Relevant bibliographies by topics / Cognitive abilities

Academic literature on the topic 'Cognitive abilities'

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Published: 4 June 2021
Last updated: 23 February 2023

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Journal articles on the topic "Cognitive abilities"

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Brody, Nathan. "Cognitive Abilities." Psychological Science 5, no. 2 (March 1994): 63–68. http://dx.doi.org/10.1111/j.1467-9280.1994.tb00632.x.

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D’Acunto, Francesco, Daniel Hoang, Maritta Paloviita, and Michael Weber. "Cognitive Abilities and Inflation Expectations." AEA Papers and Proceedings 109 (May 1, 2019): 562–66. http://dx.doi.org/10.1257/pandp.20191050.

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Cognitive abilities help explain the large cross-sectional variation in inflation expectations at the household level. But which type of cognitive abilities are important? We find that not only quantitative abilities but also logical and verbal abilities are important to explain the accuracy and plausibility of households' inflation expectations. We discuss the channels through which different forms of cognition might shape households' abilities to forecast future macroeconomic variables. We also draw implications for the effectiveness of policies that aim to manage households' expectations.
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Friedrich, William N., David B. Shurtleff, and Joyce Shaffer. "Cognitive Abilities and Lipomyelomeningocele." Psychological Reports 73, no. 2 (October 1993): 467–70. http://dx.doi.org/10.2466/pr0.1993.73.2.467.

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Ten children with lipomyelomeningocele were evaluated with the WISC—R, the Wide Range Achievement Test—Revised, the Developmental Test of Visual-motor Integration, and the Child Behavior Checklist. These children were consecutive referrals to a birth defects clinic. Unlike their meningomyelocele counterparts, as a group these children appear to be average in their intellectual, academic, and behavioral characteristics. However, they exhibited low average perceptual motor skills, a feature more commonly seen in meningomyelocele.
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Schellenberg, E. Glenn. "Music and Cognitive Abilities." Current Directions in Psychological Science 14, no. 6 (December 2005): 317–20. http://dx.doi.org/10.1111/j.0963-7214.2005.00389.x.

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Does music make you smarter? Music listening and music lessons have been claimed to confer intellectual advantages. Any association between music and intellectual functioning would be notable only if the benefits apply reliably to nonmusical abilities and if music is unique in producing the effects. The available evidence indicates that music listening leads to enhanced performance on a variety of cognitive tests, but that such effects are short-term and stem from the impact of music on arousal level and mood, which, in turn, affect cognitive performance; experiences other than music listening have similar effects. Music lessons in childhood tell a different story. They are associated with small but general and long-lasting intellectual benefits that cannot be attributed to obvious confounding variables such as family income and parents' education. The mechanisms underlying this association have yet to be determined.
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Giovagnoli, A. R., and A. Raglio. "Cognitive Abilities of Musicians." Perceptual and Motor Skills 113, no. 2 (October 2011): 563–69. http://dx.doi.org/10.2466/04.11.22.23.pms.113.5.563-569.

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Schwering, Angela, Kai-Uwe Kühnberger, and Boicho Kokinov. "Analogies – Integrating Cognitive Abilities." Cognitive Systems Research 10, no. 3 (September 2009): 175–77. http://dx.doi.org/10.1016/j.cogsys.2009.01.001.

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Kuznetsov, A. S. "Personality and Cognitive Abilities of a Subject." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 1 (2013): 56–61. http://dx.doi.org/10.18500/2304-9790-2013-2-1-56-61.

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The article analyzes the phenomena of a «personal knowledge» in the concept of M. Polanyi, investigating classic problem of object-subject interrelation in the cognition from the point of view of the latter one. It shows that a subject in the cognitive activity is not to be determined by objective regularities, but rather by a personality, as the result of cognitive activity depends on its qualities and abilities. The author fixes the most important levels of subjective organization of cognition: humanity, society, scientific society, personality. He concludes that evolution of model vision of the role and functions in the development of science of these levels of subjective organization of cognition does not have limits, because it supposes the introduction of new subjective characteristics, recognition of the unknown and conceptually inexpressible earlier interconnections and regularities.
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Botros, Angela A., Narayan Schuetz, Christina Röcke, Robert Weibel, Mike Martin, René M. Müri, and Tobias Nef. "Eigenbehaviour as an Indicator of Cognitive Abilities." Sensors 22, no. 7 (April 4, 2022): 2769. http://dx.doi.org/10.3390/s22072769.

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With growing use of machine learning algorithms and big data in health applications, digital measures, such as digital biomarkers, have become highly relevant in digital health. In this paper, we focus on one important use case, the long-term continuous monitoring of cognitive ability in older adults. Cognitive ability is a factor both for long-term monitoring of people living alone as well as a relevant outcome in clinical studies. In this work, we propose a new potential digital biomarker for cognitive abilities based on location eigenbehaviour obtained from contactless ambient sensors. Indoor location information obtained from passive infrared sensors is used to build a location matrix covering several weeks of measurement. Based on the eigenvectors of this matrix, the reconstruction error is calculated for various numbers of used eigenvectors. The reconstruction error in turn is used to predict cognitive ability scores collected at baseline, using linear regression. Additionally, classification of normal versus pathological cognition level is performed using a support-vector machine. Prediction performance is strong for high levels of cognitive ability but grows weaker for low levels of cognitive ability. Classification into normal and older adults with mild cognitive impairment, using age and the reconstruction error, shows high discriminative performance with an ROC AUC of 0.94. This is an improvement of 0.08 as compared with a classification with age only. Due to the unobtrusive method of measurement, this potential digital biomarker of cognitive ability can be obtained entirely unobtrusively—it does not impose any patient burden. In conclusion, the usage of the reconstruction error is a strong potential digital biomarker for binary classification and, to a lesser extent, for more detailed prediction of inter-individual differences in cognition.
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Miller, Sara E., Andrew W. Legan, Michael T. Henshaw, Katherine L. Ostevik, Kieran Samuk, Floria M. K. Uy, and Michael J. Sheehan. "Evolutionary dynamics of recent selection on cognitive abilities." Proceedings of the National Academy of Sciences 117, no. 6 (January 24, 2020): 3045–52. http://dx.doi.org/10.1073/pnas.1918592117.

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Cognitive abilities can vary dramatically among species. The relative importance of social and ecological challenges in shaping cognitive evolution has been the subject of a long-running and recently renewed debate, but little work has sought to understand the selective dynamics underlying the evolution of cognitive abilities. Here, we investigate recent selection related to cognition in the paper wasp Polistes fuscatus—a wasp that has uniquely evolved visual individual recognition abilities. We generate high quality de novo genome assemblies and population genomic resources for multiple species of paper wasps and use a population genomic framework to interrogate the probable mode and tempo of cognitive evolution. Recent, strong, hard selective sweeps in P. fuscatus contain loci annotated with functions in long-term memory formation, mushroom body development, and visual processing, traits which have recently evolved in association with individual recognition. The homologous pathways are not under selection in closely related wasps that lack individual recognition. Indeed, the prevalence of candidate cognition loci within the strongest selective sweeps suggests that the evolution of cognitive abilities has been among the strongest selection pressures in P. fuscatus’ recent evolutionary history. Detailed analyses of selective sweeps containing candidate cognition loci reveal multiple cases of hard selective sweeps within the last few thousand years on de novo mutations, mainly in noncoding regions. These data provide unprecedented insight into some of the processes by which cognition evolves.
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Benson, D. F. "Prefrontal Abilities." Behavioural Neurology 6, no. 2 (1993): 75–81. http://dx.doi.org/10.1155/1993/940318.

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The neuroanatomical region that has most prominently altered with the advancing cognitive competency of the human is the prefrontal cortex, particularly the rostral extreme. While the prefrontal cortex does not appear to contain the neural networks that carry out cognitive activities, the management of these high level manipulations, so uniquely characteristic of the human, appears dependent upon the prefrontal cortex.
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Dissertations / Theses on the topic "Cognitive abilities"

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Blumen, Sheyla. "The development of cognitive abilities following the new outcomes of psychological theories." Pontificia Universidad Católica del Perú, 1997. http://repositorio.pucp.edu.pe/index/handle/123456789/101522.

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The most representative models of cognitive development following the new outcomes of psychological theories are presented. Then a brief analysis of the models in terms of six factors related to different areas in psychology and social sciences (importance of each stage, processes, knowledge, individual differences, context and limits in the cognitive development) is developed. Finally, an integration of the model developed by Sincoff and Sternberg (1989) is presented.
Se presentan los modelos más representativos del desarrollo cognitivo según los avances en las teorías psicológicas. Luego se realiza un breve análisis de los modelos en función a seis factores relacionados con diferentes áreas de la psicología y las ciencias sociales (importancia de cada etapa, procesos, conocimiento, diferencias individuales, contexto y limitaciones en el desarrollo cognitivo). Finalmente se presenta una propuesta de integración de los modelos actuales del desarrollo cognitivo desarrollado por Sincoff y Sternberg (1989)
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Andersson, Oskar. "Cognitive Abilities in Human Echolocation." Thesis, Umeå University, Department of Psychology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-36140.

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Shakeshaft, Nicholas Graham. "From cognitive abilities to educational outcomes." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/from-cognitive-abilities-to-educational-outcomes(8619b86e-ce2b-492f-969f-2d8511b3ec17).html.

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This project explores the genetic and environmental underpinnings of general and specific cognitive abilities, the relationships between them, and their associations with educational outcomes. Using analyses conducted mainly within the Twins Early Development Study (TEDS), it first estimates the substantial genetic influences on outcomes at the end of compulsory education in the UK (General Certificate of Secondary Education grades; GCSEs), then examines the nature and structure of general cognitive ability (g) and two specific abilities, and finally uses these as predictors of the phenotypic (i.e., observed) and genetic components of educational achievement. The specific cognitive domains examined are spatial ability (the mental manipulation of objects) and face recognition. The former has been found to be a strong predictor of educational outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, the psychometric structure of spatial ability is highly ambiguous in the literature, reducing the clarity of its measurement and limiting its utility as a predictor; the project therefore seeks to clarify and refine it. Face recognition serves as an invaluable comparison: despite similarly being a visual perceptual ability with many of the same features as spatial ability, it appears to be highly distinct – previous research has found it to be largely unrelated to other abilities. In addition, face recognition is an important social skill; since education in practice is a highly social activity, it is also a useful predictor in its own right. By clarifying the aetiology of these general and specific abilities, and the associations between them, the project seeks to apply the concepts with greater precision to understanding individual differences in educational outcomes. The main chapters present results indicating that i) GCSE grades are substantially heritable (58%); ii) g is aetiologically uniform across its whole distribution, making it suitable as a linear predictor; iii) spatial ability is phenotypically and genetically unifactorial; iv) the dissociation of face recognition from other abilities is driven by its substantial genetic component; and v) these refined measures provide useful prediction of educational outcomes, both phenotypically and genetically: spatial ability strongly predicts STEM achievement, and face recognition (as an index of social skills) is an independent predictor of non-STEM subjects such as English.
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Archambeau, Kim. "Impact of Aging on Executive Functions and Arithmetic Abilities." Doctoral thesis, Universite Libre de Bruxelles, 2019. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/283961.

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Arithmetic abilities are required when solving problems such as “3x4” or “24+33” and are important for many everyday life situations: for instance, to make a recipe or to pay at the store. Given the high incidence of arithmetic difficulties throughout development, the acquisition of arithmetic abilities received much attention in field of numerical cognition. However, although fundamental, only a handful of studies (e.g. Geary & Wiley, 1991) investigated the impact of normal aging on arithmetic problem solving.Therefore the question of whether and how arithmetic abilities are affected by the decline of cognitive processing remains poorly understood. The aim of the current thesis was to fill in this gap and to investigate whether and how arithmetic abilities as well as the related executive functions change when aging. Our results showed that the deficit with age in arithmetic abilities and related executive functions is not general but specific to the executive function under investigation. Moreover, our findings suggest that these executive functions could be specific to the arithmetic domain and not an instance of a more general executive system.In our view, this thesis constitutes an initial step towards enhancing our comprehension of the impact of age on executive functions in the arithmetic domain and its potential specificity with other domains. However, especially because of the lack of studies directly addressing these issues, the results reported here need to be replicated to strengthen our conclusions. In this respect, we believed that the DDM could help to specify exactly which cognitive processes remain intact with age and which become deficient.
Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Buitron, David A. "Radio Dispatch Cognitive Abilities and Working Memory." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/490.

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Public safety radio dispatchers incontrovertibly have to manage multiple tasks at any given time, from relaying lifesaving information to field units, to simultaneously overseeing several monitors and keeping up with the radio transmissions in a timely manner. Interestingly, however, the underlying cognitive abilities necessitated for performing such tasks have not been thoroughly investigated. To begin understanding the cognitive faculties that underlie dispatching tasks, we gauged cognitive ability measures relevant to dispatcher duties and introduced Working Memory Capacity (WMC) as underlying the differentiation on performance. The four general dispatcher cognitive factors identified by Peace Officer Standards and Training (POST) literature, were Reasoning, Perceptual, Memory, and Verbal. This study substantiated the relationship that higher WMC had on increased performance of the four factors; WMC was a strong predictor of overall cognitive task accuracy. This study also measured dispatcher abilities detached from any dispatcher-like duties, to better explore the cognitive underpinnings without the confound of dispatcher-like tasks within the measures. High and low WMC group comparisons also revealed accuracy differences in cognitive abilities, task switching costs, and dual-task interference. Overall, this study provides support for WMC’s executive functioning as a key underlying mechanism determining dispatcher cognitive ability level.
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Martínez, Daniel. "Sex and handedness effects on cognitive abilities." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/355.

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Emmert, Maria. "Cognitive Reserve and its Association with Cognitive Abilities and the Big Five." Diss., lmu, 2010. http://nbn-resolving.de/urn:nbn:de:bvb:19-119268.

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Mauney, Lisa M. "Individual Differences in Cognitive, Musical, and Perceptual Abilities." Thesis, Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/13972.

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The increasing use of auditory graphs and sonifications in technology is leading to a wider variety of system users, which, in turn, suggests a need for research in how differences between individual listeners affect sound interpretation. As a first step in this arena, the current study investigates the question of whether or not cognitive abilities and musical experience predict frequency and tempo discrimination in individuals. Participants in the study were 30 undergraduate students from Georgia Institute of Technology and 20 adults from the Atlanta, Georgia community. In the cognitive ability session, participants completed the Operation Span (Ospan) task as a measure of working memory capacity and the Ravens Progressive Matrices task as a measure of spatial reasoning. In the auditory discrimination session, participants performed a tempo and a frequency discrimination task. Demographics on age, gender, handedness, years of playing a musical instrument, and years of formal musical training were also collected. A correlational analysis of all variables was performed. Paired-samples t-tests on the Weber fractions of the six threshold means were also performed to determine if there were any significant differences between the frequency thresholds and the tempo thresholds. Lastly, multiple hierarchical regressions were performed on each of the six dependent variables to identify significant predictors of frequency and tempo discrimination. The paired samples t-tests show a significant difference between 250 Hz and 840 Hz and between 250 Hz and 1600 Hz, a violation of Webers Law. However, this violation of Webers Law may be explained by the small sample size used in the study. The t-tests also show a significant difference between the means of 150 ms and 250 ms and between the means of 250 ms and 350 ms. The results of the regression analyses show that good performance on Ravens seems to predict lower thresholds at 1600 Hz. The results also show that good scores on Ospan appear to predict lower thresholds at 350 ms ICI. In addition to these significant predictors from the regression analyses, there are many significant correlations that provide further support that cognitive abilities are related to frequency and tempo discrimination.
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Wu, Ming-An. "Inferring user cognitive abilities from eye-tracking data." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55086.

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User-adaptive visualization can provide intelligent personalization to aid the user in the information processing. The adaptations, in the form as simple as helpful highlighting, are applied based on user’s characteristics and preferences inferred by the system. Previous work has shown that binary labels of user’s cognitive abilities relevant for processing information visualizations could be predicted in real time, by leveraging user gaze patterns collected via a non-intrusive eye-tracking device. The classification accuracies reported were in the 59–65% range, which is statistically more accurate than a majority-class classifier, but not of great practical significance. In this thesis, we expand on previous work by showing that significantly higher accuracies can be achieved by leveraging summative statistics on a user’s pupil size and head distance to the screen measurements, also collected by an eye tracker. Our experiments show that these results hold for two datasets, providing evidence of the generality of our findings. We also explore the sequential nature of gaze movement by extracting common substring patterns and using the frequency of these patterns as features for classifying user’s cognitive abilities. Our sequence features are able to classify more accurately than the majority-class baseline, but unable to outperform our best classification model with the summative eye-tracking features.
Science, Faculty of
Computer Science, Department of
Graduate
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Lewin, Catharina. "Sex Differences in Memory and Other Cognitive Abilities." Doctoral thesis, Stockholm : Dept. of Psychology [Psykologiska institutionen], Univ, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-12.

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Books on the topic "Cognitive abilities"

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NFER-NELSON. Cognitive Abilities Test. Nefer-Nelson: Berkshire, 2000.

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Sex differences in cognitive abilities. 3rd ed. Mahwah, N.J: L. Erlbaum Associates, 2000.

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Sex differences in cognitive abilities. 4th ed. New York: Psychology Press, 2012.

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Sex differences in cognitive abilities. Hillsdale, N.J: Erlbaum Associates, 1986.

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Rosén, Monica, Kajsa Yang Hansen, and Ulrika Wolff, eds. Cognitive Abilities and Educational Outcomes. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43473-5.

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Sex differences in cognitive abilities. 2nd ed. Hillsdale, N.J: L. Erlbaum Associates, 1992.

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Inc, NetLibrary, ed. Emerging cognitive abilities in early infancy. Mahwah, N.J: L. Erlbaum Associates, 2000.

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Thorndike, Robert Ladd. Cognitive abilities test: Technical manual, CogAT form 4. Chicago, IL (8420 Bryn Mawr Ave., Chicago 60631): Riverside Pub. Co., 1987.

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Lohman, David F. Cognitive Abilities Test, form 6, all levels. Chicago (8420 Bryn Mawr, Chicago 60631): Riverside Pub., 2001.

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Lohman, David F. CogAT, form 6: Research handbook. Itasca, IL (425 Spring Lake Dr., Itasca, 60143-2079): Riverside Pub., 2002.

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Book chapters on the topic "Cognitive abilities"

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Bainbridge, William Sims. "Cognitive Abilities." In Human–Computer Interaction Series, 101–25. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-5604-8_5.

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Robinson, Peter. "Abilities to Learn: Cognitive Abilities." In Encyclopedia of the Sciences of Learning, 17–20. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_620.

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López, Beatriz, and Susana Fernández. "Cognitive Abilities in Agents." In Issues in Multi-Agent Systems, 59–85. Basel: Birkhäuser Basel, 2007. http://dx.doi.org/10.1007/978-3-7643-8543-9_3.

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Ellingsen, Victor J. "Personality and Cognitive Abilities." In Encyclopedia of Personality and Individual Differences, 3568–76. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_990.

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Ellingsen, Victor J. "Personality and Cognitive Abilities." In Encyclopedia of Personality and Individual Differences, 1–9. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28099-8_990-1.

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Cameron, E. Leslie, and Douglas A. Bernstein. "Thinking and Cognitive Abilities." In Springer Texts in Education, 195–237. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85650-2_6.

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Menary, Richard. "Development and the Transformation of Cognitive Abilities." In Cognitive Integration, 172–92. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592889_8.

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Vernon, David, Claes von Hofsten, and Luciano Fadiga. "Pre-natal Development and Core Abilities." In Cognitive Systems Monographs, 13–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16904-5_2.

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Bulteau, Christine, Isabelle Jambaqué, and Georges Dellatolas. "Epilepsy, Cognitive Abilities and Education." In Advances in Behavioral Biology, 269–74. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/0-306-47612-6_28.

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Cardon, Lon R., and David W. Fulker. "Genetics of specific cognitive abilities." In Nature, nurture & psychology., 99–120. Washington: American Psychological Association, 1993. http://dx.doi.org/10.1037/10131-005.

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Conference papers on the topic "Cognitive abilities"

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Liu, Shuhua, Li Zheng, Siyu Wang, Runmin Li, and Yu Zhao. "Cognitive abilities of indoor cleaning robots." In 2016 12th World Congress on Intelligent Control and Automation (WCICA). IEEE, 2016. http://dx.doi.org/10.1109/wcica.2016.7578317.

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Psatha, S., P. Brüggemann, C. Seydel, B. Böcking, N. Amarjargal, and B. Mazurek. "Correlations between tinnitus and cognitive abilities." In Abstract- und Posterband – 91. Jahresversammlung der Deutschen Gesellschaft für HNO-Heilkunde, Kopf- und Hals-Chirurgie e.V., Bonn – Welche Qualität macht den Unterschied. © Georg Thieme Verlag KG, 2020. http://dx.doi.org/10.1055/s-0040-1711249.

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Liu, Yisi, Olga Sourina, and Xiyuan Hou. "Neurofeedback Games to Improve Cognitive Abilities." In 2014 International Conference on Cyberworlds (CW). IEEE, 2014. http://dx.doi.org/10.1109/cw.2014.30.

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GARLETTI, AGNÈS. "DIGITAL TYPOLOGY MODELLING OF COGNITIVE ABILITIES." In Proceedings of the 12th Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2011. http://dx.doi.org/10.1142/9789814340359_0018.

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Torres-Carrión, Pablo V., Carina S. González-González, César Bernal-Bravo, and Alfonso Infante-Moro. "Improving cognitive abilities through gestural interaction." In REHAB 2019: 5th Workshop on ICTs for improving Patients Rehabilitation Research Techniques. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3364138.3364157.

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Mauzner, Filip, Lidija Mandić, Ana Agić, and Jesenka Pibernik. "Development of children´s cognitive abilities through interactive applications." In 10th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design,, 2020. http://dx.doi.org/10.24867/grid-2020-p71.

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In this paper we present the development of cognitive abilities in kindergarten children with interactive applications. Practical part includes the design of application prototype used for the development of cognitive abilities in children age three to four. It comprises three categories in which children’s cognitive abilities are tested and being developed. The categories are colors, numbers, shapes and sizes.
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Olvecky, Miroslav, and Darja Gabriska. "Relationships Between Game Attributes and Cognitive Abilities." In 2018 16th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2018. http://dx.doi.org/10.1109/iceta.2018.8572254.

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Groeneveld, Wouter, Hans Jacobs, Joost Vennekens, and Kris Aerts. "Non-cognitive Abilities of Exceptional Software Engineers." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3366811.

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Gaifutdinov, Azat, Rezida Khusnutdinova, Azat Rafikov, Ilshat Sabirov, and Rustam Malikov. "Studies of Adolescents’ Cognitive Abilities at School." In Proceedings of the International Conference Digital Age: Traditions, Modernity and Innovations (ICDATMI 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201212.056.

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Rizzo, Matthew, and Joan Severson. "Abstract virtual environments for assessing cognitive abilities." In ACM SIGGRAPH 2004 Sketches. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1186223.1186255.

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Reports on the topic "Cognitive abilities"

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Doane, Stephanie. New Measures of Complex Cognitive Abilities: Relating Memory Processes to Aviation Flight Situation Awareness Abilities. Fort Belvoir, VA: Defense Technical Information Center, June 2003. http://dx.doi.org/10.21236/ada416315.

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Gaines, David A. Assessing the Cognitive Abilities of Alternate Learning Classifier System Architectures. Fort Belvoir, VA: Defense Technical Information Center, July 2003. http://dx.doi.org/10.21236/ada416405.

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Carretta, Thomas R., and Malcolm J. Ree. Cognitive and Psychomotor Abilities: A Further Investigation of Their Relationship. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada339603.

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Nelson, Jeremy T. Enhancing Warfighter Cognitive Abilities with Transcranial Magnetic Stimulation: A Feasibility Analysis. Fort Belvoir, VA: Defense Technical Information Center, June 2007. http://dx.doi.org/10.21236/ada473032.

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Black, Sandra, Erik Grönqvist, and Björn Öckert. Born to Lead? The Effect of Birth Order on Non-Cognitive Abilities. Cambridge, MA: National Bureau of Economic Research, May 2017. http://dx.doi.org/10.3386/w23393.

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Heckman, James, Jora Stixrud, and Sergio Urzua. The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior. Cambridge, MA: National Bureau of Economic Research, February 2006. http://dx.doi.org/10.3386/w12006.

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Kuhnen, Camelia, and Brian Melzer. Non-Cognitive Abilities and Financial Delinquency: The Role of Self-Efficacy in Avoiding Financial Distress. Cambridge, MA: National Bureau of Economic Research, January 2017. http://dx.doi.org/10.3386/w23028.

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Delineau, Valeska, Ligia Passos, Ana Rita Ferreira, and Lia Fernandes. The role of behavioral and psychological symptoms of dementia (BPSD) in patient’s autonomy. A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0008.

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Review question / Objective: This scoping review study aims to identify, summarize, and appraise available literature regarding the role of (BPSD)/neuropsychiatric symptoms in patients’ autonomy with all types of dementia diagnoses. To accomplish this objective, this scoping review will address the following question: What is the role of behavioral and psychological symptoms of dementia in the patient’s autonomy? This review will comprise the terms capacity, functional abilities, and competence in the autonomy concept. Background: Dementia is a neurodegenerative syndrome characterized by the development of multiple cognitive deficits and behavioral changes that interferes with multiple aspects of life, including cognition, daily functioning, and behavioral. With the progress of the disease, the patients lose their capacity, functional abilities, competence, and autonomy (Barbas & Wilde, 2001; Darby & Dickerson, 2017; Irastorza, Corujo, & Bañuelos, 2011; Lee, Jang, & Chang, 2019; Marson, 2013).
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LI, Zhendong, Hangjian Qiu, xiaoqian Wang, chengcheng Zhang, and Yuejuan Zhang. Comparative Efficacy of 5 non-pharmaceutical Therapies For Adults With Post-stroke Cognitive Impairment: Protocol For A Bayesian Network Analysis Based on 55 Randomized Controlled Trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0036.

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Review question / Objective: This study will provide evidence-based references for the efficacy of 5 different non-pharmaceutical therapies in the treatment of post-stroke cognitive impairment(PSCI). 1. Types of studies. Only randomized controlled trials (RCTs) of Transcranial Magnetic Stimulation(TMS), Transcranial Direct Current Stimulation(tDCS), Acupuncture, Virtual Reality Exposure Therapy(VR) and Computer-assisted cognitive rehabilitation(CA) for PSCI will be recruited. Additionally, Studies should be available in full papers as well as peer reviewed and the original data should be clear and adequate. 2. Types of participants. All adults with a recent or previous history of ischaemic or hemorrhagic stroke and diagnosed according to clearly defined or internationally recognized diagnostic criteria, regardless of nationality, race, sex, age, or educational background. 3.Types of interventions and controls. The control group takes non-acupuncture treatment, including conventional rehabilitation or in combination with symptomatic support therapy. The experimental group should be treated with acupuncture on basis of the control group. 4.The interventions of the experimental groups were Transcranial Magnetic Stimulation(TMS), Transcranial Direct Current Stimulation(tDCS), Acupuncture, Virtual Reality Exposure Therapy(VR) or Computer-assisted cognitive rehabilitation(CA), and the interventions of the control group takes routine rehabilitation and cognition training or other therapies mentioned above that were different from the intervention group. 5.Types of outcomes. The primary outcomes are measured with The Mini-Mental State Examination (MMSE) and/or The Montreal Cognitive Assessment Scale (MoCA), which have been widely used to evaluate the cognitive abilities. The secondary outcome indicator was the Barthel Index (BI) to assess independence in activities of daily living (ADLs).
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LI, Zhendong, Chengcheng Zhang, Hangjian Qiu, Xiaoqian Wang, and Yuejuan Zhang. Different Acupuncture Intervention Time-points for Rehabilitation of Post-Stroke Cognitive Impairment：Protocol For a Network Meta-analysis of Randomized Controlled Trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0043.

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Review question / Objective: This study will provide evidence-based references for the efficacy of different acupuncture interventions time-point in the treatment of post-stroke cognitive impairment(PSCI). 1. Types of studies. Only randomized controlled trials (RCTs) of acupuncture for PSCI will be recruited. Additionally, Studies should be available in full papers as well as peer-reviewed and the original data should be clear and adequate. 2. Types of participants. All adults with a recent or previous history of ischaemic or hemorrhagic stroke and diagnosed according to clearly defined or internationally recognized diagnostic criteria, regardless of nationality, race, sex, age, or educational background. 3. Types of interventions and controls. The control group takes non-acupuncture treatment, including conventional rehabilitation or in combination with symptomatic support therapy. The experimental group should be treated with acupuncture on basis of the control group. 4. Types of outcomes. The primary outcomes are measured with The Mini-Mental State Examination (MMSE) and/or The Montreal Cognitive Assessment Scale (MoCA), which have been widely used to evaluate cognitive abilities.
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