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Journal articles on the topic 'Cognitive abilities'

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Published: 4 June 2021
Last updated: 23 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Genova, Helen M., and Skye McDonald. "Social Cognition in Individuals with Progressive Multiple Sclerosis: A Pilot Study Using TASIT-S." Journal of the International Neuropsychological Society 26, no. 5 (January 17, 2020): 539–44. http://dx.doi.org/10.1017/s1355617719001371.

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AbstractObjective:Individuals with multiple sclerosis (MS) can have difficulty on tasks requiring social cognition, including Theory of Mind (ToM) and facial affect recognition. However, most research on social cognition in MS has focused on Relapsing–Remitting MS; less is known about deficits in individuals with progressive MS. This pilot study examined the social cognitive abilities of individuals with progressive MS on a dynamic social cognition task: The Awareness of Social Inference Test – Short Form (TASIT-S).Methods:Fifteen individuals with progressive MS and 17 healthy controls performed TASIT-S, which includes 3 subtests assessing facial affect recognition and ToM.Results:The MS group was impaired on all subtests of TASIT-S, including Emotion Evaluation, Social Inference – Minimal, and Social Inference – Enriched, which examine facial affect recognition and ToM. Deficits on TASIT-S were significantly correlated with several cognitive abilities including working memory, learning memory, and verbal IQ.Conclusions:Our findings suggest individuals with progressive MS were impaired across multiple social cognition domains as assessed by the TASIT-S. Furthermore, social cognitive abilities were related to cognitive abilities such as visuospatial memory and executive abilities. Results are discussed in terms of social cognition deficits in MS and how they relate to cognitive abilities.
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12

Matlin, Margaret W., and Diane F. Halpern. "Sex Differences in Cognitive Abilities." American Journal of Psychology 101, no. 3 (1988): 451. http://dx.doi.org/10.2307/1423092.

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13

Krumm, Stefan, Lothar Schmidt-Atzert, and Anastasiya A. Lipnevich. "Specific Cognitive Abilities at Work." Journal of Personnel Psychology 13, no. 3 (January 2014): 117–22. http://dx.doi.org/10.1027/1866-5888/a000117.

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Recent findings suggest that the role of specific cognitive abilities in predicting work-related criteria may be critical and may add to the widely demonstrated importance of general mental ability. To summarize and organize these findings, the current paper puts forward two perspectives on the role of specific cognitive abilities in predicting work-related outcomes. Similarities and discrepancies of these perspectives are outlined together with suggestions for boundary conditions of the dominance of general versus specific cognitive abilities. Finally, avenues for future research within and across the two perspectives are discussed.
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14

Salahodjaev, Raufhon, and Oybek Yuldashev. "Cognitive abilities and air pollution." Business and Economic Horizons 12, no. 4 (2016): 178–85. http://dx.doi.org/10.15208/beh.2016.14.

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15

Span, Pieter. "Identifying Cognitive Abilities: A Viewpoint." Gifted International 4, no. 1 (January 1986): 32–36. http://dx.doi.org/10.1080/15332276.1986.11672704.

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16

Davis, Sara N. "Sex Differences in Cognitive Abilities." Psychology of Women Quarterly 16, no. 4 (December 1992): 541–42. http://dx.doi.org/10.1177/036168439201600403.

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17

Beebe, R. Scott. "Book Review: Cognitive Abilities Scale." Journal of Psychoeducational Assessment 11, no. 3 (September 1993): 287–91. http://dx.doi.org/10.1177/073428299301100311.

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18

Wilson, R. S., E. Segawa, L. P. Hizel, P. A. Boyle, and D. A. Bennett. "Terminal dedifferentiation of cognitive abilities." Neurology 78, no. 15 (April 4, 2012): 1116–22. http://dx.doi.org/10.1212/wnl.0b013e31824f7ff2.

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19

Buehner, Markus, Stefan Krumm, Matthias Ziegler, and Tonja Pluecken. "Cognitive Abilities and Their Interplay." Journal of Individual Differences 27, no. 2 (January 2006): 57–72. http://dx.doi.org/10.1027/1614-0001.27.2.57.

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The aim of this study was to confirm that coordination and storage in the context of processing are significant predictors of reasoning even if crystallized intelligence is controlled for. It was also expected that sustained attention and coordination would be highly correlated. Therefore, 20 working memory tests, 2 attention tests, and 18 intelligence subtests were administered to 121 students. We were able to replicate results indicating that storage in the context of processing and coordination are significant predictors of reasoning. Controlling for crystallized intelligence did not decrease the common variance between working memory and reasoning. The study also revealed that the factors coordination and sustained attention were highly correlated. Finally, a model is presented with the latent variables speed and g, which can explain almost all of the common variance of the applied aggregates. A detailed discussion of the results supports the view that working memory and intelligence share about 70% of the common variance.
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20

Plomin, Robert. "Genetic influence and cognitive abilities." Behavioral and Brain Sciences 21, no. 3 (June 1998): 420–21. http://dx.doi.org/10.1017/s0140525x98381236.

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Much has been learned about genetic influence on cognitive abilities that might be helpful in thinking about genetic influence on other abilities such as art and sports, which have not yet been investigated using genetic research strategies. Some new findings on cognitive abilities go beyond merely demonstrating genetic influence. Misinterpretations of the meaning of genetic influence are discussed.
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21

Schellenberg, Glenn. "Musical ability and cognitive abilities." Journal of the Acoustical Society of America 126, no. 4 (2009): 2278. http://dx.doi.org/10.1121/1.3249333.

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22

Miezah, Daniel, Melanie Porter, Jennifer Batchelor, Kelsie Boulton, and Gabrielle Campos Veloso. "Cognitive abilities in Williams syndrome." Research in Developmental Disabilities 104 (September 2020): 103701. http://dx.doi.org/10.1016/j.ridd.2020.103701.

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23

Gross, Michael. "Could plants have cognitive abilities?" Current Biology 26, no. 5 (March 2016): R181—R184. http://dx.doi.org/10.1016/j.cub.2016.02.044.

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24

Plomin, Robert, and Claire M. A. Haworth. "Genetics of High Cognitive Abilities." Behavior Genetics 39, no. 4 (May 9, 2009): 347–49. http://dx.doi.org/10.1007/s10519-009-9277-9.

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25

Christelis, Dimitris, Tullio Jappelli, and Mario Padula. "Cognitive abilities and portfolio choice." European Economic Review 54, no. 1 (January 2010): 18–38. http://dx.doi.org/10.1016/j.euroecorev.2009.04.001.

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26

Oechssler, Jörg, Andreas Roider, and Patrick W. Schmitz. "Cognitive abilities and behavioral biases." Journal of Economic Behavior & Organization 72, no. 1 (October 2009): 147–52. http://dx.doi.org/10.1016/j.jebo.2009.04.018.

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27

Ballinger, T. Parker, Eric Hudson, Leonie Karkoviata, and Nathaniel T. Wilcox. "Saving behavior and cognitive abilities." Experimental Economics 14, no. 3 (February 20, 2011): 349–74. http://dx.doi.org/10.1007/s10683-010-9271-3.

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28

Brañas-Garza, Pablo, and John Smith. "Cognitive abilities and economic behavior." Journal of Behavioral and Experimental Economics 64 (October 2016): 1–4. http://dx.doi.org/10.1016/j.socec.2016.06.005.

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29

Elbert, T., W. Lutzenberger, and N. Birbaumer. "Brain chaos and cognitive abilities." Electroencephalography and Clinical Neurophysiology 87, no. 2 (August 1993): S42. http://dx.doi.org/10.1016/0013-4694(93)91020-2.

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30

Guérin, Fanny, Bernadette Ska, and Sylvie Belleville. "Cognitive Processing of Drawing Abilities." Brain and Cognition 40, no. 3 (August 1999): 464–78. http://dx.doi.org/10.1006/brcg.1999.1079.

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31

Mazzonna, Fabrizio, and Franco Peracchi. "Ageing, cognitive abilities and retirement." European Economic Review 56, no. 4 (May 2012): 691–710. http://dx.doi.org/10.1016/j.euroecorev.2012.03.004.

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32

Carroll, John B. "Cognitive abilities, factors, and processes." Intelligence 12, no. 2 (April 1988): 101–9. http://dx.doi.org/10.1016/0160-2896(88)90010-4.

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33

Ashton, Geoffrey C. "Blood polymorphisms and cognitive abilities." Behavior Genetics 16, no. 5 (September 1986): 517–29. http://dx.doi.org/10.1007/bf01066338.

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34

Tuttle, Gordon E., and Richard C. Pillard. "Sexual orientation and cognitive abilities." Archives of Sexual Behavior 20, no. 3 (June 1991): 307–18. http://dx.doi.org/10.1007/bf01541849.

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35

Wilson, Glenn. "Sex differences in cognitive abilities." Personality and Individual Differences 9, no. 2 (1988): 445–46. http://dx.doi.org/10.1016/0191-8869(88)90116-x.

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36

Viezel, Kathleen D., Benjamin D. Freer, Ari Lowell, and Jenean A. Castillo. "COGNITIVE ABILITIES OF MALTREATED CHILDREN." Psychology in the Schools 52, no. 1 (November 13, 2014): 92–106. http://dx.doi.org/10.1002/pits.21809.

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37

Donohoe, G., I. J. Deary, D. C. Glahn, A. K. Malhotra, and K. E. Burdick. "Neurocognitive phenomics: examining the genetic basis of cognitive abilities." Psychological Medicine 43, no. 10 (November 30, 2012): 2027–36. http://dx.doi.org/10.1017/s0033291712002656.

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Cognitive deficits are core to the disability associated with many psychiatric disorders. Both variation in cognition and psychiatric risk show substantial heritability, with overlapping genetic variants contributing to both. Unsurprisingly, therefore, these fields have been mutually beneficial: just as cognitive studies of psychiatric risk variants may identify genes involved in cognition, so too can genome-wide studies based on cognitive phenotypes lead to genes relevant to psychiatric aetiology. The purpose of this review is to consider the main issues involved in the phenotypic characterization of cognition, and to describe the challenges associated with the transition to genome-wide approaches. We conclude by describing the approaches currently being taken by the international consortia involving many investigators in the field internationally (e.g. Cognitive Genomics Consortium; COGENT) to overcome these challenges.
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38

Gong, Xiaodong, and Rong Zhu. "Cognitive abilities, non-cognitive skills, and gambling behaviors." Journal of Economic Behavior & Organization 165 (September 2019): 51–69. http://dx.doi.org/10.1016/j.jebo.2019.06.016.

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39

Otero, Inmaculada, Jesús F. Salgado, and Silvia Moscoso. "Cognitive reflection, cognitive intelligence, and cognitive abilities: A meta-analysis." Intelligence 90 (January 2022): 101614. http://dx.doi.org/10.1016/j.intell.2021.101614.

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40

Pepperberg, Irene M. "Cognitive and Communicative Abilities of Grey Parrots." Current Directions in Psychological Science 11, no. 3 (June 2002): 83–87. http://dx.doi.org/10.1111/1467-8721.00174.

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Grey parrots ( Psittacus erithacus) solve various cognitive tasks and acquire and use English speech in ways that often resemble those of very young children. Given that the psittacine brain is organized very differently from that of mammals, these results have intriguing implications for the study and evolution of vocal learning, communication, and cognition.
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41

Czeschlik, Tatiana. "Animal cognition - the phylogeny and ontogeny of cognitive abilities." Animal Cognition 1, no. 1 (July 10, 1998): 1–2. http://dx.doi.org/10.1007/s100710050001.

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42

Macnamara, Brooke N., Adam B. Moore, Judy A. Kegl, and Andrew R. A. Conway. "Domain-general cognitive abilities and simultaneous interpreting skill." Aptitude for Interpreting 13, no. 1 (April 11, 2011): 121–42. http://dx.doi.org/10.1075/intp.13.1.08mac.

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This exploratory study examined domain-general cognitive abilities that may serve as aptitudes for interpreting skill by comparing highly skilled sign language interpreters (those considered competent in most interpreting situations) and less skilled sign language interpreters (those considered less than competent in most interpreting situations) on various measures. Specifically, the current study examined the feasibility of predicting interpreter skill level based only on a variety of cognitive abilities and personality traits. We collected data on several cognitive measures, including processing speed, psychomotor speed, cognitive control and task switching ability, fluid intelligence, working memory capacity, and mental flexibility, as well as several personality measures, including risk-taking orientation and emotion-cognition integration style, and intrinsic motivation to engage in complex cognitive tasks. Significant differences emerged between the two groups on both cognitive and personality measures suggesting that a combination of stable domain-general cognitive abilities and personality traits may be responsible for differentiating highly skilled from less skilled interpreters and may therefore be predictive of individuals’ future interpreting effectiveness and skill level.
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43

Millar, Alan. "What is it that Cognitive Abilities are Abilities to Do?" Acta Analytica 24, no. 4 (October 20, 2009): 223–36. http://dx.doi.org/10.1007/s12136-009-0062-4.

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44

Willis, Sherry, and George Rebok. "OVERVIEW OF THE ACTIVE STUDY AT 20 YEARS." Innovation in Aging 3, Supplement_1 (November 2019): S432. http://dx.doi.org/10.1093/geroni/igz038.1616.

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Abstract ACTIVE (1998-2019), the largest NIA-funded clinical trial of cognitively normal elderly, was designed to test if cognitive intervention maintains functional independence in older adults (N = 2,802, aged 65-94) by improving basic mental abilities. In this paper we overview major aims of ACTIVE to investigate 1) effectiveness and durability (through 1,2,3,5, and 10 years of follow-up) of three cognitive interventions (memory, reasoning, processing speed) in improving basic measures of cognition; 2) if training in specific cognitive abilities improves or maintains cognitively demanding daily living skills (e.g., medication use, driving); and 3) impact of intervention on everyday mobility, health-related quality of life, and health service utilization. We also review aims of a recent NIA-funded 20-year follow-up of ACTIVE to examine whether improved cognition and daily function results in long-term reduction in dementia risk, years of disability, health care utilization and costs, and increased active years of life in advanced old age.
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45

Utoomprurkporn, Nattawan, Joshua Stott, Sergi Gonzalez Costafreda, and Doris Eva Bamiou. "Lack of Association between Audiogram and Hearing Disability Measures in Mild Cognitive Impairment and Dementia: What Audiogram Does Not Tell You." Healthcare 9, no. 6 (June 20, 2021): 769. http://dx.doi.org/10.3390/healthcare9060769.

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(1) Introduction: The validity of self-reported hearing disability measures has been assessed using their correlation with the pure-tone average (PTA) hearing loss for non-cognitively impaired adults. However, for people with cognitive impairment, factors in addition to the PTA can play a role in their self-reported difficulties. Patients with cognitive impairment may experience more hearing difficulties due to their brain processing sounds abnormally, irrespective of PTA. (2) Methods: Three groups of hearing aid users who had normal cognition, mild cognitive impairment and dementia were recruited. Self-reported hearing abilities were assessed with the modified Amsterdam inventory for auditory disability (mAIAD) and the speech, spatial and qualities of hearing scale (SSQ). (3) Results: The SSQ and mAIAD scores were highly correlated with each other for all three groups. However, a correlation with objective PTA was found in the normal cognition but not the cognitively impaired groups. Self-reported hearing scores were associated with cognitive scores for the dementia group (4) Discussion: In people with combined cognitive and hearing impairment, PTA alone may be a poor predictor of hearing abilities. Subjective hearing questionnaires together with hearing tests may provide a better understanding of their hearing difficulties.
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46

Rosselli, M. "Neuropsychology of Illiteracy." Behavioural Neurology 6, no. 2 (1993): 107–12. http://dx.doi.org/10.1155/1993/714540.

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It is proposed that analysis of illiteracy can not only discern the influence of schooling background on neuropsychological test performance, but also contributes to obtaining a better understanding about the cerebral organization of cognitive activity. Brain organization of cognition, and cognitive sequelae of brain pathology in illiterates are reviewed. It is concluded that: (1) cognitive abilities, as measured by standard neuropsychological tests, are significantly influenced by schooling background; and (2) educational and cultural variables may affect the degree (albeit, not the direction) of hemispheric dominance for language, and other cognitive abilities. A more bilateral representation of cognitive abilities in illiterates is hypothesized.
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47

S. Rodriguez (Then), Francisca. "Cognitive Reserve: Cognitive Abilities that Shield Against Dementia Symptomatology." OBM Geriatrics 2, no. 4 (October 31, 2018): 1. http://dx.doi.org/10.21926/obm.geriatr.1804017.

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48

Okonkwo, Ozioma C., Virginia G. Wadley, H. Randall Griffith, Karlene Ball, and Daniel C. Marson. "Cognitive Correlates of Financial Abilities in Mild Cognitive Impairment." Journal of the American Geriatrics Society 54, no. 11 (November 2006): 1745–50. http://dx.doi.org/10.1111/j.1532-5415.2006.00916.x.

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49

Wascher, Claudia A. F., Ipek G. Kulahci, Ellis J. G. Langley, and Rachael C. Shaw. "How does cognition shape social relationships?" Philosophical Transactions of the Royal Society B: Biological Sciences 373, no. 1756 (August 13, 2018): 20170293. http://dx.doi.org/10.1098/rstb.2017.0293.

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The requirements of living in social groups, and forming and maintaining social relationships are hypothesized to be one of the major drivers behind the evolution of cognitive abilities. Most empirical studies investigating the relationships between sociality and cognition compare cognitive performance between species living in systems that differ in social complexity. In this review, we ask whether and how individuals benefit from cognitive skills in their social interactions. Cognitive abilities, such as perception, attention, learning, memory, and inhibitory control, aid in forming and maintaining social relationships. We investigate whether there is evidence that individual variation in these abilities influences individual variation in social relationships. We then consider the evolutionary consequences of the interaction between sociality and cognitive ability to address whether bi-directional relationships exist between the two, such that cognition can both shape and be shaped by social interactions and the social environment. In doing so, we suggest that social network analysis is emerging as a powerful tool that can be used to test for directional causal relationships between sociality and cognition. Overall, our review highlights the importance of investigating individual variation in cognition to understand how it shapes the patterns of social relationships. This article is part of the theme issue ‘Causes and consequences of individual differences in cognitive abilities’.
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Sholihah, Dewi Fitriyatus, Bachtiar Syaiful Bachri, and Miftakhul Jannah. "Capilarization Game Foster Childrens’s Cognitive and Language Abilities." IJORER : International Journal of Recent Educational Research 3, no. 2 (March 31, 2022): 182–91. http://dx.doi.org/10.46245/ijorer.v3i2.205.

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Abstract:
The purpose of the study was to analyze effect of capillary games foster children’s cognitive and language abilities. The research was conducted using a quasi-experimental design with a quantitative approach. The experimental design used was a nonequivalent control group design. The research study was situated in an Indonesian early childhood education institution with a total of 30 children in the experimental group and 30 children in the control group. The data analysis technique in this study uses parametric statistics independent t test. The results showed that (1) there was an effect of capillary game foster children’s cognitiveve abilities, statistically the value of t = -4.382 with a significant level of p = 0.000 less than 5%; (2) there is an effect of the capillary game on childrens’s language abilities, statistically the value of t = -4.617 with a significant level of 0.000 less than 5%. Based on the results of the research and discussion, it can be concluded that cappilarry games foster childrens’s cognitive and language abilities in an Indonesian early childhood education institution.Through from cappilarry games makes the childrens was recognice many color so the cognitive abilities can be foster. Another ability, cappilarry games make the childrens fluent to be telling stories so the language abilities can be foster. The practical implication in this research is that capillary games can be the foster children’s cognitive and language abilities.
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