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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Butts, Evan Thomas. "Externalist epistemology and the constitution of cognitive abilities." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6293.
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Cognitive abilities have been invoked to do much work in externalist epistemology. An ability condition (sometimes in conjunction with a separate, anti-luck condition) is seen to be key in satisfying direction-of-fit and modal stability intuitions which attach to the accrual of positive epistemic status to doxastic attitudes. While the notion of ability has been given some extensive treatment in the literature (especially John Greco, Alan Millar and Ernest Sosa), the implications for these abilities being particularly cognitive ones has been given less attention. To rectify this oversight, I examine the debate over the nature of cognition from philosophy of cognitive science, paying particular attention to the debate between defenders of internalist theories (Fred Adams, Kenneth Aizawa and Rob Rupert) and externalist theories (so-called “extended mind” positions). Armed with substantive accounts of cognition, I argue that the epistemological externalist’s obligation to repudiate epistemological internalism forces her to adopt some sort of externalist account of cognition.
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Moore, David Joseph. "Regional neuropathology and cognitive abilities in HIV infection /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3083453.
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Hoelzle, James B. "Neuropsychological Assessment and the Cattell-Horn-Carroll (CHC)Cognitive Abilities Model." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216405861.
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Bodnariu, A. "effects of stress on cognitive abilities in kennelled dogs." Thesis, University of Edinburgh, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496598.
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McKie, Kaye. "Awareness of cognitive abilities in people with Parkinson's disease." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6765/.
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Background: ‘Anosognosia’, or unawareness of ones deficits, is an important influence on behavioural functioning as it underpins the ability to recognise our limits. Anosognosia is common in neurological diseases, such as Parkinson’s disease (PD). Although several studies have examined PD patient’s level of unawareness of motor symptoms there has been no research into PD patient’s unawareness of cognitive abilities. Aims: This study aimed to explore PD patient’s unawareness of their cognitive abilities in comparison to a healthy control group. We also explored differences in level of unawareness of cognitive abilities versus motor abilities. Finally, we explored the relationship between level of unawareness of cognitive abilities and caregiver burden. Methods: 21 PD participants and 21 control participants, with similar demographic characteristics, participated in this study. All participants predicted their performance based on a normal distribution curve, prior to completing the RBANS assessment. Following task completion, participants were then asked to estimate their actual performance. This resulted in a pre and post discrepancy score of the differences between self-rated and actual performances. The PD participants completed additional measures, including the Awareness Questionnaire and MDS-UPDRS-Part 3 (pre and post discrepancy). Fifteen PD participants consented to a significant other completing the Zarit Burden Interview Results: PD participants overestimated their cognitive abilities in comparison to the control group. Comparisons between unawareness measures were not significant. PD participants were more accurate at estimating their motor abilities and a significant correlation was found between level of cognitive unawareness and caregiver burden. Conclusion: This is the first study to show that people with PD tend to over-estimate their cognitive abilities. Results from the percentile method could provide an alternative, more direct measure of assessing explicit processes related to unawareness in PD. PD patients may be differentially aware of deficits within and across various domains of functioning. Our preliminary data from carers suggests that unawareness of cognitive abilities is a correlate of caregiver burden.
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Freund, Philipp Alexander. "Practice and training effects on measures of cognitive abilities /." Berlin : Weissensee-Verl, 2008. http://d-nb.info/988577364/04.
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Alhola, Sini. "Unraveling interaction between tinnitus symptoms, cognitive abilities, and mental disorders." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158708.
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Based on the former studies, there is evidence of tinnitus being associated with performance on cognitive ability tests (for example Andersson et al. 2009, Hallam et al. 2004). The topic of my bachelor thesis was to unravel how depression, stress and anxiety connected with tinnitus symptoms are related to cognitive abilities such as verbal fluency, inhibition ability and working memory capacity. In order to fill an existing gap of knowledge, the relationship of different severity of stress caused by tinnitus symptoms as measured with Tinnitus Handicap Inventory (THI) and cognitive abilities and depression and anxiety symptoms was emphasized. The experiment group was divided into two subgroups, those with lower and higher level of perceived tinnitus severity and the differences in test scores between groups were investigated with one-way analysis of variance. As a result, significant differences between the two tinnitus patient groups were found in the level of performance in inhibition task where participants were asked to give the font color of congruent color - word pair as an answer. It was also studied whether there were correlations between perceived severity of tinnitus symptoms, depression and anxiety symptoms, working memory capacity and inhibition ability. As a result of correlation analysis, this study confirmed the connection between tinnitus symptoms and anxiety and depression symptoms found in previous studies, and a significant correlation was found between THI scores and anxiety symptoms, and THI scores and C inhibition test scores where the participant was asked to name the font color from incongruent color-word pairs. The results of this study suggest that there is a connection between the level of perceived tinnitus severity and the ability to name font color of incongruent color - word pair. The current study found no evidence about the connection between THI scores and other cognitive abilities as well as anxiety and depression symptoms, even though the THI scores correlated with both anxiety symptom scores and with the reaction times of an inhibition task where the participants were asked to point out the font color from incongruent color - word pairs.
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Gelbart, Daphne. "Cognitive abilities that underlie mathematics achievement : a high ability perspective." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32533.
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In this study the cognitive abilities underlying math excellence among children are
examined, with a focus on children of high mathematical ability. The relationship
between cognitive functioning—as defined by the Cattell-Horn-Carroll (CHC)
theory—and academic achievement among children who excel in mathematics is
explored in order to understand-whether strong math skills correspond to any "typical"
cognitive ability profile(s). Results suggest that Short-Term Memory, Working
Memory, and Visual/Spatial Thinking are significant predictors of strong and specific
achievement in math calculation skills, whereas Fluid Reasoning is a significant
predictor of strong and specific achievement in math reasoning. The results outlined
in this study may supplement the existing research body relating to the full range of
mathematics ability.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Burns, Nicholas R. "Inspection time and cognitive abilities : an event-related potential study /." Title page, contents and summary only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phb9675.pdf.
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Lacroix, Serge. "The bilingual assessment of cognitive abilities in French and English." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2575.
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In this study the role that language plays in the expression of intelligence, bilingualism, and the process of assessing selected cognitive abilities was explored. The primary purpose of the study was to determine if individuals who are allowed to move from one language to another when they provide responses to test items produce results that are different than those obtained by bilingual examinees assessed in one language only. The results indicate that the Experimental Group obtained significantly higher results than the Control Group on all the tests and subtests used. The Experimental Group code-switched more frequently and the examiners only code-switched with that group. The frequency of the code-switching behaviours explains, in great part, all the differences noted in the results as very few other sources of differences were identified, even when groups were compared on sex, first language and relative proficiency in French and in English.
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Rudra, Aruna. "Cognitive correlates of poor and advanced reading abilities in children." Thesis, University of Essex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411299.
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Deutsch, Ruth Marion. "Reliability, validity and educational use of the Cognitive Abilities Profile." Thesis, City, University of London, 2017. http://openaccess.city.ac.uk/21479/.
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The Cognitive Abilities Profile (CAP) (Deutsch and Mohammed, 2010) is a collaborative tool for psychologists and teachers. The CAP is based on principles of Dynamic Assessment (DA) and uses a consultative model for rating pupils' cognitive abilities in various cognitive domains and for planning interventions to facilitate pupils' progress accordingly. The CAP was developed in response to a perceived need for educational psychologists (EPs) to have access to alternative assessments to standardised psychological tests, particularly in the case of learning disadvantaged and ethnic minority pupils. Using DA as one possible approach creates a need for EPs to have access to training and to receive support with the implementation of DA-based intervention methods within local services. However, surveys of EP use of DA indicate limitations in training, inadequate support and difficulties in wider application of DA. In the present work, a quantitative methodology has been used to examine the validity and reliability of the CAP in overcoming the above-noted difficulties in the implementation of DA by EPs. The methodology involved the collection and analysis of data from three groups of EPs, two of which conducted consultations with teachers using the CAP and the third group of EPs used its own choice of consultation methodology and functioned as a control group. The findings of the present work provide evidence of good construct validity of the CAP cognitive domains, adequate inter-rater reliability between CAP users and evidence of advantage for pupils in some areas of functioning between pre- and post-use of the CAP, as validated by independent standardised tests. Analysis of perceptions of EPs of the utility of the CAP, based on the results of feedback questionnaires, addresses issues of user friendliness of the CAP. CAP users agreed on the need for initial training for psychologists and support for practitioners. The findings have implications for adoption of a novel approach in EP and teacher related work.
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Meister, Jonah. "Awareness of cognitive abilities and mindfulness in healthy older adults." Kent State University Honors College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1399042369.
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Cerbulis, Inga G. "Cognitive abilities of the domestic pig (Sus scrofa)." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1129213827.
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Bahar, Abdulkadir. "The Influence of Cognitive Abilities on Mathematical Problem Solving Performance." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293594.
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Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of students. The author investigated this relationship by separating performance in open-ended and closed situations. The second purpose of this study was to explore how these relationships were different or similar in boys and girls. No significant difference was found between girls and boys in cognitive abilities including general intelligence, general creativity, working memory, mathematical knowledge, reading ability, mathematical problem solving performance, verbal ability, quantitative ability, and spatial ability. After controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 53.3% (CTBS) of the variance in MPSP in closed problems as a whole. Mathematical knowledge and general intelligence were found to be the only variables that contributed significant variance to MPSP in closed problems. Similarly, after controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 46.3% (CTBS) of the variance in mathematical problem solving performance in open-ended problems. General creativity and verbal ability were found to be the only variables that contributed significant variance to MPSP in open problems. The author concluded that closed and open-ended problems require different cognitive abilities for reaching correct solutions. In addition, when combining all of these findings the author proposed that the relationship between cognitive abilities and problem solving performance may vary depending on the structure (type) and content of a problem. The author suggested that the content of problems that are used in instruments should be analyzed carefully before using them as a measure of problem solving performance.
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Stone, Ben Peter. "Light reflex onset latency, task-evoked pupillary responses, and cognitive abilities /." Title page, table of contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09SSPS/09sspss8771.pdf.
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Argent, Wayne Trevor. "EEG biofeedback for the enhancement of cognitive abilities in normal individuals /." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsa689.pdf.
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Jacobson, Allison. "Specificity of exercise on enhancing cognitive abilities : Argentine Tango and walking." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101718.
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The objective of this feasibility study was to determine for the elderly at-risk for falls the effects of a 10-week program in Argentine Tango dancing or Walking on cognition. Thirty healthy community dwelling seniors (60+) were recruited to take part in the study. They were evaluated at baseline, post-intervention and follow-up on divided attention (Walking-While-Talking) and working memory tasks. It was found that Tango dancing significantly improved divided attention capabilities while the Walk program significantly improved working memory. These findings need to be replicated with a larger number of subjects.
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Hohnen, Bettina Louise. "Individual differences in literacy , language related cognitive abilities : a twin analysis." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502929.
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Gaines, David Alexander. "INVESTIGATIONS INTO THE COGNITIVE ABILITIES OF ALTERNATE LEARNING CLASSIFIER SYSTEM ARCHITECTURES." UKnowledge, 2006. http://uknowledge.uky.edu/gradschool_diss/250.
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The Learning Classifier System (LCS) and its descendant, XCS, are promising paradigms for machine learning design and implementation. Whereas LCS allows classifier payoff predictions to guide system performance, XCS focuses on payoff-prediction accuracy instead, allowing it to evolve "optimal" classifier sets in particular applications requiring rational thought. This research examines LCS and XCS performance in artificial situations with broad social/commercial parallels, created using the non-Markov Iterated Prisoner's Dilemma (IPD) game-playing scenario, where the setting is sometimes asymmetric and where irrationality sometimes pays. This research systematically perturbs a "conventional" IPD-playing LCS-based agent until it results in a full-fledged XCS-based agent, contrasting the simulated behavior of each LCS variant in terms of a number of performance measures. The intent is to examine the XCS paradigm to understand how it better copes with a given situation (if it does) than the LCS perturbations studied.Experiment results indicate that the majority of the architectural differences do have a significant effect on the agents' performance with respect to the performance measures used in this research. The results of these competitions indicate that while each architectural difference significantly affected its agent's performance, no single architectural difference could be credited as causing XCS's demonstrated superiority in evolving optimal populations. Instead, the data suggests that XCS's ability to evolve optimal populations in the multiplexer and IPD problem domains result from the combined and synergistic effects of multiple architectural differences.In addition, it is demonstrated that XCS is able to reliably evolve the Optimal Population [O] against the TFT opponent. This result supports Kovacs' Optimality Hypothesis in the IPD environment and is significant because it is the first demonstrated occurrence of this ability in an environment other than the multiplexer and Woods problem domains.It is therefore apparent that while XCS performs better than its LCS-based counterparts, its demonstrated superiority may not be attributed to a single architectural characteristic. Instead, XCS's ability to evolve optimal classifier populations in the multiplexer problem domain and in the IPD problem domain studied in this research results from the combined and synergistic effects of multiple architectural differences.
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Mason, Elizabeth M. "Factor structure differences in cognitive abilities of LD and EH children." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514851.
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Previous empirical studies have been inconsistent in the identification of cognitive differences between LD and EH children on psychoeducational assessment batteries. Furthermore, studies using multivariate procedures such as discriminant analysis have failed to verify the basic underlying assumption of homogeneity of variance-covariance matrices of the groups. Homogeneity of covariance can be assessed by comparing factor structures of the two groups.The purpose of this study was to investigate the cognitive differences between LD and EH children on a psychoeducational assessment battery Including the WISC-R, WRAT, PIAT, PPVT, and DVMI, typically used to identify the two exceptionalities. Differences In factor structures were investigated in an effort to clarify group differences in cognitive functioning, and to investigate the utility of multivariate analyses such as discriminant analysis with these two groups of children.The subjects were 1165 public school children, aged 6 to 16, referred for assessment and subsequently classified and served in special LD and EH programs. Four and five factor solutions were compared using the congruence coefficient to determine statistical similarities. The first three factors of each solution, Verbal Concepts, Verbal Achievement, and Visual Perceptual Reasoning, were found to be statistically similar in construct and interpretation. These results suggest that If the use of multivariate procedures in studying LD and EH group differences is limited to cognitive performance in the areas of verbal concepts, reading and spelling achievement, and visual perceptual reasoning skills, the results can be accepted as valid. The discriminant analysis would not likely be violating the homogeneity assumption.Differences were found in factor structures Involving the order of the factors extracted in terms of importance In explaining variance. Also, statistically significant differences were found between the factors Involving Math, Visual Motor, and Sequential skills, suggesting that multivariate analyses using these factors would likely violate the homogeneity assumption.Results indicate the presence of heterogeneity in the matrices of LD and EH children, and suggest caution in the interpretation of multivariate statistical analyses with these children. Violation of the assumption of homogeneity can invalidate statistical findings and their application to the study of group differences.
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Nath, Swiya. "Cognitive abilities underlying mathematics development, and the role of construction play." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709426.
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Major, Jason Timothy. "Cognitive abilities, personality and interests : their interrelations and impact on occupation." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9877.
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Cognitive ability, personality and interests are three distinct topics of investigation for psychology. In the past two decades, however, there have been growing appeals for research and theories that address the overlap among these domains (Ackerman & Heggestad, 1997; Armstrong, Day, McVay, & Rounds, 2008). One example of such a theory is PPIK theory (intelligence-as-process, personality, interests, and intelligence-as-knowledge) by Ackerman (1996). Integrative theories have the potential of not only increasing our theoretical understanding of the development of these individual differences, but of and improving vocational guidance through better prediction of future occupation (Armstrong, Su, & Rounds, 2011; Johnson & Bouchard, 2009). The research of this thesis was centered on examining the links among cognitive ability, personality and interests. The data came from Project TALENT (PT), a nationally-representative sample of approximately 400,000 American high school students from 1960 (Flanagan et al., 1962). A secondary topic was whether an integrated view could improve the prediction of attained occupation. This was tested with occupational data from follow-up PT surveys, conducted 11 years after high school. The first study addressed the structure of the PT intelligence tests. Three popular models of intelligence were compared through factor analysis: the Extended Fluid-Crystallized (Gf-Gc), Cattell-Horn-Carroll (CHC) and Verbal- Perceptual-Image Rotation (VPR) models. The VPR model provided the best fit to the data. The second study was an investigation of linear and nonlinear intelligence-personality associations in Project TALENT. The ten PT personality scales were related to the Big Five personality factors through content examination, consistent with previous research (Reeve, Meyer, & Bonaccio, 2006). Through literature review of studies on intelligence and the Big Five, 17 hypotheses were made about linear associations and quadratic associations of personality traits with general intelligence (g). The majority of the hypotheses were supported in all four grade samples: 53% in male samples, and 58% in female samples. The most notable finding, contrary to previous research, was that quadratic associations explained substantive variance above and beyond linear effects for Sociability, Maturity, Vigor and Leadership in males, and Sociability, Maturity and Tidiness in females. The third study examined associations between cognitive ability and interests, and their capacity to predict occupational type. Specifically, Ackerman’s PPIK theory suggests that there are two “trait complexes” that are combinations of cognitive abilities and interests (termed science/math and intellectual/cultural). Trait complexes were derived from PT data separately by latent class analysis and factor analysis. It was hypothesized that they should have validity equal to or greater than individual intelligence and interests scores in predicting attained occupation. Instead, trait complexes derived through latent class analysis predicted substantially less variance in occupation than individual scales. The factor-analytic trait complexes performed more like the scales, but one trait complex (which involved g centrally) was inconsistent with PPIK theory. Overall, the trait complexes of PPIK theory were not supported. The results of the three studies are discussed in the context of existing integrative theories, and suggestions for future research are provided.
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Mitchell, Christopher. "The evolution of large brains and advanced cognitive abilities in animals." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3021275/.
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Tsuchida, Junko. "Age-related changes in cognitive abilities of Japanese macaques(Macaca fuscata)." 京都大学 (Kyoto University), 2002. http://hdl.handle.net/2433/150072.
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要旨には「ニホンザルの認知能力における加齢に伴う変化」とあり授与名簿には「Behavioral assessment of the function in prefrontal cortex」とあり
Kyoto University (京都大学)
0048
新制・課程博士
博士(理学)
甲第9409号
理博第2544号
新制||理||1293(附属図書館)
UT51-2002-G167
京都大学大学院理学研究科生物科学専攻
(主査)教授 小嶋 祥三, 教授 景山 節, 教授 松沢 哲郎
学位規則第4条第1項該当
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Bernabini, Luca <1989>. "Mathematical skills: intergenerational features and relationships with cognitive and linguistic abilities." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amsdottorato.unibo.it/9479/1/Luca%20Bernabini_PhD_Tesi.pdf.
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This thesis aimed to investigate the cognitive underpinnings of math skills, with particular reference to cognitive, and linguistic markers, core mechanisms of number processing and environmental variables. In particular, the issue of intergenerational transmission of math skills has been deepened, comparing parents’ and children’s basic and formal math abilities. This pattern of relationships amongst these has been considered in two different age ranges, preschool and primary school children.
In the first chapter, a general introduction on mathematical skills is offered, with a description of some seminal works up to recent studies and latest findings. The first chapter concludes with a review of studies about the influence of environmental variables. In particular, a review of studies about home numeracy and intergenerational transmission is examined.
The first study analyzed the relationship between mathematical skills of children attending primary school and those of their mothers. The objective of this study was to understand the influence of mothers' math abilities on those of their children.
In the second study, the relationship between parents’ and children numerical processing has been examined in a sample of preschool children. The goal was to understand how mathematical skills of parents were relevant for the development of the numerical skills of children, taking into account children’s cognitive and linguistic skills as well as the role of home numeracy.
The third study had the objective of investigating whether the verbal and nonverbal cognitive skills presumed to underlie arithmetic are also related to reading. Primary school children were administered measures of reading and arithmetic to understand the relationships between these two abilities and testing for possible shared cognitive markers.
Finally, in the general discussion a summary of main findings across the study is presented, together with clinical and theoretical implications.
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McGregor, Patricia A. (Patricia Ann). "Problem Solving Cognitive Processes in Younger and Older Adults." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278256/.
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The purpose of the present study was to examine cognitive abilities and problem solving processes of young and older adults. Specifically, three areas of inquiry were investigated: possible age-related differences in problem solving cognitive abilities, possible differences in cognitive processes used during problem solution, and possible differences in determinants of problem solving cognitive processes.
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Teixeira, Stefânia Martins. "Desempenho cognitivo e transtornos de humor em adultos jovens: contribuições das esclas Weschler de Inteligência." Universidade Catolica de Pelotas, 2013. http://tede.ucpel.edu.br:8080/jspui/handle/tede/355.
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Previous issue date: 2013-12-10Objective: The aim of this study is to correlate the cognitive impairment with a severity symptoms in young adults with mood disorder, as well, to analyze the difference between the groups with diagnostic and healthy controls population- based. Methods: Cross-sectional study with young adults of 21 to 30 years old who participated from a population-base sample. The impairment cognitive were assessed using Wechsler Scale of Intelligence (WAIS-III). Depressive symptoms were assessed using the Beck Depression Inventory (BDI-II), while the manic symptoms were assessed using the Young Mania Rating Scale (YMRS). Results: The total sample consisted of 83 participants which were distributed in: 13 with bipolar disorder, 34 with depressive symptoms and 36 healthy controls. The cognitive performance was not associated with severity of mood symptoms. In this sample of young adults, it was also found cognitive impairment between subjects with bipolar disorder and major depression when compared the controls. Conclusion: The results suggest that the young adults with bipolar disorder or depression don t come up with cognitive impairment when measured at WAIS III
Objetivo: Correlacionar o desempenho cognitivo com a severidade de sintomas maníacos e depressivos em adultos jovens com transtornos de humor, bem como, verificar a diferença entre os grupos com diagnóstico e controles populacionais. Método: Estudo transversal aninhado a um estudo de base populacional com jovens de 21 a 30 anos. Para avaliação do desempenho cognitivo foi utilizado a Escala Wechsler de Inteligência para Adultos (WAIS-III). Os sintomas depressivos foram avaliados através da Beck Depression Inventory (BDI-II), enquanto os sintomas maníacos por meio da Young Mania Rating Scale (YMRS). Resultados: A amostra total contou com 83 participantes, os quais estavam distribuídos em: 13 com transtorno bipolar, 34 com sintomas depressivos e 36 controles saudáveis. O desempenho cognitivo não foi associado à severidade dos sintomas de humor. Nesta amostra de adultos jovens, também não foi encontrado prejuízo cognitivo entre os indivíduos com diagnóstico de transtorno bipolar e depressão quando comparados aos controles. Conclusão: Os achados sugerem que adultos jovens com transtorno bipolar ou depressão não apresentam comprometimento cognitivo quando mensurado pelo WAIS III
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Ortega, Duran Mireia. "Crosslinguistic influence in L2 English oral production: the effects of cognitive language learning abilities and input." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/401091.
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The study of crosslinguistic influence (CLI), a phenomenon that emerges due to the interaction of different languages in the learners’ mind, has attracted the attention of SLA researchers since the emergence of the field. It is nowadays clear that learners rely on their previously acquired languages when acquiring and when attempting communication using the target language. However, the extent to which previously acquired knowledge percolates into the language being acquired might depend on varied factors, which have been a fundamental concern in CLI research. A great amount of research in the last decades has focused on the study of the factors of language typology, recency of use, L2 status and proficiency (e.g. Ringbom, 1987, 2001, 2005; Cenoz, 1997, 2001; Williams & Hammarberg, 1998; Jarvis, 2001; De Angelis & Selinker, 2001; Hammarberg, 2001; Odlin & Jarvis, 2004; Navés et al 2005; Sánchez, 2011). Other variables, such as input and cognitive language learning abilities, which might also be relevant in the appearance of CLI, are under-researched.
The purpose of the present study is, therefore, to contribute to the discussion about the factors that promote or prevent CLI. More precisely, it aims at exploring the role that the factors cognitive language learning abilities and amount and type of input have on the appearance of both lexical and grammatical CLI by analysing 107 Catalan/Spanish learners of EFL. On the one hand, the variable cognitive language learning ability considers the learners’ WMC, attention span, language aptitude as measured by the Llama F test (Meara, 2005b), as well as their lexical access. On the other hand, the variable amount and type of input considers the learners’ length of language exposure, measured in relation to number of hours of instruction, exposure in naturalistic settings through SA programmes, and cumulative hours of contact outside the classroom. Lexical and grammatical CLI occurrences were identified from an oral task (a film retelling), and they were further classified according to their type. Following Jarvis (2009), lexical CLI occurrences were classified into lexemic and lemmatic. Moreover, three cases of grammatical CLI –i.e. null subjects, word order and use of articles- were considered in the present study.
The analysis of the data revealed that CLI can occur at advanced stages of proficiency. However, the learners’ level of proficiency is indeed an important factor to take into consideration, as it appeared to significantly influence the appearance of transferred items in the data. Regarding the effects of cognitive language learning abilities and input on the occurrence of CLI, the former did not appear to affect CLI much as compared to the latter. The analysis only showed one statistically significant correlation between language switches and the lexical access factor.
Input, on the other hand, seems to explain CLI occurrence to a greater extent, as several statistically significant correlations were obtained in the quantitative analysis of the data. From the input indexes used, the one that had a major effect was ‘time spent abroad’, since it correlated with the total amount of CLI, the amount of lexical CLI, especially the lemmatic type, language switches and transfer of word order. Additionally, instruction in a classroom setting seemed to have an influence on the amount of lexemic CLI and subcategorization CLI (the type that involves choice of the wrong complement), and cumulative hours of contact with English on the number of semantic extensions produced by the learners.
Finally, the analysis of the interaction of cognitive language learning abilities and input revealed that those learners with high WM and high input produced fewer cases of CLI than those with low WM and low input. However, no statistically significant differences were found among the other groups.L’estudi de la influència interlingüística ha atret l’atenció dels investigadors en segones llengües des de l’aparició d’aquesta área d’estudi. Els aprenents es recolzen en les llengües que han adquirit prèviament a l’hora d’aprendre i comunicar-se en la llengua meta. No obstant això, el grau en què les llengües adquirides prèviament es filtra en la llengua que s’està aprenent pot dependre de diversos factors, com la tipologia lingüística, l’ús recent de les llengües, l’estatus de la L2 i la proficiència. Altres variables, com l’input i les habilitats cognitives per l’aprenentatge de llengües han estat poc investigades. L’objectiu del present estudi és, per tant, contribuir a la discussió sobre aquests factors. Es pretén explorar el paper que les habilitats cognitives i la quantitat i tipus d’input té en l’aparició de la influència entre llengües de tipus lèxic i gramatical mitjançant l’anàlisi de 107 aprenents d’anglès com a llengua. Les ocurrències d’influència interlingüística de tipus lèxic i gramatical van ser identificades a partir d’una tasca oral. L’anàlisi de les dades ha demostrat que la influència interlingüística pot ocórrer en nivells avançats de proficiència. Pel que fa referència als efectes de les habilitats cognitives i l’input i l’aparició de la influència entre llengües, el primer no sembla afectar significativament la influència interlingüística en comparació amb el segon. L’anàlisi de les dades només va mostrar una correlació significativa entre els préstecs i el factor de l’accés lèxic. L’input, d’altra banda, sembla explicar l’aparició de la influència entre llengües en major mesura. El “temps a l’estranger” va correlacionar significativament amb la quantitat total d’ocurrències, el nombre d’ocurrències de influència lèxica, expecialment del tipus lemàtic, préstecs i transferència de l’ordre de les paraules. A més a més, la instrucció a l’aula va tenir una influència sobre la quantitat de transferència de tipus lexèmic i subcategorització (del tipus que implica l’elecció del complement erroni), i les hores de contacte amb l’anglès fora de l’aula sobre el nombre de extensions semàntiques produïdes pels alumnes. Finalment, l’anàlisi de la interacció de les habilitats cognitives en l’aprenentatge de llengües i l’input, ha demostrat que aquells aprenents amb una alta memòria operativa i més input produeixen menys casos d’influència entre llengües.
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Patterson, Marla K. (Marla Kay). "The Relationship Between Abilities and Perceived Everyday Intelligence in Older Adults." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278152/.
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This study examined the relationship between perceptions of intellectual functioning and measures of cognitive abilities, personality variables and sociodemographic information. One hundred and fifty-two older community residing adults were asked to define their perception of intelligence by completing a questionnaire that asked the extent to which a variety of tasks are: functionally important, contribute to feelings of intellectual vitality and are the object of worry or concern. They also estimated their skill at performing each task. The hypothesis that cognitive abilities would best predict perceptions of cognitive functioning was moderately supported. Personality variables, specifically anxiety, were more predictive of the meaning variables than abilities.
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O'Shea, Norah Anne Christina. "Do age and teaching method affect children's cognitive abilities? : a follow-up." Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251587.
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There is growing evidence for the efficacy of cognitive behaviour therapy (CBT) for the treatment of mental disorders in adults, but its efficacy with children has been queried due to the common assertion that children do not possess the cognitive abilities needed to engage in CBT. However, some argue that CBT must be adapted for children within a developmental framework. A study conducted by Doherr (2000) provided positive findings suggesting that children aged 5-8 years do possess cognitive abilities needed for CBT. The results also indicated that children who attended a school with innovative teaching methods demonstrated a greater degree of ability. Doherr (2000) proposed that such teaching methods might enhance children's cognitive abilities. The current research examined whether the findings from Doherr's (2000) study could be replicated in a sample of 75 children (aged 8-10 years) from two Middle Schools. The children were divided into three groups for the purpose of the present study: (1) previously received innovative teaching; (2) previously received conventional teaching and in class with children who have previously received innovative teaching; and (3) previously received conventional teaching and not in class with children who have previously received innovative teaching. Degree of ability was examined using a cognitive behaviour therapy ability (CBTA) measure (Doherr, 2000). The results indicated that those who had received innovative teaching did not maintain theenhanced ability. In addition, no significant difference of ability between ages was found. The findings were discussed with reference to their implications in terms of theoretical, clinical and educational issues. One of the main issues discussed is whether the continuation of the innovative teaching methods would maintain enhanced ability and thus perhaps serve as a protective factor in the development of childhood psychological disorders. Some further research ideas are proposed
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Van, Adel J. Michael. "Prospective Memory Abilities In Aging and Mild Cognitive Impairment/ Early Alzheimer’s Disease." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35327.
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This dissertation describes separate but related studies that explore the prospective memory abilities of older adults and individuals with Mild Cognitive Impairment/Early Alzheimer’s disease. Prospective memory (PM) refers to the type of memory utilized to execute planned actions in accordance with a specific event. PM is critical to maintaining functional independence in older adults, as it can refer to such basic acts as remembering to turn off a stove or taking one’s medication. Research suggests PM abilities decline within normal aging and to a greater extent in Mild Cognitive Impairment (MCI) and early Alzheimer’s Disease (AD). Together, the studies assessed and compared the PM abilities across healthy younger and older adults, individuals with MCI, and individuals with early AD while exploring two major theories that seek to explain PM retrieval. The preparatory attentional and memory process theory of PM (PAM) assumes that PM retrieval requires resource-demanding preparatory attentional processes, whereas the Dynamic Multiprocess theory (DMPT) assumes that retrieval can also occur spontaneously (Scullin, McDaniel, & Shelton, 2013; Smith & Bayen, 2006). Study 1 used a novel laboratory PM task in which the focality and the frequency of PM cues were manipulated to compare the PM abilities of cognitively healthy younger and older adults. The results revealed significant differences in the patterns of performance between the younger and older adults based on the focality and frequency of cues which indicated different attentional allocation strategies. Study 2 examined the impact of cognitive impairment on PM abilities by using the same paradigm to compare the performance of cognitively healthy older adults to individuals with MCI and early AD. The results again revealed significant differences in the patterns of performance which indicated that these groups may have used different strategies of attentional allocation depending on the focality and cue frequency. Taken together, the findings in Studies 1 and 2 were mixed with respect to the predictions of the DMPT and PAM. The MCI group, in particular, demonstrated a unique performance profile that suggests the neuropathophysiological changes associated with this diagnosis may lead to the reliance on different PM retrieval processes compared to healthy older adults. Finally, Study 3 explored the use of a more naturalistic and ecologically valid PM task to compare the PM performance of individuals with MCI and early AD to healthy older adults without cognitive impairment. The results showed that, after taking the learning and retrospective memory scores into account, the significant differences between groups in PM accuracy on this task can mostly be accounted for by these factors. Nevertheless, the AD group was found to display significantly lower PM accuracy with event-based cues with a weak association between cue and action compared to the older adult and MCI groups after controlling for these factors. These findings provide valuable theoretical, methodological, and clinical contributions which will be discussed.
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Vine, Heidi L. "An empirical typology of cognitive abilities in high achieving third grade students." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389692.
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The purpose of this study was to determine if distinct subgroups of high achieving children could be identified using a recently redeveloped intelligence measure—The Woodcock-Johnson Tests of Cognitive Ability, 3rd edition (WJ-III). Students were referred for further testing based on their scores on the Indiana State Test of Educational Progress (the ISTEP+). Students were included in the study if they scored at or above the 90th percentile on the ISTEP+ Cognitive Skills Index, or the reading and/or math portions. Using these criteria, 202 students were referred for further testing. These students were clustered with Ward's method of cluster analysis using their scores on the seven CHC factors of the WJ-III. Their individual scores on two other intelligence measures (the Stanford-Binet IV and the Kaufman Brief Intelligence Test), as well as other scores from the WJ-III were used to further describe the clusters that emerged. The following three subgroups were identified: (a) decidedly gifted, (b) problem solvers, and (c) slow-paced achievers. Not all subgroups obtained the gifted score ranges expected on the three measures employed. The clusters were better described as displaying a slight levels effect, in that the groups were most different from one another in terms of the overall intelligence quotient and mean CHC factor scores, with one group scoring in the superior to high average ranges, one in the high average to average ranges, and one in the average range overall. This study provided evidence for the use of intelligence measures in describing gifted individuals' specific strengths and weaknesses. It also has significant implications for the use of intelligence measures in assessing giftedness within an applied setting. This study is useful as a validation study for the three intelligence measures employed.Department of Educational Psychology
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Barcellos, Leonardo Portugal. "Cognitive reflection abilities and accounting practice: a two-way road of influences." reponame:Repositório Institucional do FGV, 2017. http://hdl.handle.net/10438/18418.
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This dissertation paper gathers three studies on the relationship between accounting practice and certified public accountants’ (CPAs) cognitive reflection abilities (CR-ability). The first chapter summarizes the three studies, presenting contextual information about how the research ideas and identification strategies relate to my doctoral studies. The study in the second chapter maps Brazilian CPAs’ CR-abilities to demographic characteristics, providing not only the foundational insights for the studies in the next chapters but also evidence that male and younger CPAs tend to present higher CR-abilities than female and older CPAs, as well as that employer firm size may determine CR-abilities of preparers and managers. The study in the third chapter applies a quasi-experimental approach to examine whether auditing practice is more likely to prevent CR-abilities decline than financial reports elaboration practice. The paper explores the unique counterfactual opportunity provided by the accounting setting to find that aging leads human beings to adapt information processing strategies towards Type 1 of reasoning in detriment of Type 2. But auditing practice may curb this trend. These findings make several contributions to psychology and accounting fields. The paper in the fourth chapter examines the influence of stable CPAs’ individual characteristics, i.e., CR-ability and professional experience in pressured firms, on the professional judgments behind the recognition of assets and cash flows arising from audiovisual content (AV-content). The findings suggest that CR-ability drives differential AV-content assets and cash flows classification at recognition and, ultimately, incomparable financial statements, but professional experience in pressured firms is likely to refrain such differences in the case of assets. Finally, I present my concluding remarks in the fifth chapter.
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Welsh, Matthew Brian. "Of mice and men : the structure and bases of murine cognitive abilities." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phw463.pdf.
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Bibliography: leaves 263-278. This research investigated the existence of individual differences in cognitive abilities in mice. Arguments have been put forward regarding the likely bases of such differences.
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Kniele, Kathryn Kloss Jacqueline D. "Emotional expressivity and working memory capacity /." Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/399.
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Reilly, David. "Sex Differences in Cognitive Abilities and Educational Outcomes: Examining the Contribution of Sex-Role Identification." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/386315.
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Sex differences in cognitive ability have been documented in psychological
research for over a century, and the research area has seen considerable changes in
theoretical perspectives and methodology. While males and females do not differ in
general intelligence, an extensive body of literature documents sex differences in more
specific cognitive tasks (for reviews see Halpern, 2000; Kimura, 2000; Maccoby &
Jacklin, 1974). Males on average perform at a higher level on tasks that rely on visualspatial
ability, and this has been linked to later gender gaps in quantitative abilities such
as mathematics and science and to the underrepresentation of women in science,
technology, engineering and mathematics (STEM)-related fields. Females as a group do
better at tasks involving verbal and language abilities which have been linked to wide
gender gaps in reading and writing, as well as the underrepresentation of men in postsecondary
education. Some researchers have argued that sex differences in cognitive
ability are declining in response to social changes in the roles and status of women, but
methodological limitations and use of convenience samples have limited previous
enquiries seeking to test that hypothesis.
The aim of this course of research was twofold. Firstly, using the statistical
technique of meta-analysis to examine the evidence for sex differences in visual-spatial,
verbal and quantitative abilities, and - given the passage of time - whether they were
declining in response to changes in the roles of men and women in society. This was
addressed through a series of studies that examined: i) nationally representative samples
of student testing data from the National Assessment of Educational Progress (NAEP)
in the United States, ii) cross-cultural samples of student testing data from the
Programme for International Student Assessment (PISA). Secondly, to determine the
contribution of sex-typed personality traits and behaviours (collectively referred to as
sex-role identity) to the development of individual differences in visual-spatial and
verbal ability.
This goal was addressed through a sequence of three experimental studies.
Empirical study 1 sought to provide the most comprehensive assessment of the sex-role
mediation hypothesis conducted to-date, by examining performance across a range of
visual-spatial and verbal ability tasks. Subjects high in masculinity performed better on
visual-spatial tasks, while subjects high in femininity performed better on verbal
SEX AND SEX-ROLE DIFFERENCES IN COGNITIVE ABILITIES iii
language tasks. Mediation analysis showed that sex-role identification acted as a
mediator of the sex difference in cognitive tasks.
Having found evidence for sex-role differences, Empirical Study 2 sought to
test whether the observed sex-role differences reflected latent ability, or alternately the
role of stereotype threat and task labelling on performance. The way in which a person
appraises the testing situation (and the types of skills a task may require) can work hand
in hand with sex-role conformity pressures to increase or to decrease task performance.
Finally, Empirical Study 3 sought to address a limitation in the existing
theoretical models for sex differences in cognitive ability, namely that males and
females show different patterns of self-estimation of intellectual ability (termed the
male-hubris female-humility problem). Study 3 examined the contribution of sex-role
identity to self-estimated intelligence, as well as the accuracy of personal judgements of
ability by administering the Cattel’s Culture Fair Test of Intelligence. Results showed
that the degree of masculine identification predicted self-estimated intelligence scores.
A large body of research has shown that self-appraisal of intellectual abilities and selfefficacy
beliefs guide the selection of coursework in secondary and tertiary education
and form an important component of career decision-making. This may explain to some
degree gender-specific differences in certain fields of STEM.
Collectively, the results of these studies are used to refine existing
psychobiosocial models of sex differences in cognitive abilities, to explain both the
differences between males and females but also within-sex variability. It suggests
masculine and feminine sex-role identification is an important individual differences
factor to consider, and that these shape intellectual self-image and self-efficacy beliefs.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
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Ribeiro, Telma Maria [UNESP]. "Estudo longitudinal da capacidade intelectual de crianças contaminadas por chumbo." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/97453.
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O chumbo, utilizado em larga escala em processos industriais, é um dos principais poluentes ambientais do planeta. Os efeitos de sua exposição vem ser tornando problema de saúde pública, com descobertas sobre danos cognitivos em níveis de contaminação cada vez mais baixos. Em Bauru, em 2002, uma fábrica de baterias automotivas provocou um acidente ambiental em que foram contaminadas 314 crianças de zero a 12 anos de idade, o que uniu profissionais de diversos segmentos para diagnósticos e tratamentos multiprofissionais específicos. O setor de psicologia da Universidade Estadual Paulista (UNESP) formou um grupo de pesquisa, cujo projeto inicial denominado Atendimento emergencial à crianças de zero a 12 anos de idade contaminadas por chumbo, vem gerando sub-projetos e pesquisas, dentre as quais a presente. Trata-se de um estudo longitudinal, que compara quantitativa, qualitativa e estatisticamente, resultados de avaliação intelectual de crianças contaminadas por chumbo, com plumbemia entre 15.40'mü'g/dl e 30'mü'g/dl na avaliação e entre 10.30'mü'g/dl a 21.90'mü'g/dl, na reavaliação. O instrumento utilizado foi o WISC-III, adaptado e padronizado para a população brasileira. Foram reavaliados 10 participantes de ambos os sexos, com idades entre 7a 5 m a 9a 9m na avaliação e 11a 8m a 13a 8m na reavaliação; com escolaridade entre 1ª e 3ª série na avaliação e 5ª e 7ª série na reavaliação, cujo critério de seleção era ter sido avaliado...
Lead, which is broadly used in industrial processes, is one of the main environmental pollutants of the planet. The effects of being exposed to lead, is becoming a public health problem, considering that it was found some cognitive damage even in levels of contamination relatively low. In Bauru, in 2002, an automotive battery plant caused an environmental accident in which 314 children, from 0 to 12 years of age were contaminated. This fact reunited professionals of several areas for specific treatment. The psychology department of São Paulo State University (UNESP), formed a research team denominted Emergy attendance for children from 0 to 12 years, contaminated by lead, which has been arising sub-projects and researches, including the present one. This is a longitudinal study, which compares quantitative, qualitative and statistical outcomes of the intellectual assessment of Bpb children, ranging from 15.40'mü'g/dl and 30'mü'g/dl on the evaluation and ranging from 10.30'mü'g/dl to 21.90'mü'g/dl on the reevaluation. The instrument applied was WISC-III, which was adapted and standardized for the Brazilian people. Ten subjects from both sexes were evaluated; their ages ranged from 7 years and 5 months to 9 years and 9 months; when they were revaluated their ages ranged from 11 years and months to 13 years and 8 months. During the evaluation period these children were attending from first to third grades and on the reevaluation they were attending from 5th to 7th grades, in which the selection criteria was the assessment applying WISC - III in 2002 remaining with... (Complete abstract click electronic access below)
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O'Brien, Dina Paige Ragow. "The Interface of Personality Processes and Cognitive Abilities: A Comparative Study of Elderly and Young Adults." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2554/.
Full textAbstract:
Although research has shown that the complex constructs of intelligence and personality are necessarily intertwined, studies exploring this issue in elderly individuals are rare. The importance attached to this interface in older adults becomes particularly clear in light of the debate over the cause and extent of age-related decrements in cognitive performance as well as whether such losses can be ameliorated or not, especially given societal shifts toward increased life expectancies. The present study explored the basis for shifts in personality-ability relationships in adulthood by comparing two samples of older adults, one of which was assessed in 1975 (N = 102, M age = 68.4), and the second of which was assessed in 1995 (N = 100, M age = 72.0), and a sample of younger adults (N = 100, M age = 21.8), also assessed in 1995. Each participant was administered the Holtzman Inkblot Technique and the Gf-Gc Sampler, a measure of crystallized (Gc) and fluid (Gf) abilities. LISREL analyses of both age-related and historical shifts in personality-ability relationships suggested that not only were such shifts associated with cohort differences as reflected in factor loading (lambda) differences between the older samples and the younger sample, as well as between each of the older samples, but also that such connections were weaker among younger adults. These findings are important in revealing that sociocultural shifts in opportunities for continued cognitive growth influence the impact of noncognitive (personality) factors on intellectual functioning in later life. Limitations of the current study, implications of the results, and suggestions for future research are discussed.
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Norris, Jade Eloise. "Numerical cognition in ageing : investigating the impact of cognitive ageing on foundational non-symbolic and symbolic numerical abilities." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:13762.
Full textAbstract:
Healthy ageing is associated with a gradual decline in several cognitive functions, including processing speed, inhibitory control, memory, executive functions, and problem solving. However, the trajectory of ability in numerical cognition in older age remains unclear. Some research investigating exact skills such as arithmetical problem solving have found declined numerical abilities in older age due to reduced access to effective strategies. However, other research has indicated stable or even enhanced mathematical and arithmetical abilities in older age. Furthermore, limited research is available on the impact of ageing on foundational numerical abilities. The effect of cognitive ageing on such foundational abilities poses an interesting question due to the innate, evolutionary nature of foundational numerical skills. It is possible that such automatic, innate and primitive abilities may be spared in ageing, alongside emotional processing, autobiographical memory, and vocabulary and verbal skills. Available studies investigating basic numerical abilities in ageing present contradictory results and methodological variation. Furthermore, although a limited number of studies have investigated foundational non-symbolic abilities in ageing, the effect of older age on foundational symbolic abilities is yet to be directly tested. The thesis therefore explicitly investigated the impact of healthy ageing on foundational non-symbolic and symbolic numerical processing with a series of experiments. Chapter 2 presents the first study to use classic numerosity discrimination paradigms to compare the non-symbolic and symbolic foundational numerical skills of a group of younger and older adults. Chapter 3 served to further investigate enhanced symbolic numerical abilities in older age found in chapter 2 using a number priming paradigm. The impact of life experience using numbers on foundational numerical skills in older age was studied in chapter 4, whereby older adults with a degree in mathematics were compared with those without explicit further mathematical education. The final two experimental chapters of the thesis examine the reliable measurement of the Approximate Number System in ageing, considering the impact of inhibitory control and mathematical achievement on acuity. Chapter 5 compares non-symbolic acuity in younger and older adults when using either spatially separated or intermixed non-symbolic dot displays. Finally, chapter 6 directly studies the impact of perceptual variables on ANS acuity in ageing, specifically focusing on total cumulative area, dot size, and convex hull (perimeter) congruency. The series of experiments presented in the thesis indicate that foundational numerical abilities are preserved in healthy ageing. Specifically, non-symbolic numerical abilities remain stable in older age, whereas foundational symbolic abilities are enhanced, possibly due to lifetime exposure to and experience with symbolic numbers. Furthermore, the thesis demonstrates the importance of task design in measuring non-symbolic numerical abilities in ageing, identifying methodological aspects which may lead to poorer acuity in older adults as a result of decline in other cognitive functions (e.g. inhibitory control). The thesis therefore contributes to the literature regarding numerical cognition in ageing, with foundational numerical abilities found to be preserved in healthy ageing. Preservation of such abilities in healthy ageing poses implications for pathological ageing, in that declined foundational numerical skills may serve to indicate pathological processes.