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Journal articles on the topic 'Cognitive development'

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Author: Grafiati

Published: 4 June 2021

Last updated: 22 June 2024

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1

Fattoxovna, Djalolova Dilafruz, and Azimova Madina Narzullayevna. "Techniques Of Cognitive Development And Competence." American Journal of Applied sciences 02, no. 10 (October 31, 2020): 133–37. http://dx.doi.org/10.37547/tajas/volume02issue10-19.

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The article describes the techniques of cognitive development and competence. The students with weak accomplishments are at the lowest level of these relationships, the level characterized by a lack of relation to knowledge. The cognitive technique can be labeled in different ways, but the most important thing is to define its goal, so that it is clear to the participants, so that it brings advice /instructions/ for implementation, so that it is open to modification and transformation. It must direct the study process towards thinking, towards the stages of comprehension, towards the conditionality of the relation "memorization–competence."

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2

Bickhard, Mark H. "On the Cognition in Cognitive Development." Developmental Review 19, no. 3 (September 1999): 369–88. http://dx.doi.org/10.1006/drev.1999.0489.

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3

Arp, Lori, Beth S. Woodard, and Rebecca Jackson. "Cognitive Development." Reference & User Services Quarterly 46, no. 4 (June 1, 2007): 28–32. http://dx.doi.org/10.5860/rusq.46n4.28.

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4

Sawyers, Janet K., and J. H. Flavell. "Cognitive Development." Family Relations 35, no. 4 (October 1986): 608. http://dx.doi.org/10.2307/584549.

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Stanga, Jane L. "Cognitive Development." Pediatric Physical Therapy 8, no. 1 (1996): 47???48. http://dx.doi.org/10.1097/00001577-199600810-00022.

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Stanga, Jane L. "Cognitive Development." Pediatric Physical Therapy 8, no. 3 (1996): 141. http://dx.doi.org/10.1097/00001577-199600830-00015.

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7

Stanga, Jane L. "Cognitive Development." Pediatric Physical Therapy 9, no. 4 (1997): 212. http://dx.doi.org/10.1097/00001577-199700940-00061.

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8

Constable, Robert T. "Cognitive Development." Children & Schools 11, no. 2 (1989): 75–76. http://dx.doi.org/10.1093/cs/11.2.75.

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9

Ippolito, Karen O. "Cognitive Development." Nursing Education Perspectives 40, no. 4 (2019): 236–37. http://dx.doi.org/10.1097/01.nep.0000000000000407.

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10

Crotty, Jennifer E., Susanne P. Martin-Herz, and Rebecca J. Scharf. "Cognitive Development." Pediatrics In Review 44, no. 2 (February 1, 2023): 58–67. http://dx.doi.org/10.1542/pir.2021-005069.

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Cognitive development in children begins with brain development. Early life exposures may both positively and negatively influence cognitive development in children. Infants, toddlers, and children learn best in secure, nurturing environments and when attachment to a consistent caregiver is present. Pediatricians can screen for both social determinants of health and developmental milestones at office visits to address barriers to care and promote positive cognitive and learning outcomes. Pediatricians may model developmental stimulation during office visits to talk with an infant/child, asking questions of a child, singing and pointing to pictures in books, and modeling responsive listening. Pediatricians may support caregivers to talk with their children, read to their children, and avoid/reduce screen time. Pediatricians can help point caregivers to resources for parent training, Head Start, and quality preschool programs. School readiness has both pre-academic and socioemotional components and can have long-term effects on a child’s school success, health, and quality of life. School readiness depends on both the child and the caregiver being ready for school, taking into account caregiver and child health and mental health and child cognitive development.

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11

Leahy, Robert L. "Cognitive Development and Cognitive Therapy." Journal of Cognitive Psychotherapy 9, no. 3 (January 1995): 173–84. http://dx.doi.org/10.1891/0889-8391.9.3.173.

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Beck’s cognitive theory of psychopathology is integrated with Piaget’s and Bowlby’s structural cognitive-developmental theories. Automatic thought distortions, maladaptive assumptions, and early maladaptive schemas are formed at the preoperational level of intelligence and are marked by structural limitations of moral realism, imminent justice, dichotomous and intuitive thinking, and magical causality. The specific negative content of self-other schemas is based on early object representations reflecting pathology in the attachment process. Personality disorders are described as the persistence of preoperational structure and early object representations which are submitted to compensation and avoidance through maladaptive life-scripts. A case formulation based on this model is described.

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12

Deng, Zhijian. "Development of Cognitive enhancement methods." Highlights in Science, Engineering and Technology 44 (April 13, 2023): 8–13. http://dx.doi.org/10.54097/hset.v44i.7160.

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Cognition ability represents a group of cognitive processes, which involves a lot of human’s basic cognitive functions, including executive attention, episodic memory, prospective memory, uncertainty monitoring and metacognition, and self-control and delay of gratification, playing an essential role in human’s fundamental life. Mainstream cognition enhancing technologies are task based method, drug based method and brain computer interface based method, whose general principles are directly training relative functions, rebuilding nerve interactions in cell or molecular level and giving signals stimulating neurons respectively. In This essay, after introducing these three cognitive enhancement methods and analyzing the advantages and disadvantages of each of them, some advises and expectations are given.

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13

Alikhodjayeva, Gulbakhor S. "DEVELOPMENT OF COGNITIVE ABILITIES OF PRESCHOOL CHILDREN." International Journal of Pedagogics 03, no. 02 (February 1, 2023): 98–104. http://dx.doi.org/10.37547/ijp/volume03issue01-17.

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Pedagogical technology and knowledge, experience and interactive methods of pedagogical skills ensure that children have knowledge and mature skills. It is no exaggeration to say that the head of our state, first of all, needs to train potential new generation personnel, and for this, one new type of school will be established in each region of the country.

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14

Hertzog, Christopher, Arthur F. Kramer, Robert S. Wilson, and Ulman Lindenberger. "Enrichment Effects on Adult Cognitive Development." Psychological Science in the Public Interest 9, no. 1 (October 2008): 1–65. http://dx.doi.org/10.1111/j.1539-6053.2009.01034.x.

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In this monograph, we ask whether various kinds of intellectual, physical, and social activities produce cognitive enrichment effects—that is, whether they improve cognitive performance at different points of the adult life span, with a particular emphasis on old age. We begin with a theoretical framework that emphasizes the potential of behavior to influence levels of cognitive functioning. According to this framework, the undeniable presence of age-related decline in cognition does not invalidate the view that behavior can enhance cognitive functioning. Instead, the course of normal aging shapes a zone of possible functioning, which reflects person-specific endowments and age-related constraints. Individuals influence whether they function in the higher or lower ranges of this zone by engaging in or refraining from beneficial intellectual, physical, and social activities. From this point of view, the potential for positive change, or plasticity, is maintained in adult cognition. It is an argument that is supported by newer research in neuroscience showing neural plasticity in various aspects of central nervous system functioning, neurochemistry, and architecture. This view of human potential contrasts with static conceptions of cognition in old age, according to which decline in abilities is fixed and individuals cannot slow its course. Furthermore, any understanding of cognition as it occurs in everyday life must make a distinction between basic cognitive mechanisms and skills (such as working-memory capacity) and the functional use of cognition to achieve goals in specific situations. In practice, knowledge and expertise are critical for effective functioning, and the available evidence suggests that older adults effectively employ specific knowledge and expertise and can gain new knowledge when it is required. We conclude that, on balance, the available evidence favors the hypothesis that maintaining an intellectually engaged and physically active lifestyle promotes successful cognitive aging. First, cognitive-training studies have demonstrated that older adults can improve cognitive functioning when provided with intensive training in strategies that promote thinking and remembering. The early training literature suggested little transfer of function from specifically trained skills to new cognitive tasks; learning was highly specific to the cognitive processes targeted by training. Recently, however, a new generation of studies suggests that providing structured experience in situations demanding executive coordination of skills—such as complex video games, task-switching paradigms, and divided attention tasks—train strategic control over cognition that does show transfer to different task environments. These studies suggest that there is considerable reserve potential in older adults' cognition that can be enhanced through training. Second, a considerable number of studies indicate that maintaining a lifestyle that is intellectually stimulating predicts better maintenance of cognitive skills and is associated with a reduced risk of developing Alzheimer's disease in late life. Our review focuses on longitudinal evidence of a connection between an active lifestyle and enhanced cognition, because such evidence admits fewer rival explanations of observed effects (or lack of effects) than does cross-sectional evidence. The longitudinal evidence consistently shows that engaging in intellectually stimulating activities is associated with better cognitive functioning at later points in time. Other studies show that meaningful social engagement is also predictive of better maintenance of cognitive functioning in old age. These longitudinal findings are also open to important rival explanations, but overall, the available evidence suggests that activities can postpone decline, attenuate decline, or provide prosthetic benefit in the face of normative cognitive decline, while at the same time indicating that late-life cognitive changes can result in curtailment of activities. Given the complexity of the dynamic reciprocal relationships between stimulating activities and cognitive function in old age, additional research will be needed to address the extent to which observed effects validate a causal influence of an intellectually engaged lifestyle on cognition. Nevertheless, the hypothesis that an active lifestyle that requires cognitive effort has long-term benefits for older adults' cognition is at least consistent with the available data. Furthermore, new intervention research that involves multimodal interventions focusing on goal-directed action requiring cognition (such as reading to children) and social interaction will help to address whether an active lifestyle enhances cognitive function. Third, there is a parallel literature suggesting that physical activity, and aerobic exercise in particular, enhances older adults' cognitive function. Unlike the literature on an active lifestyle, there is already an impressive array of work with humans and animal populations showing that exercise interventions have substantial benefits for cognitive function, particularly for aspects of fluid intelligence and executive function. Recent neuroscience research on this topic indicates that exercise has substantial effects on brain morphology and function, representing a plausible brain substrate for the observed effects of aerobic exercise and other activities on cognition. Our review identifies a number of areas where additional research is needed to address critical questions. For example, there is considerable epidemiological evidence that stress and chronic psychological distress are negatively associated with changes in cognition. In contrast, less is known about how positive attributes, such as self-efficacy, a sense of control, and a sense of meaning in life, might contribute to preservation of cognitive function in old age. It is well known that certain personality characteristics such as conscientiousness predict adherence to an exercise regimen, but we do not know whether these attributes are also relevant to predicting maintenance of cognitive function or effective compensation for cognitive decline when it occurs. Likewise, more information is needed on the factors that encourage maintenance of an active lifestyle in old age in the face of elevated risk for physiological decline, mechanical wear and tear on the body, and incidence of diseases with disabling consequences, and whether efforts to maintain an active lifestyle are associated with successful aging, both in terms of cognitive function and psychological and emotional well-being. We also discuss briefly some interesting issues for society and public policy regarding cognitive-enrichment effects. For example, should efforts to enhance cognitive function be included as part of a general prevention model for enhancing health and vitality in old age? We also comment on the recent trend of business marketing interventions claimed to build brain power and prevent age-related cognitive decline, and the desirability of direct research evidence to back claims of effectiveness for specific products.

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15

Smith, Linda B., and Adam Sheya. "Is Cognition Enough to Explain Cognitive Development?" Topics in Cognitive Science 2, no. 4 (March 26, 2010): 725–35. http://dx.doi.org/10.1111/j.1756-8765.2010.01091.x.

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16

Protsyk, H. M. "DEVELOPMENT OF STUDENTS’ COGNITIVE ACTIVITY." Медична освіта, no. 2 (June 3, 2020): 113–21. http://dx.doi.org/10.11603/me.2414-5998.2020.2.11161.

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It has been investigated different approaches to the definition of the concepts of “cognitive activity”, “cognitive functioning” and “cognitive autonomy”. Their comparisons have also been made. As a result we have found that cognitive function as a form of mental activity is aimed at cognition, perception and thinking of the learning subject. Cognitive activity is characterized as a personality trait that manifests itself in its relation to the process of cognition, readiness and desire for cognitive activity. It is proved that cognitive autonomy is a quality of the personality, which is inherent in the desire and ability without the help (independently) to acquire the necessary knowledge and skills, to solve tasks. The means, methods and conditions for improvement of students’ cognitive activity are determined i.e. a game as a way of activating cognitive functioning, project method, cognitive tasks, modeling, independent work, vocabulary work, web quest technology, project activity. It is concluded that all of them are focused on the students’ creative work, on the avoiding of the standard form of conducting classes and changing of thinking and participation of both the student and the teacher. It is noted the essential role of the teacher in the process of using such activities while working with students. The contemplative and guiding functions of the teacher in the learning process are distinguished. The importance of creating a work atmosphere comfortable for all participants is emphasized. Emphasis is placed on the fact that cognitive activity begins with activity, independence, initiative, desire to know more, go beyond what is already known. It is noted that the relationship between the student and the teacher has moved to the subject-subjective level, which enables the student to independently plan his/her activity, predict the results, be responsible for the final result of learning i.e. knowledge acquisition, comprehensive development and ability to work.

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17

Massalai, Renata, Camila Marchiori Pereira, and Diógenes José Gusmão Coutinho. "STIMULATING COGNITIVE FUNCTIONS: STRATEGIES AND GAMES FOR COGNITIVE DEVELOPMENT." Revista Ibero-Americana de Humanidades, Ciências e Educação 10, no. 3 (March 26, 2024): 2442–55. http://dx.doi.org/10.51891/rease.v10i3.13399.

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Este artigo aborda a importância da estimulação das funções cognitivas, com foco especial nas funções executivas, para o desenvolvimento mental ao longo da vida. São discutidos os benefícios da estimulação cognitiva, que incluem a melhoria do raciocínio, da memória, do planejamento e da resolução de problemas, entre outros aspectos. Destaca-se a neuroplasticidade do cérebro como um mecanismo crucial na adaptação e reorganização em resposta a estímulos e experiências. São apresentadas sugestões de jogos e atividades lúdicas projetadas para estimular as funções executivas, visando promover o desenvolvimento cognitivo em crianças e adultos. Ao implementar essas estratégias, é possível fortalecer habilidades mentais essenciais e promover um cérebro saudável e eficiente em todas as idades, preparando os indivíduos para enfrentar os desafios do mundo moderno com confiança e habilidade.

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18

Bell, Morris David, Alexander J. Hauser, and Andrea J. Weinstein. "The Automated Test of Embodied Cognition: Concept, Development, and Preliminary Findings." Brain Sciences 13, no. 6 (May 25, 2023): 856. http://dx.doi.org/10.3390/brainsci13060856.

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(1) Background: The Automated Test of Embodied Cognition (ATEC) uses video administration of cognitively demanding physical tasks and motion capture technology to assess cognition in action. Embodied cognition is a radical departure from conventional approaches to cognitive assessment and is in keeping with contemporary neuroscience. (2) Methods: ATEC was administered to a convenience sample of 20 patients with substance use disorder and 25 age-matched community controls. Patients were administered concurrent cognitive assessments. (3) Results: Psychometric analysis revealed excellent internal consistency, test–retest reliability and small practice effects. Groups were significantly different on ATEC scores and ATEC scores significantly related to concurrent measures of cognition. (4) Conclusions: The preliminary results support the reliability and validity of ATEC for older adults.

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19

Matsuzawa, Tetsuro. "Comparative cognitive development." Developmental Science 10, no. 1 (January 2007): 97–103. http://dx.doi.org/10.1111/j.1467-7687.2007.00570.x.

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20

Weinbaum, D., and V. Veitas. "Synthetic cognitive development." European Physical Journal Special Topics 226, no. 2 (June 9, 2016): 243–68. http://dx.doi.org/10.1140/epjst/e2016-60088-2.

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21

Wiggett, Donna. "Understanding cognitive development." Educational Psychology in Practice 32, no. 4 (October 2016): 437–38. http://dx.doi.org/10.1080/02667363.2016.1257768.

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&NA;. "Encouraging Cognitive Development." Clinical Nutrition INSIGHT 36, no. 3 (March 2010): 5. http://dx.doi.org/10.1097/01.nmd.0000368915.59516.05.

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23

Schwebel, Milton. "Facilitating cognitive development." Prospects 15, no. 2 (June 1985): 153–72. http://dx.doi.org/10.1007/bf02196886.

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24

Schneider, Arthur. "Adult cognitive development." New Ideas in Psychology 8, no. 1 (January 1990): 115. http://dx.doi.org/10.1016/0732-118x(90)90035-z.

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Vohr, Betty R. "Preterm cognitive development." Infants & Young Children 3, no. 3 (January 1991): 20–29. http://dx.doi.org/10.1097/00001163-199101000-00005.

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26

Drash, Philip W., and Roger M. Tudor. "Cognitive Development Therapy:." Psychotherapy in Private Practice 7, no. 2 (October 4, 1989): 19–41. http://dx.doi.org/10.1300/j294v07n02_02.

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27

Bowling, Alan, and Fillia Makedon. "Cognitive Optimization in Assistive Living System Development." Applied Bionics and Biomechanics 9, no. 1 (2012): 1–14. http://dx.doi.org/10.1155/2012/427838.

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This paper presents an exploration of the characteristics and structure of a cognitive architecture for control of assisted living systems. The aspects of cognition considered are self-organization, communication, and inherited knowledge. A cognitive solution for a related problem, function optimization, is developed because of the complexity and size of the assistive living problem. Support for this approach stems from the artificial intelligence field where optimization is considered to be a critical aspect of cognition, and from the similarity between the performance metrics for the two problem domains. A search algorithm is developed using the bracketing and gradient methods as inherited knowledge. A key finding is that using a cognitive structure caused the search to display aspects of the characteristics, behavior, and performance of human cognition. In terms of performance, the cognitive search converges faster than either the bracketing or gradient searches alone, and its feasible problem set is larger than the intersection of their individual sets. Similarly, human cognition acts quickly and can address a large set of dissimilar problems. This gives confidence that the guidelines distilled from the development of the cognitive search can produce a similar level of performance when applied to an assistive living system. However, this paper does not address the details involved in actually implementing these guidelines on an assistive living system.

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Pakpahan, Farida Hanum, and Marice Saragih. "Theory Of Cognitive Development By Jean Piaget." Journal of Applied Linguistics 2, no. 2 (July 28, 2022): 55–60. http://dx.doi.org/10.52622/joal.v2i2.79.

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Although many core themes and concepts unite the field of cognitive development, it is a wide and varied field, particularly when it comes to cognitive development in early. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget’s theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget’s theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant’s capacity. Piaget also neglected cultural and social interaction factors in the development of children’s cognition and thinking ability. Cognitive development occurs at several stages during childhood. As a result, cognitive development studies the nature of child development in terms of how they gain conscious control over their intellect and behavior. Piaget contributions, particularly in regards to the process of education among children and transferring cognition into psychology, have had a significant effect on the science of child development. Keywords: Cognitive Development, Child Development

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Bhatnagar, Shinjini, and Sunita Taneja. "Zinc and cognitive development." British Journal of Nutrition 85, S2 (May 2001): S139—S145. http://dx.doi.org/10.1079/bjn2000306.

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Cognition is a field of thought processes by which an individual processes information through skills of perception, thinking, memory, learning and attention. Zinc deficiency may affect cognitive development by alterations in attention, activity, neuropsychological behavior and motor development. The exact mechanisms are not clear but it appears that zinc is essential for neurogenesis, neuronal migration, synaptogenesis and its deficiency could interfere with neurotransmission and subsequent neuropsychological behavior. Studies in animals show that zinc deficiency during the time of rapid brain growth, or during the juvenile and adolescent period affects cognitive development by decreasing activity, increasing emotional behavior, impairing memory and the capacity to learn. Evidence from human studies is limited. Low maternal intakes of zinc during pregnancy and lactation were found to be associated with less focused attention in neonates and decreased motor functions at 6 months of age. Zinc supplementation resulted in better motor development and more playfulness in low birth weight infants and increased vigorous and functional activity in infants and toddlers. In older school going children the data is controversial but there is some evidence of improved neuropsychological functions with zinc supplementation. Additional research is required to determine the exact biological mechanisms, the critical periods, the threshold of severity and the long-term effects of zinc deprivation on cognitive development.

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Newcombe, Nora S. "Cognitive development: changing views of cognitive change." Wiley Interdisciplinary Reviews: Cognitive Science 4, no. 5 (June 25, 2013): 479–91. http://dx.doi.org/10.1002/wcs.1245.

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31

Kruger, P. "Book Review: Cognitive Development in Adulthood: Progress in Cognitive Development Research." South African Journal of Psychology 20, no. 1 (March 1990): 58–59. http://dx.doi.org/10.1177/008124639002000110.

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Guo, Kexin. "The Effect of Auditory on Children's Memory and Cognitive Development." Lecture Notes in Education Psychology and Public Media 6, no. 1 (May 17, 2023): 478–82. http://dx.doi.org/10.54254/2753-7048/6/20220441.

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The majority of current research on childrens cognition concentrates on how vision and touch affect children's cognition. According to this study, aural environment and stimulation play a significant impact throughout a childs vital era in the development of their memory and cognitive abilities. This paper first describes the cognitive function and the key period in childrens cognitive development, then combines these concepts with measures to support childrens memory and cognitive growth. This research asserts that the auditory sense is particularly significant during the key era of children's cognitive development, it offers some references for creating suitable auditory environmental stimuli for children which are beneficial to the development of their cognitive level.

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Hueluer, Gizem, and George W. Rebok. "THE ROLE OF WORK AND RETIREMENT IN COGNITIVE AND BRAIN AGING." Innovation in Aging 3, Supplement_1 (November 2019): S24. http://dx.doi.org/10.1093/geroni/igz038.090.

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Abstract According to the “use it or lose it” hypothesis of cognitive aging, cognitive enrichment and cognitively engaging activities are associated with the maintenance of high levels of cognitive functioning in old age. Similar ideas have been brought forward with respect to characteristics of individuals’ work environment, with more cognitively enriching work demands providing an optimal environment for cognitive development and maintenance. The goal of this research group is to showcase new developments in research on work, retirement and cognitive aging. Hülür et al. examine the role of perceived work environment for cohort differences in trajectories of cognitive change based on 56-year longitudinal data from the Seattle Longitudinal Study. Andel et al. use data from the Swedish Adoption/Twin Study of Aging to examine trajectories of cognitive aging before vs. after retirement with two-slope growth curve models. Zulka et al. conduct a systematic literature review on the association between retirement and cognition and examine the role of factors such as occupational experiences and the cognitive domain studied. Burzynska et al. investigate the relationship between stressful and stimulating occupational exposures and structural brain health and cognition in older age. The discussion by George Rebok will focus on how these findings contribute to our understanding of the role of occupational experiences for cognitive and brain aging and how they can be utilized to promote maintenance of cognitive functioning in old age.

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McCormick, David F., and M. Susie Whittington. "ASSESSING ACADEMIC CHALLENGES FOR THEIR CONTRIBUTION TO COGNITIVE DEVELOPMENT." Journal of Agricultural Education 41, no. 3 (September 30, 2000): 114–22. http://dx.doi.org/10.5032/jae.2000.03114.

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The continual improvement of higher education is a concern for anyone who believes that students should be completing their higher education experience with a well-developed ability to think critically at higher levels of cognition. While research has been conducted that assesses the role of teacher behaviors and characteristics and instructional methods in the development of students ’ cognitive ability, little has been done regarding the types and the cognitive design of the academic challenges, written work assigned as an extension of lecture, provided to students. The focus of this study was to use Bloom's Taxonomy to examine the academic challenges provided to students. Specifically the researchers sought to assess how students were being cognitively challenged and how students were being rewarded in the grading scheme for higher cognitive academic challenges. The results of the cognitive analyses varied by course and by type of academic challenge. The observed variation provides examples of the range of possibilities for using academic challenges. Because of differences in the content and structure of the courses, comparisons between the courses should not be made except to provide examples of the different ways to structure academic challenges and the different types of academic challenges that can be provided

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Vásquez Zambrano, José Adrián, Andrea Gabriela García Vaicilla, Edwin Ricardo Vaca Narváez, Carmen Margarita Cusme Medranda, and Janneth Elizabeth Ludeña Carrillo. "Intervención Psicopedagógica y Desarrollo Cognitivo en los primeros años de vida." Revista Cognosis 9, no. 1 (January 6, 2024): 68–84. http://dx.doi.org/10.33936/cognosis.v9i1.6312.

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El estudio de los constructos psicopedagógicos permite una primera aproximación consciente del tema en cuestión, sin el dominio semántico es prácticamente imposible llegar al hermenéutico del proceso psicopedagógico. La psicopedagogía tiene entre sus objetos de estudio al desarrollo cognitivo, un proceso complejo que distingue al ser humano de las demás especies vivas. Además, resulta pertinente cavar en las nociones neurocientíficas vinculadas al desarrollo cognitivo que se han venido sistematizando por los investigadores, de manera que se citarán aportes sobre la biología y genética de la cognición y las miradas críticas a la intervención de la familia y la sociedad en dicho desarrollo. Por lo tanto, el estudio de la psicopedagogía y el desarrollo cognitivo como binomio dialéctico, es necesario, complejo y de gran utilidad para el engrandecimiento intelectual responsable de niños en sus primeros años de vida (Carrasco, 2018). PALABRAS CLAVE: nociones neurocientíficas; desarrollo cognitivo; desarrollo psicopedagógico. Psychopedagogical Intervention and Cognitive Development in the first years of life ABSTRACT The study of psych pedagogical constructs allows a first conscious approach to the topic in question; without the semantic domain it is practically impossible to reach the hermeneutics of the psych pedagogical process. Psych pedagogy has among its objects of study cognitive development, a complex process that distinguishes human beings from other living species. Furthermore, it is pertinent to delve into the “neuroscientific.” notions linked to cognitive development that have been systematized by researchers, so that contributions on the biology and genetics of cognition and critical views on the intervention of the family and society in said development. Therefore, the study of Psych pedagogy and cognitive development as a dialectical binomial is necessary, complex, and very useful for the responsible intellectual growth of boys and girls in their first years of life (Carrasco, 2018). KEYWORDS: neuroscientific notions; cognitive development; psych pedagogical development.

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Chang, Hsin-Te, and Pai-Yi Chiu. "Development of a simple screening tool for determining cognitive status in Alzheimer’s disease." PLOS ONE 18, no. 1 (January 12, 2023): e0280178. http://dx.doi.org/10.1371/journal.pone.0280178.

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Cognitive screening is often a first step to document cognitive status of patients suspected having Alzheimer’s disease (AD). Unfortunately, screening neuropsychological tests are often insensitivity in the detection. The goal of this study was to develop a simple and sensitive screening neuropsychological test to facilitate early detection of AD. This study recruited 761 elderly individuals suspected of having AD and presenting various cognitive statuses (mean age: 77.69 ± 8.45 years; proportion of females: 65%; cognitively unimpaired, CU, n = 133; mild cognitive impairment, MCI, n = 231; dementia of Alzheimer’s type, DAT, n = 397). This study developed a novel screening neuropsychological test incorporating assessments of the core memory deficits typical of early AD and an interview on memory function with an informant. The proposed History-based Artificial Intelligence-Show Chwan Assessment of Cognition (HAI-SAC) was assessed in terms of psychometric properties, test time, and discriminative ability. The results were compared with those obtained using other common screening tests, including Cognitive Abilities Screening Instrument (CASI), Montreal Cognitive Assessment (MoCA), and an extracted Mini-Mental State Examination score from CASI. HAI-SAC demonstrated acceptable internal consistency. Factor analysis revealed two factors: memory (semantic and contextual) and cognition-related information from informants. The assessment performance of HAI-SAC was strongly correlated with that of the common screening neuropsychological tests addressed in this study. HAI-SAC outperformed the other tests in differentiating CU individuals from patients with MCI (sensitivity: 0.87; specificity: 0.58; area under the curve [AUC]: 0.78) or DAT (sensitivity: 0.99; specificity: 0.89; AUC: 0.98). Performance of HAI-SAC on differentiating MCI from DAT was on par with performances of other tests (sensitivity: 0.78; specificity: 0.84; AUC: 0.87), while the test time was less than one quarter that of CASI and half that of MoCA. HAI-SAC is psychometrically sound, cost-effective, and sensitive in discriminating the cognitive status of AD.

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Wilks, T., R. J. Gerber, and C. Erdie-Lalena. "Developmental Milestones: Cognitive Development." Pediatrics in Review 31, no. 9 (September 1, 2010): 364–67. http://dx.doi.org/10.1542/pir.31-9-364.

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Shirk, Stephen R. "Development and Cognitive Therapy." Journal of Cognitive Psychotherapy 15, no. 3 (January 2001): 155–63. http://dx.doi.org/10.1891/0889-8391.15.3.155.

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39

Dasen, Pierre R. "Culture and Cognitive Development." Journal of Cross-Cultural Psychology 53, no. 7-8 (August 2022): 789–816. http://dx.doi.org/10.1177/00220221221092409.

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This paper reports my own perceptions of the history of research on culture and cognitive development, in the approximate period 1960 to 2000. I review in particular my own efforts to test Piaget’s theory cross-culturally, but also include other lines of research such as research inspired by Vygotsky and research on child rearing/socialization potentially linked to cognitive development. I briefly mention a research program in Bali, Indonesia, India, and Nepal on the geocentric spatial frame of reference that allowed us to disentangle a variety of eco-cultural and linguistic variables that determine the preference for this geocentric cognitive style. I also recall the “integrated framework” that I proposed in 2003 to combine the models proposed by several authors and which serves to integrate all the findings. The main conclusion is that cognitive processes are universal but that there are cultural differences in cognitive styles and pathways of development. I also discuss why the field has lost momentum, whether it is because all the questions have been answered or because new topics and research methods have evolved.

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Wilks, Timothy, R. Jason Gerber, and Christine Erdie-Lalena. "Developmental Milestones: Cognitive Development." Pediatrics In Review 31, no. 9 (September 1, 2010): 364–67. http://dx.doi.org/10.1542/pir.31.9.364.

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عبد الساتر, احمد علي. "Bilingualism And Cognitive Development." المجلة العلمية لکلية التربية جامعة الوادي الجديد 2, no. 2 (January 1, 2009): 2–31. http://dx.doi.org/10.21608/sjsw.2009.226168.

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Noble, L. M. "Breastfeeding and Cognitive Development." AAP Grand Rounds 29, no. 6 (May 31, 2013): 64. http://dx.doi.org/10.1542/gr.29-6-64.

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Morley, R., and A. Lucas. "Nutrition and cognitive development." British Medical Bulletin 53, no. 1 (January 1, 1997): 123–34. http://dx.doi.org/10.1093/oxfordjournals.bmb.a011595.

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Evans, Gary W., Henry N. Ricciuti, Steven Hope, Ingrid Schoon, Robert H. Bradley, Robert F. Corwyn, and Cindy Hazan. "Crowding and Cognitive Development." Environment and Behavior 42, no. 1 (June 2009): 135–48. http://dx.doi.org/10.1177/0013916509333509.

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Rey, J. "Breastfeeding and cognitive development." Acta Paediatrica 92 (January 2, 2007): 11–18. http://dx.doi.org/10.1111/j.1651-2227.2003.tb00659.x.

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Roth, Daniel, Michelle Slone, and Reuven Dar. "Which Way Cognitive Development?" Theory & Psychology 10, no. 3 (June 2000): 353–73. http://dx.doi.org/10.1177/0959354300103003.

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Mayo, Ann M. "Cognitive development among nurses." International Journal of Nursing Terminologies and Classifications 9, no. 2 (April 1998): 48. http://dx.doi.org/10.1111/j.1744-618x.1998.tb00145.x.

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Kee, Daniel W. "Cognitive Development: New Frontiers?" Contemporary Psychology: A Journal of Reviews 41, no. 6 (June 1996): 588–89. http://dx.doi.org/10.1037/002970.

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Tomasello, Michael. "Culture and Cognitive Development." Current Directions in Psychological Science 9, no. 2 (April 2000): 37–40. http://dx.doi.org/10.1111/1467-8721.00056.

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Human beings are biologically adapted for culture in ways that other primates are not. The difference can be clearly seen when the social learning skills of humans and their nearest primate relatives are systematically compared. The human adaptation for culture begins to make itself manifest in human ontogeny at around 1 year of age as human infants come to understand other persons as intentional agents like the self and so engage in joint attentional interactions with them. This understanding then enables young children (a) to employ some uniquely powerful forms of cultural learning to acquire the accumulated wisdom of their cultures, especially as embodied in language, and also (b) to comprehend their worlds in some uniquely powerful ways involving perspectivally based symbolic representations.

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Frijda, Nico H. "Emotional (or Cognitive?) Development." Contemporary Psychology: A Journal of Reviews 32, no. 9 (September 1987): 786–87. http://dx.doi.org/10.1037/027449.

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