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Journal articles on the topic 'Cognitive skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 March 2023

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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11

Kurz, Alexander F., Stefan Leucht, and Nicola T. Lautenschlager. "The clinical significance of cognition-focused interventions for cognitively impaired older adults: a systematic review of randomized controlled trials." International Psychogeriatrics 23, no. 9 (July 11, 2011): 1364–75. http://dx.doi.org/10.1017/s1041610211001001.

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ABSTRACTBackground: Cognitive stimulation, training or rehabilitation can achieve modest, skill-specific gains in cognitively healthy older adults. With regard to the limited efficacy of currently available anti-dementia drugs it is crucial to investigate whether such treatments also provide clinically meaningful benefits to cognitively impaired older individuals.Methods: We conducted a systematic review of randomized controlled trials evaluating cognition-focused interventions in participants with mild cognitive impairment or dementia. Meta-analytic strategies were used to calculate effect sizes.Results: Cognition-focused interventions confer small and inconsistent effects on trained cognitive skills which, according to some studies, translate into gains on general cognitive ability. Instruments measuring such effects such as the Mini-Mental State Examination (MMSE) or the Alzheimer's Disease Assessment Scale, cognitive part (ADAS-Cog) show standardized mean differences of 0.20 and 0.30, respectively, which are comparable with those of current antidementia drug treatments. However, convincing evidence of clinical significance was only obtained from single trials in terms of delay of cognitive decline, improvement in activities of daily living, or enhanced attainment of personally relevant goals.Conclusions: The potential of cognition-focused interventions has probably been obscured by the methodological inconsistencies and limitations of the clinical studies conducted thus far. Further randomized controlled trials on the efficacy of these treatment modalities are required using optimized and consistent methods. Emphasis should be placed on tailoring interventions to individual needs and resources while maintaining a high level of standardization, on implementing newly acquired skills and strategies in the everyday context, on appropriate treatment duration, and on including person-centered outcomes.

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Bräuer, Juliane, Daniel Hanus, Simone Pika, Russell Gray, and Natalie Uomini. "Old and New Approaches to Animal Cognition: There Is Not “One Cognition”." Journal of Intelligence 8, no. 3 (July 2, 2020): 28. http://dx.doi.org/10.3390/jintelligence8030028.

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Using the comparative approach, researchers draw inferences about the evolution of cognition. Psychologists have postulated several hypotheses to explain why certain species are cognitively more flexible than others, and these hypotheses assume that certain cognitive skills are linked together to create a generally “smart” species. However, empirical findings suggest that several animal species are highly specialized, showing exceptional skills in single cognitive domains while performing poorly in others. Although some cognitive skills may indeed overlap, we cannot a priori assume that they do across species. We argue that the term “cognition” has often been used by applying an anthropocentric viewpoint rather than a biocentric one. As a result, researchers tend to overrate cognitive skills that are human-like and assume that certain skills cluster together in other animals as they do in our own species. In this paper, we emphasize that specific physical and social environments create selection pressures that lead to the evolution of certain cognitive adaptations. Skills such as following the pointing gesture, tool-use, perspective-taking, or the ability to cooperate evolve independently from each other as a concrete result of specific selection pressures, and thus have appeared in distantly related species. Thus, there is not “one cognition”. Our argument is founded upon traditional Darwinian thinking, which—although always at the forefront of biology—has sometimes been neglected in animal cognition research. In accordance with the biocentric approach, we advocate a broader empirical perspective as we are convinced that to better understand animal minds, comparative researchers should focus much more on questions and experiments that are ecologically valid. We should investigate nonhuman cognition for its own sake, not only in comparison to the human model.

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Hoorani, Bareerah Hafeez, Jaya Krishnakumar, and Paul Anand. "Adolescent’s time use and skills development: Do cognitive and non-cognitive skills differ?" PLOS ONE 17, no. 7 (July 21, 2022): e0271374. http://dx.doi.org/10.1371/journal.pone.0271374.

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This study looks at the association of adolescent’s time use on the acquisition of cognitive and non-cognitive (psychological and social) skills, thus contributing to the literature on parental investment and skills development. Specifically, using data relating to adolescent’s time spent on school, study, sleep, and play, we investigate how these relate to cognitive and non-cognitive skills of older Indian children. For cognitive skills we use Peabody Picture Vocabulary Test (PPVT), which is a well-accepted measure of verbal intelligence. For non-cognitive skills, we construct a self-esteem variable using pride and shame questions; and a resilience variable using questions pertaining to whether an adolescent can get external help for coping with problems. Our results suggest that time use in all four types of activity has a positive association in the development of cognitive skills but competing associations when it comes to non-cognitive skills. We conclude that parental inputs into skills development, such as guidance about adolescent’s time-use, are likely to have a differential association depending on the kind of skills being developed.

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Sudin, Ida Syakirah, Suzana Ahmad, Marina Ismail, and Norizan Mat Diah. "Adaptation Meta-Cognitive as an Educational Tool: Animated Puzzle." Indonesian Journal of Electrical Engineering and Computer Science 12, no. 1 (October 1, 2018): 319. http://dx.doi.org/10.11591/ijeecs.v12.i1.pp319-325.

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<p>Students need to be equipped with high order thinking skill in order to prepare them with future world. Eventhough variety of programs on teaching high order thinking skills has been implemented formally in schools in Malaysia and also placed in the school curriculum, the results are not to the satisfactory. This research is proposing a suitable educational tool which can increase higher thinking skills among students. Keeping in mind that learning is a conceptualized multidimensional development involving three components: cognitive learning achievement, meta-cognition and motivation, an educational game with Meta-cognitive activity is proposed. An animated puzzle game that adapts acitivities that enables to nurture meta-cognitive skills has been developed and tested. Heuristic testing and functionality testing has been done towards the project prototype and positive results has been obtained. An enhancement of prototype will embark a new perspective of educational mechanism and could improve students higher order thinking skills capability.</p>

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15

Nakhla, M., J. Filoteo, C. Pluim, A. Cabrera Tuazon, N. Whiteley, Z. Zlatar, S. Lessig, I. Litvan, and D. Schiehser. "B-18 Executive Functioning Best Predicts Performance-Based Financial Skills in Non-Demented Parkinson’s Disease." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 963. http://dx.doi.org/10.1093/arclin/acz034.101.

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Abstract Individuals with Parkinson’s disease (PD) frequently experience cognitive and functional difficulties, even in the absence of dementia. However, there is limited understanding of the relationship between specific cognitive abilities and functional skills, such as financial management, in these individuals. Understanding the potential impact of cognition on financial skills in non-demented PD will help discern neuropsychological predictors of real-world performance. 171 non-demented PD patients were administered a comprehensive neuropsychological battery including a measure of financial skills (University of California San Diego Performance-Based Skills Assessment; UPSA). Composite scores were created for five cognitive domains: [1] memory, [2] language, [3] executive function, [4] attention, and [5] visuospatial function. Bivariate correlations and hierarchical regressions were conducted to evaluate the associations between UPSA and cognition. There was a significant, positive association between financial skills performance and executive function, memory, attention, and language (r = .165 – .265; all p’s < .04), but not visuospatial function (r = .071, p = .37). Controlling for demographic factors, multiple linear regressions revealed that higher levels of executive function significantly predicted better UPSA performance (B = .323, p < .01). Findings suggest that several cognitive abilities are associated with adequate financial management, but that executive function, above and beyond other cognitive abilities, is the best predictor of this particular skill in non-demented PD. The assessment of cognition – specifically executive function – may be useful in identifying PD patients who may be at risk for financial management difficulties. Furthermore, findings have implications for the implementation of executive function-based interventions for the enhancement of everyday financial tasks in non-demented PD.

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16

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

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17

Volz, Katherine M., and Michael C. Dorneich. "Evaluation of Cognitive Skill Degradation in Flight Planning." Journal of Cognitive Engineering and Decision Making 14, no. 4 (November 9, 2020): 263–87. http://dx.doi.org/10.1177/1555343420962897.

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This work aimed to identify cognitive skills associated with flight planning, suggest which skills might be susceptible to skill degradation, and investigate the effects of cognitive skill degradation over time. Information automation systems offload cognitive tasks to reduce workload and error. However, the same phenomena seen with physical skill degradation in highly automated aircrafts may also occur when automating cognitive tasks. Two studies were conducted. An applied cognitive task analysis identified cognitive skills in flight planning. An empirical evaluation examined whether some of those skills were susceptible to cognitive skill degradation over time when using automation. Participants were placed into three groups. After conducting a flight planning task manually, groups differed in the next three practice trials: manual, alternating between manual and automation, or only with automation. Finally, all groups conducted the task manually again. Trials were separated by 2 weeks. The automation group showed the most performance degradation and highest workload, while the manual group showed the least performance degradation and least workload. Automation use did not provide the practice needed to mitigate cognitive skill degradation. Analysis of the impacts of information automation on cognitive performance is a first step in understanding the root causes of errors and developing mitigations.

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18

El Batikhy, Nehad. "Constructing a cognitive test of some Scout skills for scout stage in Jordan." Journal of Educational and Psychological Studies [JEPS] 3, no. 1 (January 1, 2009): 97–111. http://dx.doi.org/10.53543/jeps.vol3iss1pp97-111.

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This research aims at constructing a reliable cognitive test of some skills for scout stage to measure the level of cognitive achievement of scout stage (12- 14 years). The researcher used the descriptive method with a sample of (130) scouts who were selected r&omly & purposively from scout students at the ”scout stage." The cognitive test included five categories: skills of using ropes, skill of firing, skill of using camping, skill of nutrition outdoor & cooking outdoor skills of outdoor trips. The test comprised 30 items. The researcher made the following recommendations: Using the cognitive test periodically to evaluate students & determine their level & constructing cognitive tests for other scout stages

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El Batikhy, Nehad. "Constructing a cognitive test of some Scout skills for scout stage in Jordan." Journal of Educational and Psychological Studies [JEPS] 3, no. 1 (January 1, 2009): 97. http://dx.doi.org/10.24200/jeps.vol3iss1pp97-111.

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This research aims at constructing a reliable cognitive test of some skills for scout stage to measure the level of cognitive achievement of scout stage (12- 14 years). The researcher used the descriptive method with a sample of (130) scouts who were selected r&omly & purposively from scout students at the ”scout stage." The cognitive test included five categories: skills of using ropes, skill of firing, skill of using camping, skill of nutrition outdoor & cooking outdoor skills of outdoor trips. The test comprised 30 items. The researcher made the following recommendations: Using the cognitive test periodically to evaluate students & determine their level & constructing cognitive tests for other scout stages

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20

Asensio Aguilera, Josep Maria. "Biological maturation and cognitive skills." Educar 12 (July 1, 1987): 109. http://dx.doi.org/10.5565/rev/educar.437.

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21

PERKINS, DN, and GAVRIEL SALOMON. "Are Cognitive Skills Context-Bound?" Educational Researcher 18, no. 1 (January 1989): 16–25. http://dx.doi.org/10.3102/0013189x018001016.

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22

Randler, Christoph, and Franz X. Bogner. "Cognitive achievements in identification skills." Journal of Biological Education 40, no. 4 (September 2006): 161–65. http://dx.doi.org/10.1080/00219266.2006.9656038.

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23

MacKay, Donald G. "Cognitive Skills: Clarification or Quagmire?" Contemporary Psychology: A Journal of Reviews 35, no. 12 (December 1990): 1139–40. http://dx.doi.org/10.1037/029207.

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BASU, PARANTAP, and KESHAB BHATTARAI. "Cognitive Skills, Openness and Growth*." Economic Record 88, no. 280 (October 20, 2011): 18–38. http://dx.doi.org/10.1111/j.1475-4932.2011.00764.x.

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Hollin, Clive R., and Emma J. Palmer. "Cognitive skills programmes for offenders." Psychology, Crime & Law 15, no. 2-3 (February 2009): 147–64. http://dx.doi.org/10.1080/10683160802190871.

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26

Herz, G. "Computer-assisted cognitive skills training." Archives of Clinical Neuropsychology 1, no. 3 (January 1, 1986): 293–94. http://dx.doi.org/10.1093/arclin/1.3.293a.

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Bietenbeck, Jan. "Teaching practices and cognitive skills." Labour Economics 30 (October 2014): 143–53. http://dx.doi.org/10.1016/j.labeco.2014.03.002.

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Klein, Gary, Joseph Borders, Emily Newsome, Laura Militello, and Helen Altman Klein. "Cognitive skills training: lessons learned." Cognition, Technology & Work 20, no. 4 (September 19, 2018): 681–87. http://dx.doi.org/10.1007/s10111-018-0528-5.

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van Voorhis, Patricia, Lisa M. Spruance, P. Neal Ritchey, Shelley Johnson Listwan, and Renita Seabrook. "The Georgia Cognitive Skills Experiment." Criminal Justice and Behavior 31, no. 3 (June 2004): 282–305. http://dx.doi.org/10.1177/0093854803262506.

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30

Posner, Michael I., Gregory J. DiGirolamo, and Diego Fernandez-Duque. "Brain Mechanisms of Cognitive Skills." Consciousness and Cognition 6, no. 2-3 (June 1997): 267–90. http://dx.doi.org/10.1006/ccog.1997.0301.

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Sirmaci, Nur, and Mehriban Ceylan. "The effects of cognitive awareness strategies taught with cognitive coaching method on achievement, attitudes and cognitive awareness skills of students." International Journal of Academic Research 6, no. 1 (January 30, 2014): 374–79. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.50.

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32

Ramos, Daniela, Bruna Santana Anastácio, Gleice Assunção da Silva, Clarissa Venturieri, Naomi Stange, and Maria Eduarda de Oliveira Martins. "Digital games, cognitive skills, and motivation:." International Journal for Innovation Education and Research 8, no. 5 (May 1, 2020): 123–35. http://dx.doi.org/10.31686/ijier.vol8.iss5.2324.

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In addition to entertainment, games have been recognized as enhancers of cognition and associated with increased motivation in the school learning context. The possibility of immersion and active player participation is considered a distinguished aspects of game design. Therefore, this study proposed the application of Brain School’s digital games using tablets during a school year, with weekly interventions of 50 minutes in a class of the second year of elementary school. Twenty-five students were analyzed with an average of eight years old. At the end of the interventions, the evaluation was carried out through individual interviews. The results revealed that most of children felt motivated to participate in the games activities. However, there was no association between level of motivation and cognitive skills investigated (attention and problem solving), nor between preferred games and cognitive skills trained. However, qualitative data showed that children liked using games and acknowledged that the activity contributed with the exercise of their abilities. In general, this research contributed to reinforcing the importance of the diversification of methodological strategies which include the use of digital games in education.

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AISHA F. ABD EL-HADY, M.D., DALIA M. OSMAN, M. D., and HEBA M. FARAG, M. D. AMANY AHMED SAKR, M.Sc. "Relation between Language Development, Cognitive Skills and Play Skills." Medical Journal of Cairo University 87, March (March 1, 2019): 1037–49. http://dx.doi.org/10.21608/mjcu.2019.52835.

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Mumford, Michael D., Erin Michelle Todd, Cory Higgs, and Tristan McIntosh. "Cognitive skills and leadership performance: The nine critical skills." Leadership Quarterly 28, no. 1 (February 2017): 24–39. http://dx.doi.org/10.1016/j.leaqua.2016.10.012.

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Kelly, Charleen A., and Philip S. Dale. "Cognitive Skills Associated with the Onset of Multiword Utterances." Journal of Speech, Language, and Hearing Research 32, no. 3 (September 1989): 645–56. http://dx.doi.org/10.1044/jshr.3203.645.

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The relationship between early language and cognition was studied in 20 children between one and two years of age. Linguistically, the subjects were classifed as No Word Users, Single Word Users, Nonproductive Syntax Users, and Productive Syntax Users. Four cognitive areas were tested: Object Permanence, Means-end, Play, and Imitation. When adjacent pairs of linguistic groups were compared in terms of specific cognitive skills demonstrated, several significant differences were found. First, a significant difference in Play was found between No Word Users and Single Word Users. Second, there were significant differences between Single Word Users and Nonproductive Syntax Users in terms of specific cognitive advances in both Imitation and Play. Third, Nonproductive and Productive Syntax Users were significantly different in Means-end skills. In accordance with the Correlational Hypothesis, specific cognitive skills seem temporally associated with some linguistic abilities, although attainment of skills can be evidenced first in language or cognition.

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Oh, Robert C., and Robert C. Marshall. "Cognitive training for mild cognitive impairment." Evidence-Based Practice 22, no. 11 (November 2019): 4–5. http://dx.doi.org/10.1097/ebp.0000000000000501.

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Zak, Anatoly Z. "32 Lessons for the Development of Cognitive Skills and Metacognitive Skills in 8 Year-old Children." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 31, 2020): 43–55. http://dx.doi.org/10.37200/ijpr/v24i1/pr200105.

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Pappas, Marios A., Athanasios S. Drigas, and Fotini Polychroni. "An Eight-Layer Model for Mathematical Cognition." International Journal of Emerging Technologies in Learning (iJET) 13, no. 10 (October 26, 2018): 69. http://dx.doi.org/10.3991/ijet.v13i10.8633.

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In recent years, more and more researchers have been investigating mathematical knowledge, as well as the cognitive skills that seem to be related to the improvement of mathematical thinking, numerical skills, mathematical logic and problem solving techniques. In this paper, we present the cognitive processes that are related to mathematical performance, such as working memory, anxiety, attention, spatial cognition, executive function and phonological awareness. In addition, we refer to metacognitive skills and their role in controlling and regulating cognitive processes, in order to improve mathematical performance. Finally, we present a new taxonomy of mathematical skills, the pyramid of mathematical cognition, as well as their gradual development through the appropriate cognitive and metacognitive mechanisms.

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E. Contreras-Pacheco, Orlando, Juan Camilo Lesmez-Peralta, and Hugo E. Martínez-Ardila. "Conscientiousness and cognitive skills in security sphere: Associations and configurations." Problems and Perspectives in Management 20, no. 4 (November 16, 2022): 181–94. http://dx.doi.org/10.21511/ppm.20(4).2022.14.

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In balancing the mission of state security forces and bodies, private security guards are expected to provide partial fulfillment to society’s sturdy desire for safety and security. They exert responsibility for protecting housing and commercial communities, as well as institutions and critical infrastructure systems, including manufacturing, utilities, transportation, and health and educational facilities. Acknowledging that these individuals must possess specific capabilities for a satisfactory level of performance, this study aims to empirically explore how those capabilities interact to obtain a good fit for their job. In order to accomplish this objective, the paper scrutinizes the insights of 94 Colombian security guards. It examines the potential associations (through a partial least squares-structural equation modeling) and configurations (through a fuzzy-set qualitative comparative analysis) between the personality trait of conscientiousness and two relevant cognitive skills: mental agility and visual memory. The findings revealed coincidences and contradictions between techniques and addressed constructs’ arrangements to understand how individual capabilities are associated with work outcomes. Even though conscientious individuals tend to perceive strong compatibility with the security job, the skills under study display signs of being contingent on obtaining the same work attachment effect. This study concludes that a security guard’s job specification must privilege the possession of a conscientiousness trait and, if possible, self-perception of proficiency in cognitive skills, such as mental agility and visual memory, to obtain a correct fitting for the job.

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Momsen, Jennifer, Erika Offerdahl, Mila Kryjevskaia, Lisa Montplaisir, Elizabeth Anderson, and Nate Grosz. "Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses." CBE—Life Sciences Education 12, no. 2 (June 2013): 239–49. http://dx.doi.org/10.1187/cbe.12-08-0130.

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Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared the cognitive skills routinely assessed by introductory biology and calculus-based physics sequences, using the cognitive domain of Bloom's taxonomy of educational objectives. Our results indicate that both introductory sequences overwhelmingly assess lower-order cognitive skills (e.g., knowledge recall, algorithmic problem solving), but the distribution of items across cognitive skill levels differs between introductory biology and physics, which reflects and may even reinforce student perceptions typical of those courses: biology is memorization, and physics is solving problems. We also probed the relationship between level of difficulty of exam questions, as measured by student performance and cognitive skill level as measured by Bloom's taxonomy. Our analyses of both disciplines do not indicate the presence of a strong relationship. Thus, regardless of discipline, more cognitively demanding tasks do not necessarily equate to increased difficulty. We recognize the limitations associated with this approach; however, we believe this research underscores the utility of evaluating the nature of our assessments.

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Cahyadi, Willy, Dian Aswita, and Tri Zahra Ningsih. "Analysis of The Development of Non-Cognitive Assessment Instrument to Support Online History Learning in Jambi City High School." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (July 26, 2022): 3265–74. http://dx.doi.org/10.35445/alishlah.v14i3.2044.

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This research is important to do because (1) there is a lack of an accurate non-cognitive skill assessment tool to assess non-cognitive skills in online learning; (2) it is difficult for teachers to measure students' cognitive skills during online learning due to the limited assessment tools available; and (3) only a few instruments have been developed to measure non-cognitive skills in social science learning, particularly history learning. Based on this gap, it's critical to examine the creation of non-cognitive skills evaluation instruments, particularly for use in online history classes. We collect data through surveys and questionnaires, answering questions. The study's subjects were Jambi City Senior High School teachers, a group of 15 from five different schools. Proportional Random Sampling Strategy is the sampling technique used in this study. An observation sheet and a questionnaire sheet were utilized as research instruments in this study. The questionnaire sheet consists of a questionnaire sheet to collect data on non-cognitive skills. The results of the study were examined using descriptive statistical methods. Non-cognitive skills are critical to acquire in online learning, according to the findings of the study. According to the research, 81.67% of teachers strongly believe that non-cognitive skills have an impact on student success. Non-cognitive qualities including discipline, independence, time management, teamwork, motivation, and technological skills are identified by 84.44 % of teachers as having a significant impact on the success of online learning. According to the teacher, 93.3% strongly agreed to create an assessment instrument to test this skill. The importance of non-cognitive instrument development is evident from the preceding discussion.

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van den Berg, Nicholas, Dylan Smith, Lydia Fang, and Stuart Fogel. "039 Sleep Preferentially Supports Problem-Solving Skills via Greater Functional Connectivity Between the Caudate and Cerebral Cortex." Sleep 44, Supplement_2 (May 1, 2021): A17. http://dx.doi.org/10.1093/sleep/zsab072.038.

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Abstract Introduction Sleep consolidates memory, including newly acquired procedural skills. One putative systems-level mechanism for this function of sleep is via sleep-dependent strengthening of functional connectivity between the putamen and the cortico-hippocampal-striatal-cerebellar network, which supports procedural motor skills. For procedural motor skills that also require problem solving and rule-learning, sleep preferentially benefits the cognitively complex aspects over the motor skills required to execute the solution itself. The caudate is implicated in higher-order cognitive components of skill learning, which include error monitoring and automizing new information. In the current study, we investigated how sleep alters functional connectivity in higher-order learning networks that support problem solving and rule learning-related procedural skills. Methods Participants (n = 38) were trained on a procedural skills task; the Tower of Hanoi (ToH), that requires the acquisition of a novel cognitive strategy (e.g., recursive logic), while undergoing functional magnetic resonance imaging (fMRI). After either a full night of sleep (n=19) or a full day of wakefulness (n=19), participants were retested on the same task in the fMRI. Resting state activity was acquired before (R1) and after the training session (R2), and before the retest session (R3). Results Behavioral performance on the ToH improved following sleep compared to wake (reduced number of errors: t(38)=2.92, p=0.006, d=1.24). Regions associated with higher-order learning and cognitive complexity (i.e., the caudate) and regions typically implicated in sequence learning (i.e., the putamen, hippocampus, cerebellum) were selected as regions of interest (ROI). Increased functional connectivity across the retention interval (R3-R2) was observed in the sleep vs. wake condition between the caudate and the motor cortex (t(36)=3.32, p=0.042, FWE). By contrast, changes in functional connectivity were not observed between the putamen and other ROIs. Conclusion These results suggest that sleep supports improved consolidation of motor skills that involve the acquisition of a novel cognitive strategy. Sleep enhanced functional connectivity in brain areas associated with higher-order cognitive skills (i.e., the caudate), but not regions typically associated with motor skills (i.e., the putamen) that are required to execute the solution to the cognitive procedural skill. Support (if any) Natural Science and Engineering Research Council of Canada

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Read, Hannah. "Cognitive-emotional skills and democratic education." Theory and Research in Education 19, no. 2 (July 2021): 168–84. http://dx.doi.org/10.1177/14778785211028408.

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A primary aim of any comprehensive democratic education is to prepare citizens for full and active participation in the public sphere. Crucial to meeting this aim is the development of key cognitive-emotional skills, such as perspective-taking. At the same time, many of the social institutions in which cognitive-emotional skill training might be implemented – such as schools – are insufficiently diverse, particularly with respect to race and socio-economic status. Yet, without a sufficiently diverse setting in which to train perspective-taking and other cognitive-emotional skills, we run the risk of simply learning to exercise these skills with those who are similar to us. Philosophers have already drawn attention to the benefits and risks of widespread and thorough integration as a strategy for addressing the insufficient diversity problem. Against these alternatives, I argue that measures can be taken to create more integrated contexts in which to train cognitive-emotional skills and engage constructively with diverse others as part of a comprehensive democratic education under current non-ideal conditions – what I call taking a Purposeful Interaction Approach. The Purposeful Interaction Approach may even promote more sustainable versions of other, more robust forms of integration. Far from replacing them, the Purposeful Interaction Approach is thus meant to amplify a variety of efforts to achieve the broader social justice goal of promoting diversity, equity, and inclusion in public life.

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Bahri, Arsad, and Aloysius Duran Corebima. "THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES." Journal of Baltic Science Education 14, no. 4 (August 25, 2015): 487–500. http://dx.doi.org/10.33225/jbse/15.14.487.

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The study of the correlation between learning motivation and metacognitive skill on students’ cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments. Key words: biology cognitive learning outcome, learning motivation, metacognitive skill, problem-based learning, problem-based learning-reading questioning and answering.

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N. Chua, Elisa. "Lower and Higher Cognitive Skills as Predictors of Students’ Test Taking Skills." International Multidisciplinary Research Journal 2, no. 3 (September 16, 2020): 133–43. http://dx.doi.org/10.54476/iimrj344.

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The study sought to find out the correlation between the cognitive skills and the test taking skills of college students. Using a descriptive method of research, three sets of tests that undergone reliability and validity, were utilized. To identify the relationship between the variables, regression analysis was used to consider domains of test taking skills accounted for by the cognitive skills of the students. Results revealed that the students ‘need improvement’ in the lower cognitive skills as to remembering, understanding, and applying; are approaching proficiency in the higher cognitive skills as to evaluating and creating, but ‘needs improvement as to analyzing. The test taking skills of students in concept formation, simplicity of explanation and objectivity of observation is approaching proficiency. Furthermore, there is a high to a very high correlation between the students’ cognitive skills and test taking skills: cognitive skills as to understand and analyze are predictors of test taking skills as to factual recognition; cognitive skills as to remember and evaluate are predictors of test taking skills as to concept formation; and cognitive skills is related to testing skills as to critical thinking. It can be inferred that it is imperative that the students’ proficiencies in areas as to remembering, understanding, applying, analyzing, evaluating, and creating be further developed in all aspect of the teaching and learning process, since cognitive skills are correlated to test taking skills. Test taking skills should be deliberately utilized by teachers in assessing learning too.

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Howlin, Patricia, Susan Goode, Jane Hutton, and Michael Rutter. "Savant skills in autism: psychometric approaches and parental reports." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1522 (May 27, 2009): 1359–67. http://dx.doi.org/10.1098/rstb.2008.0328.

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Most investigations of savant skills in autism are based on individual case reports. The present study investigated rates and types of savant skills in 137 individuals with autism (mean age 24 years). Intellectual ability ranged from severe intellectual impairment to superior functioning. Savant skills were judged from parental reports and specified as ‘an outstanding skill/knowledge clearly above participant's general level of ability and above the population norm’. A comparable definition of exceptional cognitive skills was applied to Wechsler test scores—requiring a subtest score at least 1 standard deviation above general population norms and 2 standard deviations above the participant's own mean subtest score. Thirty-nine participants (28.5%) met criteria for either a savant skill or an exceptional cognitive skill: 15 for an outstanding cognitive skill (most commonly block design); 16 for a savant skill based on parental report (mostly mathematical/calculating abilities); 8 met criteria for both a cognitive and parental rated savant skill. One-third of males showed some form of outstanding ability compared with 19 per cent of females. No individual with a non-verbal IQ below 50 met criteria for a savant skill and, contrary to some earlier hypotheses, there was no indication that individuals with higher rates of stereotyped behaviours/interests were more likely to demonstrate savant skills.

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Putri, Eldyana Rahayu, Helendra Helendra, Indra Hartanto, and Yuni Ahda. "Correlation of Basic Science Process Skills and Learning Outcomes of High and Low Level Students In Junior High School 35 Padang." Jurnal Atrium Pendidikan Biologi 4, no. 2 (June 21, 2019): 120. http://dx.doi.org/10.24036/apb.v4i2.5854.

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Science process skill is one of the important thing that students should have within natural science. Teacher must recognize their students’ process skills in providing learning. The purpose of this study to determine correlation between basic science process skill of grade 7th students in Junior High School 35 Padang and their cognitive domain. The sample set consisted of 136 students. This study focus to determine correlation of basic process science skills in 6 categories, there are: observed, prediction, measurement, classification, conclusion and communication with cognitive domain. Descriptive method used in this research with students’ worksheet based on basic science process skill as the instrument of measurement students’ science process skill and test as measurement cognitive domain. The correlation level between basic science process skill and cognitive domain shown by rs=0,43, it is indicate that basic science process skill have the positive and significant correlation with student’s cognitive domain. The correlation level between basic science process skills and cognitive domain of high level student shown by rs=0,43, this value indicate that basic science process skill have the positive and significant correlation with high level students’ cognitive domain. The last correlation between basic science process skill and cognitive domain of low level student with rs=0,21, it is indicate that basic science process skill have not significant correlation with low student’s cognitive domain.

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de Coulon, Augustin, Elena Meschi, and Anna Vignoles. "Parents' skills and children's cognitive and non-cognitive outcomes." Education Economics 19, no. 5 (December 2011): 451–74. http://dx.doi.org/10.1080/09645292.2010.511829.

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Tverdostup, Maryna, and Tiiu Paas. "Immigrant–native wage gap in Europe: the role of cognitive skills and their use at work." International Journal of Manpower 40, no. 1 (April 1, 2019): 154–75. http://dx.doi.org/10.1108/ijm-03-2018-0087.

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Purpose The purpose of this paper is to address the role of cognitive skills and extent of skill use at work in explaining the immigrant–native wage gap in Europe. The study targets immigrant–native disparities in literacy and numeracy cognitive skills, as important, yet not exhaustive factor behind immigrants’ wage penalty. Design/methodology/approach The research relies on the Program of International Assessment of Adult Competencies data for 15 European countries. The empirical analysis employs multivariate regression analysis and incorporates the full set of plausible values for each skill domain, to correctly measure cognitive skills. To estimate standard errors, the authors employ Jackknife replication methodology with 80 replication weights and final population weight. Findings The authors document that, on average, immigrants achieve substantially worse scores in literacy and numeracy test domains. Only highly educated immigrants tend to improve their skills over time in host countries. The results of wage gap analysis indicate that having cognitive skills, demographic profile and occupation category comparable to natives does not yield comparable wage rate. The remaining wage gap results from the systematic differences in skills application at work, as immigrants use their skills to lower extent, relative to natives. Originality/value The research employs a novel measure of productive human capital, which accounts for cognitive skills in literacy and numeracy domains, and frequencies of skill use at work. It allows to more precisely evaluate the immigrant–native disparity in human capital application and its reflection on the wage rate.

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James, Clara E., Sascha Zuber, Elise Dupuis-Lozeron, Laura Abdili, Diane Gervaise, and Matthias Kliegel. "How Musicality, Cognition and Sensorimotor Skills Relate in Musically Untrained Children." Swiss Journal of Psychology 79, no. 3-4 (December 2020): 101–12. http://dx.doi.org/10.1024/1421-0185/a000238.

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Abstract. Whereas a growing corpus of research has investigated the impact of music practice on several domains of cognition, studies on the relationships between musicality and other abilities and skills in musically untrained children are scarce. The present study examined the associations between musicality, cognition, and sensorimotor skills in 69 musically untrained primary school children of around 10 years of age, using a test battery of musical, cognitive, and sensorimotor abilities. We analyzed the results using nonparametric correlations and an exploratory factor analysis. It was our anticipation that basic cognitive resources (short-term and working memory, attention, processing speed) would relate to both higher-order cognition and musicality. Results indicated that, in musically untrained children, the interconnections between musical and cognitive abilities restrain to auditory short-term and working memory. Direct associations between musicality and higher-order cognitive processes did not occur. An interesting secondary finding comprised associations between sensorimotor function, as measured by the Purdue Pegboard test, and higher-order cognition. Specifically, we found an association between bimanual coordination of fine finger dexterity and matrix reasoning. This outcome suggests that higher-order cognitive function benefits from an efficient mastering of procedural aspects of sensorimotor skills.

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