the Student T Test for dependent samples will be used. To verify the distribution of data, the Shapiro-Wilk test will be used. As a result, research participants are expected to obtain statistically significant results in the studied variables.
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Liu, Jian, Leyang Cui, Hanmeng Liu, Dandan Huang, Yile Wang, and Yue Zhang. "LogiQA: A Challenge Dataset for Machine Reading Comprehension with Logical Reasoning." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/501.

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Machine reading is a fundamental task for testing the capability of natural language understand- ing, which is closely related to human cognition in many aspects. With the rising of deep learning techniques, algorithmic models rival human performances on simple QA, and thus increasingly challenging machine reading datasets have been proposed. Though various challenges such as evidence integration and commonsense knowledge have been integrated, one of the fundamental capabilities in human reading, namely logical reasoning, is not fully investigated. We build a comprehensive dataset, named LogiQA, which is sourced from expert-written questions for testing human Logical reasoning. It consists of 8,678 QA instances, covering multiple types of deductive reasoning. Results show that state-of-the-art neural models perform by far worse than human ceiling. Our dataset can also serve as a benchmark for reinvestigating logical AI under the deep learning NLP setting. The dataset is freely available at https://github.com/lgw863/LogiQA-dataset.
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Vachon, François, and Sébastien Tremblay. "What Eye Tracking Can Reveal about Dynamic Decision-Making." In Applied Human Factors and Ergonomics Conference. AHFE International, 2019. http://dx.doi.org/10.54941/ahfe100226.

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While eye tracking can provide invaluable information on visual cognition, it is uncertain whether the pattern of one’s ocular behavior could reflect mental processes beyond the mere visual encoding of task-relevant information. The present study is concerned with the use of eye-movement measures as indicators of the cognitive processing involved in situation monitoring and dynamic decision-making tasks. In the context of a computer-controlled simulation of radar-based risk assessment, we monitored eye movements and extracted metrics relative to 1) scanpath, 2) eye fixations, and 3) pupillary response in order to predict the quality of decisions and time taken to classify aircraft displayed on a radar screen according to their threat level. Based on multiple regressions performed on almost 10,000 classifications, eye-tracking data can explain 77.9% of the variance in decision time but failed to predict classification accuracy. However, when regressions were applied to individual differences, eye movements can predict both classification time (69.2%) and accuracy (45.9%). While the analysis of scanpath and fixation duration is a good indicator of information seeking and can predict the time taken to make a decision, pupil dilation appears to be informative on the quality of that decision. These findings show how dynamic, event-based measures of eye movements could serve as an assessment method that goes beyond traditional usability testing and provide insights in the design of user interface and decision support systems.
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Carpenter, Steven, Xinming Yu, Melih Altun, James Graham, J. Jim Zhu, and Janusz Starzyk. "Vision Guided Motion Control of a Biomimetic Quadruped Robot: RoboCat." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63805.

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This paper presents the vision system and visual processing for a biomimetic elastic cable-driven quadruped robot—RoboCat. The paper is geared towards selection of appropriate visual servoing techniques for RoboCat such as vision algorithms, high-level cognition algorithms, software architecture and hardware implementation. The system uses two video cameras for stereo vision data acquisition and a SUMIT-ism form factor embedded computer for vision data processing. The vision system employs a color based target recognition algorithm, a neural network based shape recognition algorithm and a Color and Zernike moment based face detection algorithm. The paper presents the vision algorithms, vision guidance and motion tracking algorithms, rule-based decision making algorithms and the open architecture of the autonomous vision tracking system. Experimental testing results (including video clips) are also presented.
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Hidalgo-Herrero, M., I. Rodriguez, and F. Rubio. "Testing learning strategies." In Fourth IEEE Conference on Cognitive Informatics, 2005. (ICCI 2005). IEEE, 2005. http://dx.doi.org/10.1109/coginf.2005.1532634.

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Reports on the topic "Cognition Testing"

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Blake, Margaret, and Jo d'Ardenne. Developing expenditure questions: Findings from R1 cognitive testing. Institute for Fiscal Studies, October 2012. http://dx.doi.org/10.1920/wp.ifs.2012.1219.

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d'Ardenne, Jo, and Margaret Blake. Developing expenditure questions: Findings from R2 cognitive testing. Institute for Fiscal Studies, October 2012. http://dx.doi.org/10.1920/wp.ifs.2012.1220.

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Bowden, Tim, Shaun Hutchins, John Jacobs, Lila Laux, and Steven Peters. Testing Cognitive Behavior With Emphasis on Analytical Propensity of Service Members. Fort Belvoir, VA: Defense Technical Information Center, April 2012. http://dx.doi.org/10.21236/ada563440.

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