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Hilger, Anne. "Cognitive and non-cognitive skills in developing countries." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH077.
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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 sujetThis 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
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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/.
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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.
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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.
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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.
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Gibbs, Benjamin Guild. "Gender and Cognitive Skills throughout Childhood." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496662.
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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.
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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.
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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.
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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.
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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.
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Su, Yu-Lan. "Cognitive diagnostic analysis using hierarchically structured skills." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2640.
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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.
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Eccles, David. "Cognition in orienteering." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341183.
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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.
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Approved for public release, distribution is unlimitedIncreasing 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%.
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Pawlik, S. "Methodology for assessment of cognitive skills in virtual environments." Thesis, University of Salford, 2001. http://usir.salford.ac.uk/2151/.
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The client briefing of the proposed building design is usually in the form of drawings and artistic impressions being presented to the client. However, very few clients are able to read a technical drawing and the artist impressions are limited and do not aid the client to visualise all aspects of the proposed building. During the client briefing process the client needs to have the experiential quality described, to be able to fully understand the design of the proposed building. Generally, humans perceive and directly experience architectural space by building qualities like texture, form, colour, light, scale, movement. A full-scale model of the proposed building would fully afford the experimental qualities. In reality it would be impractical and not cost effective. However, VR technology allows the creation of an inclusion of space in user's mind, through a minimum of means, but achieves a maximum impact, and affords all the experiential qualities offered by a physical model. A virtual model with a high degree of detail which can be explored by the designer and his clients will therefore be of significant help. However, to give clients the best possible impression of the proposed design it is important to understand how dimensions of those designed spaces are perceived. Therefore, a study was carried out focusing on fundamental investigations into the perception of basic architectural dimensions in order to assess the potential usefulness of VR technology in architecture and the client briefing process. In two experiments, subjects were required to estimate egocentric and exocentric dimensions in Virtual Environments and Real World Setting (RWS). The influence of stimuli orientation was also investigated. In estimating all dimensions a magnitude estimation procedure was employed using a modified free-modulus technique. All participants were pre-tested. Psychometric and visual tests were used for choosing an experimental group with a fair degree of homogenity. Two independent subject groups were used. In addition to dimension estimations recall of simple layout and feeling of space were investigated when evaluating the virtual interface. The general null hypothesis assumed that people perceive space in VE as well as in the real world. It has been shown that the results are statistically significant and therefore one was able to reject the general hypothesis. Overall participants underestimated the dimensions in both experiments by approximately 20%. Results and limitations of the study are discussed. The results of the experiments would indicate that VR technology can be used for simulations of architectural spaces because despite underestimations of dimensions it still performed relatively well if one compares it with results of experiments in the Real World Settings.
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Brunswick, Nicola. "Early cognitive neuropsychological profiles and development of reading skills." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/59517/.
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The present thesis sought to investigate the precise relationship between the cognitive and psychophysiological profiles of developing readers, of established readers and of failed readers. Phonological processing tasks and visuospatial tasks were used to assess relevant auditory and visual cognitive skills; handedness and EEG measures were used to provide indices of cortical organisation and activation. A 21/2 year longitudinal investigation of some 150 pre-readers provided evidence of mutually facilitative relationships between and within specific types of phonological skill and phonological memory. Early significance of visual skills was subsequently superseded by the importance of these phonological skills. The acquisition of early reading skills was associated with a shift towards increased dextrality as measured by hand skill and hand preference; this relationship was not evident in subsequent stages. Cross-sectional studies comparing dyslexic children with chronological- and reading-age matched controls extended these findings. The dyslexic readers displayed impaired phonological processing and phonological memory skills relative to chronological-age matched competent readers; similarities were observed between dyslexics and reading-age matched controls. Visual perceptual skills failed to differentiate between the chronological-age matched competent and impaired readers, although both out-performed younger control readers. ERP measures consistently demonstrated diffuse patterns of bilateral activation in dyslexic readers as opposed to asymmetric activity lateralised to the left hemisphere in control readers. Between group comparisons of inter-hemispheric activity revealed greater levels of right-hemisphere involvement in the dyslexic samples; between group comparisons of intra-hemispheric activity revealed evidence of greater involvement of fronto-central regions in the dyslexic samples. It is proposed that these data provide supportive evidence for the central involvement of phonological processing skills in the development of reading, underpinned by the normal development of asymmetric patterns of cortical lateralisation. Children where this development is delayed or deficient will display the reading difficulties characteristic of developmental dyslexia.
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Adebanji, Opeyemi Temilola. "Malaria education in the Foundation Phase Life Skills curriculum." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65444.
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Malaria is a major health dilemma with over 90% deaths occurring in Africa, south of the Sahara (WHO, 2003). Malaria has become endemic in South Africa, especially in the northeastern areas of three provinces, namely KwazuluNatal (KZN), Limpopo and Mpumalanga. The vulnerability of the infection is high during the summer rainy season between the months of September and May (Morris et al., 2013). ). An important case for consideration is the impact of malaria on the health of learners within these endemic areas. The study explored the possibility of promoting awareness of malaria education through the Life Skills curriculum in the Foundation Phase. The study applied Social Cognitive Theory (SCT) (Bandura, 1977) and the theory of Situated Cognition (Brown, Collins & Duguid, 1989) in an attempt to explain the link between curriculum and malaria health education. The study uses two qualitative customs of inquiry, namely narrative inquiry and case study approaches. The research sites were two primary schools in the Hamakuya area of the Vhembe district that were purposefully selected. The participants were 21 learners in the Foundation Phase from the abovementioned two schools, ten parents and seven Foundation Phase teachers. Data were collected by means of semistructured interviews and documents analysis. The data were analysed through thematic analysis (Braun & Clarke, 2006). The study results revealed that teachers did not demonstrate holistic knowledge to embrace the entirety of the content they need to teach the children in the Foundation Phase about malaria. The study highlights that malaria incorporation into the Life Skills curriculum in the Foundation Phase may become may successfully bridge the malaria knowledge gap. The need for a health curriculum that integrates curriculum elements (such as planning, enacting and assessing learning outcomes) was revealed. This is necessary to entrench Foundation Phase learners with desired learning outcomes.Thesis (PhD)--University of Pretoria, 2017.
Early Childhood Education
PhD
Unrestricted
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Fiorini, Mario. "Three essays on human capital : the role and determinants of cognitive and non-cognitive skills." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1444170/.
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This dissertation analyzes the role and determinants of cognitive and non-cognitive skills. A number of papers have stressed that educational and labor market outcomes are largely pre determined by the cognitive and non-cognitive skills accumulated during early childhood. Some of these papers recommend investing in this type of skills to raise educational enrolment and attainment, to reduce disparities between ethnic groups or to weaken the intergenerational trans mission of socio-economic status. Yet a number of questions are still open: Is early investment in skills always the best option Do cognitive and non-cognitive skills account for most of the intergenerational transmission of socio-economic status What are the most important inputs of these skills The first essay compares the efficiency of two alternative policies aimed at fostering educational enrolment. The results indicate that a direct grant in the form of a tuition subsidy is more efficient than an equally expensive unconditional parental income subsidy given when individuals are still in their childhood. The shift in the cognitive skills distribution following the latter subsidy is too small to generate a large increase in college enrolment. The second essay tests for stochastic monotonicity in intergenerational socio-economic mobility tables. The results provide evidence of monotonicity both unconditional and conditional on educational attainment, cognitive and non-cognitive skills. The third essay shifts the attention to the determinants of these skills, and in particular to the effect of using a computer at home on children's development. The results indicate that time spent on the computer has a positive effect on cognitive skills. For the non-cognitive skills the evidence is more mixed, with the direction of the effect depending on the type of skill and the age of the children.
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Henricson, Cecilia. "Cognitive capacities and composite cognitive skills in individuals with Usher syndrome type 1 and 2." Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-120114.
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The present thesis belongs to the research area disability research and deal with specific aspects of cognition in individuals with Usher syndrome type 1 and 2. The subject has been investigated and is discussed within an interdisciplinary framework, though the theories applied and described are derived from the area of cognitive psychology. Usher syndrome is a rare genetic condition causing a combination of visual and hearing impairment: deafblindness. There is a congenital hearing loss that is profound in type 1 and moderate to severe in type 2. During mid-childhood symptoms of visual impairment, e.g. light sensitivity, emerge and a progressive loss of visual field follows as a result of the genetically caused eye disease Retinitis Pigmentosa. The syndrome has previously been well described with respect to the genetical and medical aspects, but there has been very little research with a cognitive perspective on the population. Studies 1 and 2 in the present thesis focused on children with Usher syndrome type 1 with cochlear implants and investigated phonological skills, lexical access, working memory and reading skill in the group. Studies 3 & 4 investigated the same cognitive abilities and theory of mind in adults with Usher syndrome type 2. In study 4 the performance on theory of mind in the adults with Usher syndrome type 2 was also compared to that of another group with genetically caused deafblindness: individuals with Alström syndrome. The results were that both the children and adults with Usher syndrome had significantly poorer phonological processing than the control groups with normal hearing. There was a large variation on performance on lexical access, especially in the group of children, however several individuals performed at the same level as the control group. Reading skill was found to be at level with the control groups’. There was also great variation in performance on ToM, however the majority of individuals performed similar to the control group with normal hearing and vision. The present project has resulted in some new knowledge on cognitive performance in individuals with Usher syndrome type 1 and type 2. Performance in the participants with Usher syndrome can to a large extent can be understood by application of the models developed in previous research on populations with hearing impairment or deafness for understanding the impact of hearing with a hearing aid or cochlear implant. However, individuals with Usher syndrome experience additional difficulties in accessing information due to the progressive visual loss and the impact this has on performance is still largely unknown. Hence, the present project would recommend that interventions and support would be designed specifically to each individuals’ needs, with consideration of both the visual impairment and the hearing impairment.Föreliggande avhandling tillhör ämnet handikappvetenskap och beskriver specifika kognitiva förmågor hos personer med Ushers syndrom typ 1 och 2. Avhandlingens ämne har undersökts utifrån ett tvärvetenskapligt perspektiv, även om de teorier som tillämpas och beskrivs huvudsakligen härrör inom området kognitiv psykologi. Ushers syndrom är en ovanlig genetisk åkomma som leder till kombinationen av syn- och hörselnedsättning: dövblindhet. Individer med typ 1 av syndromet har medfödd dövhet medan individer med typ 2 har en medfödd måttlig till grav hörselnedsättning. Någon gång i åldrarna 6-10 år börjar de första symptomen, till exempel nedsatt mörkerseende, på den genetiskt betingade progressiva synnedsättningen Retinitis Pigmentosa att framträda. Syndromet är väl beskrivet i forskningen med avseende på genetiska och medicinska aspekter, men det finns extremt lite tidigare forskning med kognitivt perspektiv om populationen. Studierna 1 och 2 i föreliggande avhandling fokuserade på barn med Ushers syndrom typ 1 och cochleaimplantat. Dessa studier undersökte fonologisk förmåga, lexikal access, arbetsminne och läsning i gruppen. Studie 3 undersökte samma kognitiva förmågor hos vuxna med typ 2 av syndromet. I studie 4 undersöktes även den sammansatta förmågan Theory of Mind hos de vuxna med typ 2 och deras prestation jämfördes både mot en kontroll grupp med normal hörsel och syn och en kontrollgrupp med annan typ av dövblindhet; Alström syndrom. Resultaten visade att både barnen och de vuxna med Ushers syndrom hade signifikant sämre fonologisk förmåga än kontrollgruppen med normal hörsel. Nivån på prestation varierade stort inom grupperna, särskilt mellan barnen med typ 1, och flera av individerna (barn och vuxna) presterade trots hörselnedsättningen på samma nivå som de normalhörande. Läsfärdigheten befanns vara i nivå med kontrollgrupperna. I den vuxna gruppen var det stor variation i prestation även på Theory of Mind, men de flesta av individerna presterade liknande som kontrollgruppen med normal hörsel och syn. Föreliggande projekt har resulterat i lite mer kunskap om kognitiva färdigheter hos individer med Ushers syndrom typ 1 och 2. De resultat som individerna med Ushers syndrome presterade kan till stor del förstås och tolkas genom tillämpning av teorier och modeller utvecklade för att den inverkan på kognitiva förmågor det har att ha nedsatt hörsel och höra med hjälp av hörselapparat eller cochleaimplantat. Dock tyder fynden i detta projekt även på att individer med Ushers syndrom på grund av den allvarliga synnedsättningen har ytterligare svårigheter att få tillgodogöra sig information, men i vilken utsträckning och på vilket sätt är ännu inte beskrivet. Utifrån fynden i föreliggande studie blev rekommendation att interventioner och stöd till personer med Ushers syndrom utformas specifikt till varje individ, med hänsyn taget både till hens grad av synnedsättning och hörselnedsättning.
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Stevenson, Mike. "The use of mental skills by male and female athletes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0027/MQ52308.pdf.
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Dallaway, Richard. "Dynamics of arithmetic : a connectionist view of arithmetic skills." Thesis, University of Sussex, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358186.
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Doyle, Katherine Jane. "The relationship of age, empathy skill training and cognitive development to nursing students' empathic communication skills." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28212.
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The interactive skill of empathy is essential to the practice of nursing. The British Columbia Institute of Technology General Nursing Diploma Program has implemented an interactive skills training program that includes the skill of empathy in order to assist nursing students to acquire this skill. The purpose of this study was to investigate the relationships between the interactive skill of empathy and the developmental variables of level of cognitive development and age and the educational variables of empathy skill training and number of years of post-secondary education in nursing students.
Developmentally, the ability most relevant to the cognitive component of empathy is perspective and role-taking which is facilitated by the development of formal operational thinking. The constraints on the development of formal operational thinking consequently are constraints on the development of the cognitive component of empathy. It is this cognitive empathic ability, however, that is considered crucial to nursing. The question therefore arises: To what degree do the cognitive constraints evident in nursing students inhibit or impede their development of empathic interactive skills.
Data were collected from two groups of nursing students, one that had experienced the empathy training and the other that had not. The variables of empathic interactive skill and level of cognitive development were measured with Carkhuff's Empathic Understanding in Interpersonal Processes Scale and the Arlin Test of Formal Reasoning respectively. Data on age and number of years of post-secondary education were collected with a Biographical Data Sheet. Hierarchical multiple regression analysis was used to investigate the linear relationship of age, empathy skill training, and cognitive level to the subjects' empathic interactive skill. Two nonparametric tests of chi square were used to examine the degree of independence between empathic interactive skill and the variables of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference.
The findings of this study indicate that there is a significant linear relationship between empathic interactive skill and empathy skill training. Training accounted for the greatest proportion of variance in empathy scores after age had been removed (53%), F (3, 50) = 30.64, p<.00001. Chi square analysis found that empathic interactive skill was shown to be independent of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference. It is recommended that the empathy skill training program be continued with the following suggestions. The contextual, process nature of interaction needs to be emphasized including the constraints and realities of nursing practice that generally are not operating in the counselling paradigm from which the skills program is adopted. Subsequently, more emphasis is required on the facilitative skills, including basic empathy rather than the challenging skills. It is suggested that on-going seminars for faculty to clarify the value and practice of empathy plus a team teaching approach would improve the quality of supervision students receive. Suggestions are made for further research.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Svensson, Andreas. "The Cognitive Skills Program and Offender Recidivism in Swedish Probation." Thesis, Stockholm University, Department of Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7150.
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This study is an evaluation of the rehabilitative effects of the Cognitive Skills program, an accredited correctional treatment program offered by the Swedish probation service since 1995. Whereas the program has previously been studied in Swedish prison settings, this is the first Swedish study in a non-custodial setting. All 117 male probationer program participants 1995-2000 were closely matched to 349 controls in a survival analysis of long-term recidivism in the sample. Program completers did not show lower relative risk of relapse than the control group, consisting of probationers who did not enter the program. A survival analysis of a violent offender subsample was inconclusive due to sample size but suggests a potential program effect on this type of offender.
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Muldner, Katarzyna. "Tailored scaffolding for meta-cognitive skills during analogical problem solving." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31443.
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Although examples play a key role in cognitive skill acquisition, research demonstrates that learning outcomes are heavily influenced by the meta-cognitive skills students bring to bear while using examples. This dissertation involves the design, implementation and evaluation of the Example Analogy (EA)-Coach, an Intelligent Tutoring System that provides adaptive support for meta-cognitive skills during a specific type of example-based learning known as analogical problem solving (APS, using examples to aid problem solving). To encourage the targeted meta-cognitive skills, the EA-Coach provides multiple levels of scaffolding, including an innovate example-selection mechanism that aims to choose examples with the best potential to trigger learning and enable problem solving for a given student. To find such examples, a key factor that needs to be taken into account is problem/example similarity, because it impacts the APS process. However, full understanding has yet to be reached on how various levels of similarity between a problem and an example influence students' APS behaviours and subsequent outcomes. Here, we provide a novel classification of problem/example differences and hypotheses regarding their impact on APS. In particular, we propose that certain differences between a problem and an example may actually be beneficial in helping students learn from APS, because they promote the necessary meta-cognitive skills. However, given the great variance in terms of knowledge and meta-cognitive skills that exists between students, a key challenge with our approach is how to select examples that provide enough scaffolding for different learners. Our solution to this challenge involves a two-step decision-theoretic process. First, the EA-Coach student model, which corresponds to a dynamic Bayesian network, is used to predict how a candidate example will help a student solve the problem and learn from doing so. Second, the model's prediction is quantified via a utility function, which assigns an expected utility to the candidate example. This process allows the framework to present to the student the example with the highest expected utility for enabling learning and problem solving. We evaluated this approach via a controlled laboratory study, which demonstrated the EA-Coach's pedagogical effectiveness for supporting problem solving and triggering meta-cognitive skills needed for learning during APS.Science, Faculty of
Computer Science, Department of
Graduate
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Van, Domselaar Theresa Anne. "Offenders' social-cognitive skills as predictors of criminality and recidivism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/NQ40458.pdf.
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Fogarty, Jennifer Noelle. "Cognitive and motor skills differ in sensitivity to alcohol impairment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65238.pdf.
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Loudermilk, Sara M. "Early attachment security relations with cognitive skills and academic achievement /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1434Loudermilk/umi-uncg-1434.pdf.
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Thesis (M.A.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Feb. 28, 2008). Directed by Susan D. Calkins; submitted to the Dept. of Psychology. Includes bibliographical references (p. 36-42).
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Peter, Frauke [Verfasser]. "Essays on children's non-cognitive skills and health / Frauke Peter." Berlin : Freie Universität Berlin, 2013. http://d-nb.info/1032171537/34.
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Sowa, Victor. "Men and Women’s Return to Cognitive Skills. : Evidence from PIAAC." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-227789.
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Do men and women receive different pay-offs, in terms of wage, from cognitive skills in the Swedish labor market? To answer this, the classical Mincer equation is expanded with a variable for cognitive skills (literacy and numeracy) and an interaction term between being a male and cognitive skills to be able to distinguish the actual difference in pay-off. I use data from OECD’s PIAAC survey of adult skills, which provides a unique opportunity to examine gender pay-off differences concerning cognitive skills. The results show that men have a larger pay-off than women once occupation is sufficiently controlled for
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Moye, Macon Jasper. "The impact of a cognitive strategy on students' composing skills." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618793.
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The purpose of this study was to evaluate the effectiveness of the Cognitive Process of Instruction (CPOI), a cognitive strategy approach to writing instruction. An important emphasis o f the CPOI approach was a strategy designed to help students build a conceptual framework for the main idea paragraph as a means of improving composing skill.;The sample included 121 fifth grade elementary school students. Intact classes were assigned to the treatment or comparison group. The nonequivalent comparison-group design was used, and data were examined using analysis of covariance. The dependent variable was composing skill as measured by holistic and domain scoring. One null hypothesis was tested to determine whether differences between the experimental and comparison groups were significant at the.05 level of confidence.;The data analysis found that students in the cognitive strategy treatment showed significant difference when compared to comparison group students who were exposed to a modified writing process approach. However, this difference was in a different direction than predicted. Students in the cognitive strategy treatment experienced a decrease in composing score while students in the comparison treatments improved in composing skill. Length of treatment time and cognitive overload were seen as the most plausible explanation.;Recommendations include additional research to determine effect of length of time of treatment on (1) length of composition, (2) number of paragraphs written, and (3) composing skill for low, average, and high achieving students.
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Carter, Adrienne Lynne. "Learning to walk the talk: Cognitive models improve presentation skills." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3026.
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Kirazci, Sadettin. "Cognitive learning strategies to mimic knowledge of results manipulations." Thesis, Bangor University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263594.
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Pollicina, Carmelo. "A computer method for the induction of concrete operational thought in mentally retarded or learning disabled persons." Thesis, Royal Holloway, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314273.
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Molzhon, Andrea. "Exploring the Influence of Socioeconomic Status on the Executive Function and Theory of Mind Skills of Preschoolers." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4226.
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Executive function (EF) and theory of mind (ToM) skills develop rapidly during the preschool years and have been found to directly and indirectly contribute to school readiness. Evidence indicates that EF may influence ToM development, though this relation may not be consistent across children from different backgrounds. Additionally, socioeconomic status (SES) has been shown to affect preschoolers’ EF, while the literature is mixed regarding the effects – if any – that SES may have on ToM development. Though the relation between EF and ToM appears robust across the literature, the possible effects of SES on this relation have yet to be fully explored. As children from low-SES homes are more likely to fall behind at the start of school, and this achievement gap is likely to widen through the school years, it is important to understand how the cognitive components that contribute to school readiness develop and are affected by SES so that we may work toward improving preschool education for children across all socioeconomic backgrounds. The primary purpose of the current study was to determine whether SES affected the relation between EF and ToM among urban preschool children (ages 3-5 years) from various SES backgrounds. In addition to examining the EF-ToM relation, relations among SES, general cognitive skills, EF, and ToM, as well as relations among age, EF, and ToM, were examined. Results from correlational and regression analyses indicated that SES was related to EF but not ToM, and that EF was not related to ToM after controlling for age. Inconsistent with the majority of previous findings, the results did not support the hypothesized link between EF and ToM. However, the findings from this study do add support to the large body of literature pertaining to the positive relation between SES and EF, and provide evidence that ToM may be relatively protected from the negative effects of low-SES among preschoolers. Results also support previous reports of large age-related changes in EF and ToM that occur during the preschool years. The implications for preschool development and education are discussed.
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McNeill, Shelby Mae. "Family Environments and Children's Cognitive Skills: Accounting for Heritable Influences Through Comparing Adopted and Biological Children." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6465.
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Utilizing ECLS-K:2011 data, this study compares adopted and biological children to account for the role of heritable characteristics in explaining the relationship between family environments and children's cognitive skills. I find that cognitive skills do not differ across adopted and biological children after adjusting for the systematic differences between them. I also find that the relationship between family environment and children's cognitive skills does not differ across adopted and biological children. Taken together, these results suggest that the relationship between family environment and children's cognitive skills is not spurious.
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Quakley, Sarah Michelle. "Cognitive behaviour therapy with children : an investigation into cognitive skills and cognitive content in clinically referred and non-clinical young children." Thesis, University of East Anglia, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539349.
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Ricketts, Jessie. "Reciprocal development in vocabulary and reading skills." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ef73c787-eba9-4ddf-bc85-1700de9c6d3a.
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Data are presented in seven chapters that address the reciprocal relationship between oral vocabulary and reading development. Chapter 2 explores exception word reading in poor comprehenders longitudinally, finding deficits that are pervasive over a period of two years. The results support the hypothesis that weak oral vocabulary skills are causally related to poor exception word reading in this group. In Chapter 3, orthographic and semantic skills in poor comprehenders are investigated in a word learning paradigm. This chapter provides evidence that poor comprehenders have more difficulty learning and retaining semantic information than orthographic information. A similar paradigm is described in Chapter 4 to investigate predictors of orthographic and semantic learning. In a large group of typically developing readers, this demonstrates that decoding is the strongest predictor of orthographic learning while existing oral vocabulary knowledge is the strongest predictor of semantic learning. In Chapters 5 and 6 orthographic and semantic skills in poor comprehenders and children with dyslexia are compared using standard off-line tasks (Chapter 5) and an online word learning experiment (Chapter 6). These chapters indicate similarities as well as differences in the reading and language profiles of these groups. Chapter 7 adopts a different approach by using a word learning study to investigate the benefit of teaching new oral vocabulary in the presence of orthography.
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Drury, Val. "Interpersonal difficulties and theory of mind skills in acute psychosis." Thesis, University of Birmingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247087.
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Knoepke, Julia [Verfasser]. "Cognitive Component Skills of Reading Comprehension in Developing Readers / Julia Knoepke." Kassel : Universitätsbibliothek Kassel, 2016. http://d-nb.info/1117718727/34.
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Wilkins, Nicolas Jon. "The effects of performance goals on the automaticity of cognitive skills." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1278356940.
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Han, Siqi. "The Unequal Power of Character: How Schools Reward Non-Cognitive Skills." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531241258670126.
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Hutchinson, Jane Margaret. "The developmental progression of cognitive-linguistic skills in emergent bilingual children." Thesis, University of Central Lancashire, 2002. http://clok.uclan.ac.uk/1743/.
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While there exists an extensive research literature that focuses upon literacy development in monolingual, English speaking children, very little research has been conducted regarding the problems encountered by children learning English as an additional language (EAL). Recent political and educational concerns have been the educational under-achievement of minority ethnic children and their underrepresentation in those identified as having specific learning difficulties. This thesis aims to further our understanding of factors underlying literacy development in both monolingual and EAL children to produce evidence to inform policy and practice in addressing these concerns. A three-year longitudinal study is reported together with a series of experimental studies. The longitudinal study examines the developmental pattern of the processes underlying literacy development in children learning EAL and also their monolingual peers. Forty-three children learning EAL and forty-three monolingual (English speaking) children were assessed on a range of cognitive-linguistic measures in School Year 2. Testing was repeated in School Years 3 and 4. The experimental studies explored in more detail the comprehension-related difficulties identified in the EAL children in the first year of the longitudinal study. Given that boys' underachievement in literacy is a general concern in the monolingual population, gender differences within both the monolingual and EAL children are also examined in the longitudinal study. Children learning EAL and their monolingual peers achieved similar levels of success on reading accuracy-related measures and made similar progress over the three years. For the EAL children there was no evidence of gender differences whilst for the monolingual children there were lower scores for the boys. On comprehension-related measures, although both groups of children made a similar level of progress at each point in time, children learning EAL experienced more difficulty than their monolingual peers. Gender differences in comprehension were, in general, not found for either group of children. The findings are discussed in terms of theoretical and practical implications for addressing the educational underachievement of ethnic minority children and the identification of specific learning difficulties in these children.
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Carter, Jennifer Lindsay. "The life course development of non-cognitive skills and health inequalities." Thesis, King's College London (University of London), 2015. https://kclpure.kcl.ac.uk/portal/en/theses/the-life-course-development-of-noncognitive-skills-and-health-inequalities(03f73cdc-8449-4a03-99d4-71d131f7dc38).html.
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Dystrophic epidermolysis bullosa results from mutations in COL7A1 that encodes collagen VII, the major component of anchoring fibrils. General paradigms have emerged attributing dominant DEB to heterozygous glycine substitutions and recessive DEB to nonsense, frameshift or splice site mutations on both COL7A1 alleles. Several aspects of the genotype-phenotype heterogeneity encountered in DEB remain unexplained, although genetic, epigenetic and environmental modulators have been implicated. In this thesis, various aspects of DEB were studied, in a bid to refine genotype-phenotype correlation. A detailed analysis of missense GS and non-GS mutations identified 57 novel mutations and was in-keeping with the general established paradigms. Unique clinical entities such as EB-pr and BDN were studied. The role of the matrix metalloproteinase-1 promoter polymorphism, -1607 1G/2G, on disease modification in EB-pr was explored, but was shown to be an unlikely modulator. A large study of BDN, highlighted that intracytoplasmic retention of collagen VII and stellate bodies were not exclusive to BDN and can be associated with various subtypes of DEB, non-EB cases and normal skin. The first case of revertant mosaicism in DEB was studied revealing intragenic cross-over as the underlying mechanism. Finally, intradermal injection of allogeneic fibroblasts was shown to result in increased and sustained expression of COL7A1 possibly through the upregulation of HB-EGF. Recognition of disease modifiers in DEB and refinement of genotype–phenotype correlation will not only further our understanding of DEB but will have implications on diagnosis, counselling and prognosis through patient specific and targeted therapy.
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Bernabini, Luca <1989>. "Mathematical skills: intergenerational features and relationships with cognitive and linguistic abilities." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amsdottorato.unibo.it/9479/1/Luca%20Bernabini_PhD_Tesi.pdf.
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This thesis aimed to investigate the cognitive underpinnings of math skills, with particular reference to cognitive, and linguistic markers, core mechanisms of number processing and environmental variables. In particular, the issue of intergenerational transmission of math skills has been deepened, comparing parents’ and children’s basic and formal math abilities. This pattern of relationships amongst these has been considered in two different age ranges, preschool and primary school children.
In the first chapter, a general introduction on mathematical skills is offered, with a description of some seminal works up to recent studies and latest findings. The first chapter concludes with a review of studies about the influence of environmental variables. In particular, a review of studies about home numeracy and intergenerational transmission is examined.
The first study analyzed the relationship between mathematical skills of children attending primary school and those of their mothers. The objective of this study was to understand the influence of mothers' math abilities on those of their children.
In the second study, the relationship between parents’ and children numerical processing has been examined in a sample of preschool children. The goal was to understand how mathematical skills of parents were relevant for the development of the numerical skills of children, taking into account children’s cognitive and linguistic skills as well as the role of home numeracy.
The third study had the objective of investigating whether the verbal and nonverbal cognitive skills presumed to underlie arithmetic are also related to reading. Primary school children were administered measures of reading and arithmetic to understand the relationships between these two abilities and testing for possible shared cognitive markers.
Finally, in the general discussion a summary of main findings across the study is presented, together with clinical and theoretical implications.
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Conner, Dianna Holden. "Social skills training for individuals with schizophrenia: Evaluation of treatment outcome and acquisition of social and cognitive skills." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4713/.
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Social and cognitive skill acquisition were evaluated in 33 (male=24, female=11) outpatients with schizophrenia or schizoaffective disorder. A social skills training treatment group (n=19) was compared to a wait-list control (n=14). Participants' mean age was 41 years, mean number of hospitalizations 10.4, and mean number of years with diagnosis 15.8. Assessment measures included WAIS-III Picture Arrangement subtest, Social Cue Recognition Test, COGLAB, WMS-III Word List subtest, and SADS-C. Results did not support the main hypotheses of improved social and cognitive skills in the treatment group. Participants with better memory and attention at pre-testing also did not show an advantage in social skills improvement. Contrary to hypotheses, the control group improved the most on some social and cognitive measures. Several supplemental hypotheses yielded the following results: lack of volunteer participation from paranoid schizophrenia individuals; evidence that schizoaffective disorder participants may be less cognitively impaired and better able to benefit from social skills training; and younger, less chronic participants with better attentional capacities may benefit most from social skills training. Findings are discussed in light of the possibility that improving social skills might not improve social and cognitive functioning, at least with the dosage of social skills training provided in this study. Limitations such as a sampling bias and small study size are also considered as possible explanations for the pattern of findings. Clinical and research implications are discussed to apply and extend the current findings.
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Byrne, Angela. "The development of reading skills in children with Down syndrome." Thesis, University of Portsmouth, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364338.
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This longitudinal study charts the development and achievement in reading, language and memory skills of a representative group of children with Down syndrome in mainstream education. Twenty-four children with Down syndrome were followed over a 2 year period and compared to (i) children matched for reading age (N=31) and, (ii) average readers (N=42), from the same school classes as the children with Down syndrome. A battery of standardised assessments was administered annually to obtain measures of reading, language, memory, number skills, and general intelligence. On all three occasions the children with Down syndrome showed an uneven profile of development with advanced reading ability compared to their other cognitive skills. Two years after the initial assessment there was still no significant difference between the reading scores of the children with Down syndrome and the reading age control group indicating similar rates of progress in the two groups despite the children with Down syndrome being significantly delayed on all of the other measures. Although it was predicted that learning to read may enhance the language and memory skills of children with Down syndrome, partial correlations revealed no significant associations between reading and language ability once age and intelligence had been controlled for. This suggests that reading and language are independent cognitive skills in this age group of children. The relationship between reading and auditory STM was less clear as significant partial correlations were only found at some times. Furthermore, exploratory multiple regression analyses also suggested that there was no clear predictive relationship of language and memory development from early reading ability. Finally, reading strategies were examined longitudinally in an experimental task in which words and nonwords were presented via a computer. The Down syndrome and reading matched groups were similar in their ability to read words but the children with Down syndrome were significantly less accurate when reading nonwords. The results suggested that the majority of the children with Down syndrome were continuing to make progress using a logographic reading strategy. However, there was also some evidence that some children with Down syndrome (those who had the highest reading ages) had developed alphabetic skills.
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Nasser, Mohamed. "The Study of the Relationship between Linguistic Skills and Psychological Disorders." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-159608.
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Our current knowledge about the relationship between linguistic skills and psychological disorders is somewhat diffuse. One reason is because it is difficult to investigate this relationship without including conditions that clearly influence the results in one way or another (e.g. culture, environment, socioeconomic class etc). This study aims to investigate the relationship in an attempt to highlight a potential link. By using the lens of several fields altogether; cognitive science, linguistics, neuroscience, neurocognition, this study shed light on the relationship and encourage further studies in this field to determine the role of linguistic skills in mental health in general. In the experiment, linguistic skills were measured opposed to depression as a specific disorder to quantify specific data. Linguistic skills were measured by density and diversity and PHQ-9 survey question were used to determine depression scale. Statistical analysis showed significant correlations between some measures of linguistic skills and PHQ-9. The significant statistical correlation found points towards the hypothesis that, better linguistic skills promote well-being, and psychological disorders take minor effect relative to poorer linguistic skills. This topic is large-scaled which means that background variables must be acknowledged thoroughly, which due to the extent of this thesis, were not. The results are discussed further as well as limitations of the study. Improvements for further research are proposed.
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Kontogiannis, Thomas. "Training for optimising internal task transfer in the acquisition of process control skills." Thesis, Loughborough University, 1989. https://dspace.lboro.ac.uk/2134/15365.
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The aim of this thesis is to investigate the acquisition of different elements of process control skills and how the transfer between task elements contributes to the acquisition of the overall task. Process control tasks are very complex cognitive tasks consisting of a number of subordinate task elements such as procedure-following, diagnosis, & monitoring, whose execution must be planned carefully in order to meet the system goal. In the past, research emphasis has focused upon training these subordinate tasks separately, ignoring the possibility that performance at one element would benefit from or interfere with mastery of another. Understanding these possible 'internal transfer' phenomena will influence training design. It would also influence issues of work design, including allocation of functions, since tasks designed to enable practice of the constituent elements to support each other would counterbalance problems associated with infrequent use of skills in automated plants. This thesis has focused upon the development of training methods to optimise transfer of knowledge and skills, assisting trainees to integrate different task elements within the overall process control task they need to master. The transfer of training literature was reviewed in order to identify major variables influencing transfer. To provide a framework for utilising previous empirical findings in examining transfer of complex process control skills, a model of Hierarchical Task Analysis was developed which described the task in terms of a limited number of operations and plans. A major hypothesis put forward in the thesis is that 'task elements with similar forms of plans and operations may prompt an individual to adopt similar cognitive processes and transfer will be observed'. The size of transfer, however, would be determined by the learning conditions under which the original task elements were acquired. To examine the influence of learning conditions upon transfer of task elements, four training methods were developed based upon a theoretical model of transfer which was integrated with the hierarchical task analysis. A large scale experiment was conducted in order to investigate the effects of the four training methods upon learning two similar tasks, in the context of starting-up a distillation column. This task was simulated in a microcomputer. The two tasks were designed to share common task elements but were different in terms of the required product specifications. Twenty-eight postgraduate students took part in a training course which lasted for eight hours approximately. The subjects were assigned to the following four experimental conditions: (i) the procedures-group which was provided with efficient procedures; (ii) the analysis-group which received additional explanations about the interaction of goals described in the procedures; (iii) the model-group which was provided with a structural model of the plant, but with no procedures; and (iv) the practice-group which learned the tasks by practice and which was used as a control condition. The model of learning was used to make transfer predictions and generate five experimental hypotheses which were tested in the main study; one hypothesis was concerned with the acquisition of the original task, two of them with the transfer of task elements and the other two with nonspecific transfer effects. For a number of performance measures such as speed, control performance and economy of operation, the procedures- and analysis- groups performed the original task better than the other groups. The model-group was faster than the practice-group; however, their control and economy aspects of performance were equivalent. An 'in-depth' analysis of the control actions and verbal protocols showed that the model-group continued to experiment with' the process, putting into practice the theory of plant which was taught to them. Performance at the transfer task indicated that all groups performed better than the practice-group, which provides support for the hypothesis that 'task elements similar in form may prompt an individual to adopt similar cognitive processes and transfer may occur'. However, the procedures-group degraded its performance and appeared to be inferior to both the analysis- and modelgroups, which may indicate that some kind of extrinsic information in the form of planning or conceptual knowledge would be required to optimise transfer. On the other hand, the analysis-group was faster than the model-group, but no significant differences were reported with respect to other measures of performance. On practice with a successive transfer task of the same kind, the observed patterns of performance changed. Only the analysis-group was significantly better than the practice-group, the other groups having scored in between these two groups. This finding has highlighted the role of practice in an interactive learning environment provided by the plant simulator. Although the experimental design attempted to control for nonspecific transfer effects by maximising the number of 'common' task elements between the original and transfer tasks, the individual differences observed and the changes in the kind of plans developed by trainees have indicated that such transfer effects have actually taken place. This was expected to occur to a certain extent, and two hypotheses had been formulated in order to examine this issue by looking into the types of planning and conceptual knowledge which supported transfer. As it was expected, the analysis- and model- groups achieved higher nonspecific transfer scores than the other groups which were measured in terms of the amount of disturbance caused to previously established parameters and the number of questions answered in a questionnaire administered in the end of the study. An interesting result, however, was that the practice-group appeared to be better than the procedures-group in this respect; this may be accounted for by the fact that the former group was more actively engaged in learning the original task. Finally, the thesis has investigated the transfer of the three subordinate goals common to both the original and transfer tasks. An important factor which has influenced the different degrees at which these goals were transferred was the degree of flexibility entailed in their performance. The thesis concludes with an evaluation of its own approach and suggestions for future research.
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Adler, Abby Danielle. "Change in Automatic and Strategic Cognition: An Examination of Cognitive Therapy for Depression." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1333579543.
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Nikolaou, Dimitrios. "Essays on Noncognitive Skills." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365775863.
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Aviles, Walter Antonio. "The role of multimodal sensorimotor involvement in the learning of cognitive skills." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/40600.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1996.Includes bibliographical references (leaves 24-26).
by Walter Antonio Aviles.
M.S.
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Coosner, Carroll Diane. "The design and evaluation of a cognitive skills assessment checklist for educators." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52505.
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Thesis (MEd)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: Post-apartheid South Africa has seen a shift to process-centred, outcomesbased (OBE) education. Within this paradigm much has been written and recommended as regards assessment, specifically authentic assessment, which needs to be continuous. Within this transformatory model of teaching and assessment, it is vital for the educator to understand how the learner learns in order to assess him/her authentically. Because cognition has to do with how learners acquire, store and utilize information, the best way to assess cognitive ability is to assess those thought processes that are involved in arriving at the products of cognition directly. Being process-based and judging the learners' responsiveness to instruction, it becomes important for the educator to examine how a learner learns, before educators can hope to categorise and analyse the learners' ability to learn. The paucity of the data base search revealed that the design of such a cognitive checklist was imperative. The checklist had to be easily understood, practical and easily impiementabie. The researcher based the checklist on Feuerstein's (1980) model, which is underpinned by the concepts of structural cognitive modifiability (SCM) and the mediated learning experience (MLE). SCM is based on the assumption that human beings have the capacity to modify their cognitive functions and adapt to life's changing demands. They are thus open systems which are amenable to cognitive changes. Structural changes are pervasive and determine cognitive function in a broad series of mental activities. Feuerstein has suggested a list of deficient cognitive functions at the input, elaboration and output phases of the mental act. These serve as guidelines for observational and mediational efforts. The identification of the deficient cognitive function, the level of modifiability and the mediation required to change them are considered to be of vital importance to predicting future learning. This basic assumption shifts the responsibility for a person's modifiability from that individual to the mediator or educator. The basic parameters of the cognitive process are subsumed into the cognitive map. These include: content; operation; modality; phase (input, elaboration, output); level of complexity; level of abstraction and level of efficiency. The present researcher reframed all the basic components of the learning phases into easily accessible English and provided examples of sub-skills (150) necessary for the successful acquisition of learning at that phase of the learning process. The literature study was followed by a pilot-study. This was carried out in order to refine the checklist and make sure that it was, indeed, user-friendly, easily understood, impiementabie without training and that it yielded information which the educators found to be professionally beneficial and enriching. The results of the pilot-study were incorporated into The Checklist To Assess Cognitive Skills' (Chapter 4). The result of the research was unanimous as regards the above-mentioned goals. The educators all realised the necessity of linking assessment to instruction and understood how crucial it is that educators understand and appreciate how a learner learns and hence, develops.
AFRIKAANSE OPSOMMING: Na apartheid het Suid-Afrika 'n verskuiwing na prosesgesentreerde, uitkomsgebaseerde onderwys (UGO) beleef. Binne hierdie paradigma is baie geskryf en aanbevelings gemaak oor assessering, veraloor outentieke assessering wat deurlopend toegepas moet word. Binne hierdie transformatiewe model van onderrig en assessering is dit van besondere belang dat opvoedkundiges moet verstaan hoe die leerder leer ten einde hom of haar op 'n outentieke wyse te kan assesseer. Omdat kognisie te doen het met die verwerwing, prosessering, storing en aanwending van inligting, is die geskikste wyse om kognitiewe verweë te assesseer, om daardie denkprosesse te assesseer wat direk betrek word ten einde by die produkte van kognisie uit te kom. Aangesien dit proses gebaseerd is, en gaan om die beoordeling van leerders se responsiwiteit op onderrig, word dit belangrik vir die opvoedkundige om te ondersoek hoe 'n leerder leer, voordat die opvoedkundige met enige mate van sukses leerders se leervermoëns sal kan kategoriseer en analiseer. Die beperkte omvang van die databasis-soektog beklemtoon dat die ontwerp van 'n kognitiewe kontrolelys vir opvoedkundiges imperatief is. Die kontrole lys moet verstaanbaar, prakties en maklik implementeerbaar wees. Die navorser het die kontrolelys gebaseer op Feuerstein (1980) se model wat onderlê word deur die konsepte van strukturele kognitiewe modifieerbaarheid (SCM) en die gemedieerde leerervaring (MLE). Struktuele kognitiewe modifieerbaarheid (SCM) is baseer op die aanname dat mense oor die vermoë besit om hulle eie kognitiewe funksies te modifieer en om aan te pas by die veranderende eise van die lewe. Hulle is dus oopsisteme wat vatbaar vir kognitiewe veranderinge is. Struktuele veranderinge is deurdringend van aard en bepaal kognitiewe funksionering in 'n breë reeks van denkaktiwiteite. Feuerstein het 'n lys van ontoereikende kognitiewe funksies by die invoer-, uitbreidings- en uitvoerfases van die denkhandeling voorsien. Hierdie lys dien as riglyne by beide waargenome en gemedieerde pogings. Die identifikasie van ontoereikende kognitiewe funksies, die vlak van modifieerbaarheid en die mediëring om dit te wysig, word as van kardinale belang beskou in toekomstige leer. Die basiese parameters van die kognitiewe proses word gesubsumeer in die kognitiewe kaart. Dit sluit in: inhoud; operasie; modaliteit; fase (invoer, uitbreiding, uitvoer); vlak van kompleksiteit; vlak van abstraksie en vlak van effektiwiteit. Die navorser het al die basiese komponente van die leerfases in toeganklike Engels herskrywe en het voorbeelde van 150 subvaardighede, nodig vir suksesvolle verwerwing van leer in daardie spesifieke fase van die leerproses, voorsien. Die literatuuroorsig is deur 'n loodsstudie opgevolg. Die loodsstudie is uitgevoer ten einde die kontrolelys te verfyn en om te vergewis dat dit werklik gebruikersvriendelik, maklik verstaanbaar, en toepasbaar is sonder opleiding, en dat dit inligting voorsien wat 'n voordelige en verrykende professionele bydrae sal maak. Die bevindings van die loodsstudie is in die Kognitiewe Kontrolelys geïnkorporeer (Hoofstuk 4). Die navorsingsbevindings het op eenstemmige wyse die realisering van bostaande doelwitte onderskryf. Die opvoedkundiges het almal die noodsaaklikheid van die verbinding tussen assessering en onderrig verstaan en ook van die belangrikheid dat die opvoedkundige begrip en waardering toon van hoe 'n leerder leer en dus ontwikkel.
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Johnson, Erica M. "Neuroprotection and Cognitive Enhancing Training Strategies: Environmental Enrichment and Motor Skills Training." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1304692503.
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Hutson, Elizabeth. "Mindstrong to Combat Bullying: A Cognitive Behavior Skills Building Intervention for Adolescents." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1577780557457792.
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