Relevant bibliographies by topics / Cognitive skills

Contents

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

Academic literature on the topic 'Cognitive skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Cognitive skills.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Cognitive skills"

1

Koponen, Tuire, Kenneth Eklund, and Paula Salmi. "Cognitive predictors of counting skills." Journal of Numerical Cognition 4, no. 2 (September 7, 2018): 410–28. http://dx.doi.org/10.5964/jnc.v4i2.116.

Full text
Abstract:
Rote counting skills have found to be a strong predictor of later arithmetic and reading fluency. However, knowledge of the underlying cognitive factors influencing counting skill is very limited. Present study examined to what extent language skills (phonology, vocabulary, and morphology), nonverbal reasoning skills, and memory at the age of five could explain counting skill at the beginning of first grade. Gender, parents’ education level and child’s persistence were included as control variables. The question was examined in a longitudinal sample (N = 101) with a structural equation model. Results showed that language skills together with memory, nonverbal reasoning skills and parent’s education explained only 22% of the variance in counting at the beginning of the first grade. Vocabulary, morphology, and verbal short-term memory were found to be interchangeable predictors, each explaining approximately 7%–9%, of counting skill. These findings challenge the interpretation of counting as a strongly language-based number skill. However, additional analysis among children with dyslexia revealed that memory and language skills, together with a child’s persistence and gender, had a rather strong predictive value, explaining 34%–46% of counting skill. Together these results suggest that verbal short-term memory and language skills at the age of five have not the same predictive value on counting skill at the beginning of school among a population-based sample as found in subjects with language impairment or learning difficulties, and thus, other cognitive factors should be taken into account in further research related to typical development of counting skill.
APA, Harvard, Vancouver, ISO, and other styles
2

Roberts, Ruby Clyde, Rhona Flin, Jennifer Cleland, and Jim Urquhart. "Drillers’ Cognitive Skills Monitoring Task." Ergonomics in Design: The Quarterly of Human Factors Applications 27, no. 2 (May 10, 2018): 13–20. http://dx.doi.org/10.1177/1064804617744713.

Full text
Abstract:
Drilling incidents have emphasized that offshore drillers require a high level of cognitive skills, including situation awareness and decision making, to maintain safe and efficient well control. Although a number of tools for supporting operators’ cognition are available in other high-risk industries, there is no specific tool for drilling. We developed a prototype monitoring task simulating drilling scenarios, Drillers’ Situation Awareness Task, with drilling experts and piloted with 14 drilling personnel. Preliminary results suggest that it is viable as a tool for examining drillers’ cognition and has the potential for training and formatively assessing cognitive skills in drilling.
APA, Harvard, Vancouver, ISO, and other styles
3

Mýtna Kureková, Lucia, Miroslav Beblavý, Corina Haita, and Anna-Elisabeth Thum. "Employers’ skill preferences across Europe: between cognitive and non-cognitive skills." Journal of Education and Work 29, no. 6 (March 27, 2015): 662–87. http://dx.doi.org/10.1080/13639080.2015.1024641.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sreena, S., and M. Ilankumaran. "Developing Productive Skills Through Receptive Skills – A Cognitive Approach." International Journal of Engineering & Technology 7, no. 4.36 (December 9, 2018): 669. http://dx.doi.org/10.14419/ijet.v7i4.36.24220.

Full text
Abstract:
Communication plays an important role nowadays. The transmission and interchange of ideas, facts, and feelings of action are known as communication. It is done through words, actions, signs, objects or combination of all these. Communication skills are needed in each and every field of life. Everyone uses a language to communicate and to express oneself to get ideas and to connect with persons for a purpose. There are four basic skills of learning English language such as speaking, listening, reading and writing. The difficulties in speaking and writing can be found and then improved by some classroom activities by the way of giving task to the students for listening. Teachers give assignments to the learners to develop their writing skills. Cognition refers to the mental activities like thinking, remembering, memory, learning, comprehension, perception, motivation and using a language. The understanding and learning of information and concept is known as the cognitive approach. It is an approach that maintains how a person feels and behaves. Cognitive learning is about developing true understanding and is a way of learning that helps the learners to use their brains more effectively. The configuration of thought processes and psychological activities like problem solving and decision making from early childhood to adulthood is called as the cognitive development. This article deals with the ways and means of enhancing the speaking skills by intensive practise, writing through different activities and improving the receptive skills of the learners through cognitive approach.
APA, Harvard, Vancouver, ISO, and other styles
5

Ahmad, Sadique, Awais Adnan, Gulnawar Khan, and Nasir Mehmood. "Emotions, Age, and Gender Based Cognitive Skills Calculations." International Journal of Computer Theory and Engineering 7, no. 1 (February 2014): 76–80. http://dx.doi.org/10.7763/ijcte.2015.v7.934.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hines, Pamela J. "Training for cognitive skills." Science 364, no. 6441 (May 16, 2019): 646.6–647. http://dx.doi.org/10.1126/science.364.6441.646-f.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rehder, Bob. "Interference between cognitive skills." Journal of Experimental Psychology: Learning, Memory, and Cognition 27, no. 2 (2001): 451–69. http://dx.doi.org/10.1037/0278-7393.27.2.451.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Howlin, Patricia. "Origins of cognitive skills." Early Human Development 13, no. 1 (February 1986): 117–18. http://dx.doi.org/10.1016/0378-3782(86)90107-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Brinkmann, G., H. Schlitt, P. Zorowka, and J. Spranger. "Cognitive skills in achondroplasia." American Journal of Medical Genetics 47, no. 5 (October 1, 1993): 800–804. http://dx.doi.org/10.1002/ajmg.1320470540.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Anger, Silke, and Daniel D. Schnitzlein. "Cognitive skills, non-cognitive skills, and family background: evidence from sibling correlations." Journal of Population Economics 30, no. 2 (November 12, 2016): 591–620. http://dx.doi.org/10.1007/s00148-016-0625-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Cognitive skills"

1

Hilger, Anne. "Cognitive and non-cognitive skills in developing countries." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH077.

Full text
Abstract:
Cette thèse examine le rôle joué par les compétences cognitives et non cognitives dans les pays en développement, selon trois axes : la mesure de ces compétences, leurs rendements salariaux et les déterminants de la confiance interpersonnelle. Le premier chapitre utilise des données de panel provenant de deux cohortes d’individus récipiendaires d'un programme de formation des compétences au Mozambique. Le chapitre fait la comparaison entre deux types de mesures de ces compétences : auto-évaluations et observations d’exercices. Le chapitre montre que les auto-évaluations capturent les traits de personnalité de manière satisfaisante, tandis que les observations d’exercices sont davantage adaptées aux évaluations de programme. Le deuxième chapitre tire profit d’une nouvelle base de données appariées employeurs-employés, représentant le secteur formel au Bangladesh. Le chapitre fournit une analyse de l'importance relative des compétences cognitives et non cognitives dans ce marché du travail et de l'interaction entre ces compétences et la méthode d'embauche (formelle ou informelle, c’est-à-dire par le réseau social) pour la détermination des salaires. Les résultats révèlent des rendements positifs des compétences non cognitives, qui varient selon la voie d'embauche utilisée. Ce chapitre propose également des éléments d’appréciation de la raison pour laquelle les employeurs utiliseraient une méthode d'embauche plutôt qu’une autre en fonction du type de compétences qu'ils jugent important. Le troisième chapitre utilise un choc macroéconomique en Inde, la politique de démonétisation en novembre 2016, et une nouvelle enquête en milieu rural pour identifier de manière causale les déterminants de la confiance interpersonnelle. Les données permettent de contrôler un ensemble de caractéristiques individuelles, en particulier les compétences non cognitives et les capacités cognitives, qui sont susceptibles d'influencer la formation et l’usage des réseaux sociaux et la confiance. Les résultats montrent que les interactions sociales déterminent la confiance, en particulier pour les hommes. De plus, des différences importantes apparaissent entre castes, soulignant la nécessité de la prise en compte de cette stratification sociale en Inde sur ce sujet
This dissertation examines the role that cognitive and non-cognitive skills play in developing countries along three axes: measurement of these skills, wage returns to them, and as determinants of levels of trust. The first chapter uses panel data from two cohorts of a skills training program in Mozambique to contrast two types of skill measurement: self-assessments and observational exercises. The chapter shows that self-assessments capture underlying traits, while observational exercises are better suited for program evaluations. The second chapter is based on a novel matched employer-employee data set representing the formal sector in Bangladesh and provides evidence of both the relative importance of cognitive and non-cognitive skills in this part of the labor market and the interplay between skills and hiring channels in determining wages. Results demonstrate positive returns to non-cognitive skills, varying by hiring channel. This chapter also offers suggestive evidence that employers might use hiring channels differently, depending on which skills they deem important. The third chapter makes use of the demonetization policy of November 2016 in India and a newly collected data set to causally identify the determinants of trust in a rural setting, controlling for a variety of individual characteristics, such as non-cognitive skills and cognitive ability, that could influence network formation and trust. We find that social interactions determine trust, though this result holds only among men and varies along the lines of caste membership
APA, Harvard, Vancouver, ISO, and other styles
2

Parker, Deborah A. (Deborah Ann). "Children's Cognitive and Moral Reasoning: Expressive Versus Receptive Cognitive Skills." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331176/.

Full text
Abstract:
Past research has shown that there are differences between children's ability to express verbally moral judgment or social cognitive principles (cognitive-expression) and their ability to understand and utilize these principles when making evaluations about others (cognitive-reception). This study investigated these differences.
APA, Harvard, Vancouver, ISO, and other styles
3

Tavares, Lara Patricio. "Parents, children, and non-cognitive skills." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504885.

Full text
Abstract:
Non-cognitive skills are the centerpiece of this thesis which consists of two parts. Part I looks at the relationship between non-cognitive skills and educational attainment as well as at the development of non-cognitive skills, in particular at the role played by parenting practices. Part II focuses on the relationship between non-cognitive skills and fertility timing. The measures of non-cognitive skills used in Parts I and II are attitude towards learning - a measure obtained by factor analysis using insights from the five-factor model of personality - and the Big Five personality traits, respectively. Using both the BHPS and AddHealth, attitude towards learning is found to be an important determinant of educational 'success, thereby adding to the empirical evidence on the importance of non-cognitive skills in explaining educational attainment. The importance of this particular non-cognitive skill also shows that children's own attitudes or behaviours matter for their academic success. The results also show a statistically significant association between parenting practices and both educational attainment and formation of attitude towards learning. Having rules at home and children's rapport with the family is associated with higher educational qualifications and it also fosters the development of a pro-learn'ing attitude. In face of these results, one can say that parenting practices might be a considerable source of inequality of opportunity. The results in Part II show that personality traits contribute to the differences in fertility timing between more and less educated women in two different ways: first, personality traits influence both education and fertility decisions; and second, more educated women do not equally delay childbirth compared with less educated women: the more 'open-minded' are the ones severely postponing childbearing. This thesis shows that non-cognitive skills are an important source of heterogeneity - one that is usually not taken into account.
APA, Harvard, Vancouver, ISO, and other styles
4

Gibbs, Benjamin Guild. "Gender and Cognitive Skills throughout Childhood." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496662.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kennedy, Ivan Anthony. "Irish medium education : cognitive skills, linguistic skills, and attitudes towards Irish." Thesis, Bangor University, 2012. https://research.bangor.ac.uk/portal/en/theses/irish-medium-education--cognitive-skills-linguistic-skills-and-attitudes-towards-irish(14b335c5-7232-4435-8755-68e5138e66b7).html.

Full text
Abstract:
The purpose of this research was to investigate the effects of Irish medium education (immersion) on children's first language (L1; English) skills in the educational setting and on their executive functioning (EF) skills. A battery of tests was used to compare 8 Year- Old and 12 Year-Old children's performance on a range of tasks testing their L1 vocabulary, reading, writing, creative, and descriptive (academic) skills and their attention, inhibition, and task switching (EF) skills. Data were collected in two school types (immersion and English medium) in two areas in the Republic of Ireland and one school type (English medium) in one area in Northern Ireland to represent a monolingual sample. As such, this provided a comparison of three school types and, in particular, the effects of learning a second language (L2) to varying degrees of ability-either total immersion (successive bilingualism) or L2 learning for approximately 3.5 hours per week-upon children's L1 and EF skills. Overall, results revealed that immersion education in Irish had no detrimental effects on children's L1 (English) or EF skills. Indeed, results suggest that whereas immersion may have helped to enhance children's attention to and control of their L1, successive bilingualism itself had limited influence on EF skills, although there were some evidence of heightened performance in tasks of attention, inhibition, and task switching. These findings, in addition to the majority of research into bilingualism in the worldwide setting, could be used to inform parents and policy makers that Irish medium education has no negative effects upon children's L1 skills in the educational setting or their EF skills of attention, control, and inhibition.
APA, Harvard, Vancouver, ISO, and other styles
6

Roazzi, A. "Children's cognitive skills : A social class comparison." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235101.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wallace, Gregory Lawrence. "Cognitive mechanisms underlying savant skills in autism." Thesis, King's College London (University of London), 2006. https://kclpure.kcl.ac.uk/portal/en/theses/cognitive-mechanisms-underlying-savant-skills-in-autism(5de5f500-ba70-401a-aac5-744cb1d5e58a).html.

Full text
Abstract:
This thesis aimed to investigate possible cognitive underpinnings of sayant skills in autism spectrum disorders (ASD). Since savant skills are overrepresented amongq individuals with ASD, several cognitive functions thought to be intact or enhanced in these individuals were hypothesised to contribute to savant skill development. In particular, central coherence, implicit learning, perceptual functioning, and infonnation processing speed were assessed in a group of nonsavant children with ASD (n=28), age, IQ, and gender (group-wise) matched controls (n=28), a group of typicall~' developing children (n=64), and finally a series of four savants with ~~SD. Consistent with previous reports, weak central coherence, Intact implicit learning and infonnation processing speed, and particularly good ability to reproduce a time window were shown in both savant and nons avant individuals with ASD. Savants also showed indications of good memory and idiosyncratic sensory functioning. As predicted, there was evidence that infonnation processing speed was IQ independent in ASD whereas it was significantly related to IQ in both comparison groups. There was also preliminary indication, via correlations and subgroup analyses, of cross modal central coherence, particularly within the ASD group. A "gateway model", in which certain cognitive functions need to be intact (or superior) in order for individuals (especially those with ASD) to develop savant skills, was proposed to account for these findings. The present findings are preliminary in nature but provide indications that certain cognitive functions more characteristic of the cognitive profile in .\SD may be necessary but insufficient for savant skill development.
APA, Harvard, Vancouver, ISO, and other styles
8

Su, Yu-Lan. "Cognitive diagnostic analysis using hierarchically structured skills." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2640.

Full text
Abstract:
This dissertation proposes two modified cognitive diagnostic models (CDMs), the deterministic, inputs, noisy, "and" gate with hierarchy (DINA-H) model and the deterministic, inputs, noisy, "or" gate with hierarchy (DINO-H) model. Both models incorporate the hierarchical structures of the cognitive skills in the model estimation process, and can be used for situations where the attributes are ordered hierarchically. The Trends in International Mathematics and Science Study (TIMSS) 2003 data are analyzed to illustrate the proposed approaches. The simulation study evaluates the effectiveness of the proposed approaches under various conditions (e.g., various numbers of attributes, test lengths, sample sizes, and hierarchical structures). The simulation study attempts to address the model fits, items fit, and accuracy of item parameter recovery when the skills are in a specified hierarchy and varying estimation models are applied. The simulation analysis examines and compares the impacts of the misspecification of a skill hierarchy on various estimation models under their varying assumptions of dependent or independent attributes. The study is unique in incorporating a skill hierarchy with the conventional DINA and DINO models. It also reduces the number of possible latent classes and decreases the sample size requirements. The study suggests that the DINA-H/ DINO-H models, instead of the conventional DINA/ DINO models, should be considered when skills are hierarchically ordered. Its results demonstrate the proposed approaches to analyzing the hierarchically structured CDMs, illustrate the usage in applying cognitive diagnosis models to a large-scale assessment, and provide researchers and test users with practical guidelines.
APA, Harvard, Vancouver, ISO, and other styles
9

Eccles, David. "Cognition in orienteering." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341183.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Clark, Michael G. "Measuring and analyzing cognitive skills at the platoon level." Thesis, Monterey, California. Naval Postgraduate School, 1990. http://hdl.handle.net/10945/30686.

Full text
Abstract:
Approved for public release, distribution is unlimited
Increasing budget restriction require the Army to show that the policy of recruiting high quality people is paying dividends. The measure of quality used in this research is the Armed Forces Qualifications Test (AFQT) score. The higher the AFQT score the better the recruit. Previous studies have found a strong correlation between mental ability and hands-on performance. The focus of this research is on the command and control or cognitive performance of the platoon leader. The method of investigating the relationship between cognitive skill and mental ability is to develop a tactical paper and pencil test and administer the test to a group of Non-Commissioned Officers from For Ord, California. The test is given once a the beginning of the Basic Non-Commissioned Officer Course instruction and once at the end of the course. The three objectives of this research are to determine which variables most influence decision making abilities, determine if a significant difference in decision making ability exists between mental categories and determine if training can make up for differences in making ability. The results of the research show that AFQT scores are highly correlated with decision making ability, statistically significant differences exist between the decision making abilities of higher mental categories (CAT I and II) and lower mental categories (CAT IIIB and IV) and training does help make up for mental category differences. Overall, mental category I leaders perform about 13% better than mental category IV leaders. In addition, training is able to raise the average score of lower mental category leaders by 8%.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Cognitive skills"

1

1930-, Evans G. T., ed. Learning and teaching cognitive skills. Hawthorn, Vic: Australian Council for Educational Research, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

G, Sticht Thomas, Beeler Micheal J, and McDonald Barbara A, eds. The Intergenerational transfer of cognitive skills. Norwood, N.J: Ablex Pub. Corp., 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Helen, Kennerley, and Kirk Joan, eds. An introduction to cognitive behaviour therapy: Skills and applications. Oxford: OCTC, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

M, Colley Ann, and Beech John R, eds. Acquisition and performance of cognitive skills. Chichester: Wiley, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Macmillan/McGraw-Hill, CTB, ed. TCS/2: Test of cognitive skills. 2nd ed. Monterey, Calif. (20 Ryan Ranch Rd., Monterey 93940-5703): CTB Macmillan/McGraw-Hill, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bryan, Cordelia. Cognitive skills in work-based learning: Report. London: University of North London Press, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ruggeri, Lynn Tondat. The thinking skills workbook: A cognitive skills remediation manual for adults. Springfield, Illinois, U.S.A: Charles C Thomas, Publisher, LTD., 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Thorndike, Robert Ladd. Cognitive abilities test: Levels A to F. 2nd ed. Windsor: NFER-Nelson, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Michael, Rosenbaum, ed. Learned resourcefulness: On coping skills, self-control, and adaptive behavior. New York: Springer Pub. Co., 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Helen, Kennerley, and Kirk Joan, eds. An introduction to cognitive behaviour therapy: Skills and applications. 2nd ed. Los Angeles: SAGE, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Cognitive skills"

1

Sander, Jana. "Cognitive Skills." In Encyclopedia of Child Behavior and Development, 382. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_609.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Solomon, Marjorie. "Cognitive Skills." In Encyclopedia of Autism Spectrum Disorders, 699–704. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_518.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Solomon, Marjorie. "Cognitive Skills." In Encyclopedia of Autism Spectrum Disorders, 1050–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_518.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kinnaman, Joanna E. Strong, and Alan S. Bellack. "Social Skills." In Cognitive Behavior Therapy, 251–72. Hoboken, New Jersey: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118470886.ch10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Twohig, Michael P., and John P. Dehlin. "Skills Training." In Cognitive Behavior Therapy, 37–73. Hoboken, New Jersey: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118470886.ch3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ream, Derek, and Isaac Tourgeman. "Specialized Cognitive Skills." In Encyclopedia of Evolutionary Psychological Science, 1–4. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-16999-6_3000-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ream, Derek, and Isaac Tourgeman. "Specialized Cognitive Skills." In Encyclopedia of Evolutionary Psychological Science, 7843–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_3000.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hays, Robert T., and Michael J. Singer. "Training for Cognitive Skills." In Recent Research in Psychology, 191–209. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3564-4_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kolers, Paul A. "Constraints on Cognitive Skills." In Human Assessment: Cognition and Motivation, 418. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4406-0_75.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jarodzka, Halszka, Henny P. A. Boshuizen, and Paul A. Kirschner. "Cognitive Skills in Medicine." In Catheter-Based Cardiovascular Interventions, 69–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27676-7_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Cognitive skills"

1

Ruiz, Natalie, Qian Qian Feng, Ronnie Taib, Tara Handke, and Fang Chen. "Cognitive skills learning." In International Conference on Multimodal Interfaces and the Workshop on Machine Learning for Multimodal Interaction. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1891903.1891955.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ahmad, Sadique, Kan Li, Adnan Amin, and Muhammad Yasir Faheem. "Simulation of Student Skills: The Novel Technique Based on Quantization of Cognitive Skills Outcomes." In 2018 IEEE 17th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2018. http://dx.doi.org/10.1109/icci-cc.2018.8482091.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Morocho Lara, Hector Daniel, Patricio Miranda-Ramos, and Yennifer Michelle Bustos Gamboa. "Cognitive skills and independent work." In 1er Congreso Universal de las Ciencias y la Investigación Medwave 2022;. Medwave Estudios Limitada, 2022. http://dx.doi.org/10.5867/medwave.2022.s2.uta155.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Segerstrale, Ullica. "Education for Creativity, Skills, and Cross-disciplinary Collaboration." In 2019 IEEE 18th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2019. http://dx.doi.org/10.1109/iccicc46617.2019.9146076.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Roberts, R. C., and R. Flin. "Behavioural Rating of Drillers' Cognitive Skills." In SPE International Conference and Exhibition on Health, Safety, Security, Environment, and Social Responsibility. Society of Petroleum Engineers, 2016. http://dx.doi.org/10.2118/179270-ms.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mocanu, Andrei, Irina Mocanu, and Oana Cramariuc. "COGNITIVE GAMES FOR IMPROVING LEARNING SKILLS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1514.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ruiz, Natalie, Guang Yong Liu, Bo Yin, Damian Farrow, and Fang Fang Chen. "Teaching Athletes Cognitive Skills: Detecting Cognitive Load in Speech Input." In Proceedings of HCI 2010. BCS Learning & Development, 2010. http://dx.doi.org/10.14236/ewic/hci2010.61.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Nichifor, Cosmindaniel, Mariaiuliana Dascalu, Constantanicoleta Bodea, Alin Moldoveanu, and Anamaria Neagu. "COGNITIVE TRAINING GAMES TO IMPROVE LEARNING SKILLS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-051.

Full text
Abstract:
The Cognitive Learning Theory explains why the brain is the most incredible network of information processing and interpretation.The ability to learn and make sense of new information is crucial to successful learning and that is why developing cognitive skills is so important. The current study proposes a new cognitive training application, which aims to help people (both children and adults) improve their learning skills, especially for those having particular difficulties, as poor visual memory or poor content memory. The functionalities, the technological details, implementation issues which were overcome with innovative solutions, as well as the strengths of the application are highlighted in the paper, in the context of other IT-supported instruments for cognitive learning. Our tool consists into a desktop application which offers the user the choice of several learning games, e.g. 2048, Image, Digit Puzzle, Box Matching. The tool also helps the user track his or her progress by registering the high scores and the record times. Therefore, the competitive capabilities could be also developed for those who ought to improve these skills throughout this application. Completely written in C++ and using the custom graphic library built from the ground up, the developed app boasts superior performance over other applications of the same type using the default or other much more complex libraries written in C. The graphic library uses just the amount of computer power that it needs in order to offer the user a simple and fluid experience. Thus, we claim that our tool exploits successfully gamification and human computer interface principles to offer an accessible instrument to all individuals aiming to improve their lives, by solving their attention deficit disorder or poor memory issues, by enhancing their prediction skills and mind reflection abilities or by offering relaxation and pleasant game-based activities.
APA, Harvard, Vancouver, ISO, and other styles
9

Ahmad, Sadique, and Awais Adnan. "Machine learning based cognitive skills calculations for different emotional conditions." In 2015 IEEE 14th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2015. http://dx.doi.org/10.1109/icci-cc.2015.7259381.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Maveddat, Saynaz, Elham Kabiri, and Hadiseh Farhandi. "The Effects of Neuroland Digital Cognitive Game On Children's Cognitive Skills." In 2021 International Serious Games Symposium (ISGS). IEEE, 2021. http://dx.doi.org/10.1109/isgs54702.2021.9684770.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Cognitive skills"

1

Kautz, Tim, James Heckman, Ron Diris, Bas ter Weel, and Lex Borghans. Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success. Cambridge, MA: National Bureau of Economic Research, December 2014. http://dx.doi.org/10.3386/w20749.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sarzosa, Miguel, and Sergio Urzúa. Bullying among Adolescents: The Role of Cognitive and Non-Cognitive Skills. Cambridge, MA: National Bureau of Economic Research, October 2015. http://dx.doi.org/10.3386/w21631.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Carlsson, Magnus, Gordon Dahl, and Dan-Olof Rooth. The Effect of Schooling on Cognitive Skills. Cambridge, MA: National Bureau of Economic Research, October 2012. http://dx.doi.org/10.3386/w18484.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Juhn, Chinhui, Yona Rubinstein, and C. Andrew Zuppann. The Quantity-Quality Trade-off and the Formation of Cognitive and Non-cognitive Skills. Cambridge, MA: National Bureau of Economic Research, December 2015. http://dx.doi.org/10.3386/w21824.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Broecke, Stijn, Glenda Quintini, and Marieke Vandeweyer. Wage Inequality and Cognitive Skills: Re-Opening the Debate. Cambridge, MA: National Bureau of Economic Research, February 2016. http://dx.doi.org/10.3386/w21965.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Freeman, Jared T., and Marvin S. Cohen. Methods for Training Cognitive Skills in Battlefield Situation Assessment. Fort Belvoir, VA: Defense Technical Information Center, January 1997. http://dx.doi.org/10.21236/ada323565.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ohlsson, Stellan. Feedback and Transfer in the Acquisition of Cognitive Skills. Fort Belvoir, VA: Defense Technical Information Center, June 2003. http://dx.doi.org/10.21236/ada416633.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Murnane, Richard, John Willett, and Frank Levy. The Growing Importance of Cognitive Skills in Wage Determination. Cambridge, MA: National Bureau of Economic Research, March 1995. http://dx.doi.org/10.3386/w5076.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hanushek, Eric, and Ludger Woessmann. Schooling, Cognitive Skills, and the Latin American Growth Puzzle. Cambridge, MA: National Bureau of Economic Research, June 2009. http://dx.doi.org/10.3386/w15066.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Markessini, Joan. Strategic Leadership in a Changing World Order: Requisite Cognitive Skills. Fort Belvoir, VA: Defense Technical Information Center, April 1995. http://dx.doi.org/10.21236/ada296863.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Cognitive skills' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography