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Journal articles on the topic 'Design for cognitive difficulties'
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Gregor, Peter, and Anna Dickinson. "Cognitive difficulties and access to information systems: an interaction design perspective." Universal Access in the Information Society 5, no. 4 (December 14, 2006): 393–400. http://dx.doi.org/10.1007/s10209-006-0064-6.
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Krämer, Sonja, Jens Möller, and Friederike Zimmermann. "Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis." Review of Educational Research 91, no. 3 (March 17, 2021): 432–78. http://dx.doi.org/10.3102/0034654321998072.
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This article presents a meta-analysis on cognitive (e.g., academic performance) and psychosocial outcomes (e.g., self-concept, well-being) among students with general learning difficulties and their peers without learning difficulties in inclusive versus segregated educational settings. In total, we meta-analyzed k = 40 studies with 428 effect sizes and a total sample of N = 11,987 students. We found a significant small to medium positive effect for cognitive outcomes of students with general learning difficulties in inclusive versus segregated settings ( d = 0.35) and no effect on psychosocial outcomes ( d = 0.00). Students without general learning difficulties did not differ cognitively ( d = −0.14) or psychosocially ( d = 0.06) from their counterparts in segregated settings. We examined several moderators (e.g., design, diagnosis, type of outcome). We discuss possible selection effects as well as implications for future research and practice.
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Kurz, Ingrid. "Interdisciplinary Research—Difficulties and Benefits." Target. International Journal of Translation Studies 7, no. 1 (January 1, 1995): 165–79. http://dx.doi.org/10.1075/target.7.1.13kur.
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Abstract Part One outlines the desirability and difficulties of an interdisciplinary approach to interpretation research and theory. Part Two describes the design, implementation and first results of a collaborative study: EEG recordings during mental simultaneous interpretation into L1 and L2 were compared with EEG recordings during other cognitive tasks (shadowing, mental arithmetic, listening to music) and with the EEG at rest to investigate the cortical processes during simultaneous interpretation. Both hemispheres are involved in simultaneous interpretation, most of all the temporal regions (left more than right), and there are EEG differences between tasks involving verbal thinking and non-verbal tasks and between simultaneous interpretation into L1 and L2.
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Deshpande, Aditi. "Design for Difference: Cognitive Enhancement Toys for Children with Developmental Delays." Revista Gestão Inovação e Tecnologias 11, no. 4 (September 16, 2021): 5203–17. http://dx.doi.org/10.47059/revistageintec.v11i4.2557.
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Childhood is a phase where children explore, learn and enjoy. For some children, this phase is full of difficulties. These children suffer from either developmental delays or learning difficulties. According to sources, there is a iniquitousness of 1.5-2.5% of advancing delay in kids below 2 years of age in India. Development is described into five different domains - gross motor, fine motor, speech, and language, cognitive and socio-emotional. These children need help at an early age to overcome developmental delays and for cognitive enhancement. Both parents and teachers are involved with children right from an early age, and they can devise ways to help these children. Many schools adopt 'Play' as an important activity to help these children overcome developmental delays and "toys" are mostly central to the design of such activities. The paper describes the design research for designing toys for cognitive enhancement of children with developmental delays between 2 and 5 years. In the first phase of research, the interview method was used to understand what kind of learning difficulties children face and what kind of methods are employed to teach them and understand what types of toys they are using. The sample size of 20 comprising of teachers, therapists, and pediatricians from Special schools and departments for special need children in mainstream schools was used for the interview purpose. Observational studies with children (5 different classrooms with children between 3-5 years age) were carried out to understand how children learn and use the toys. At the end of the first phase, the qualitative analysis led to the shift from learning difficulties to developmental delays. In the second phase, a survey of available products in the market was conducted to understand what types of toys are used to address these children's developmental activity. Mapping the play methods employed by the teachers and therapists to the toys' activities led to finding the Design gap. The design process incorporated the research findings. The product is designed in the form of a Toy Box with a multi-utility set of toys for cognitive enhancement in children with developmental delays. The design (three sets of toys) addresses children's communication, spatial, cognitive, gross motor & fine motor skills with developmental delays. The designed product was put through user testing twice to incorporate the findings from the testing to make the design more user-friendly for the children and the teachers, therapists, and parents.
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Eddy, Clare M., Hugh E. Rickards, and Andrea E. Cavanna. "The cognitive impact of antiepileptic drugs." Therapeutic Advances in Neurological Disorders 4, no. 6 (September 13, 2011): 385–407. http://dx.doi.org/10.1177/1756285611417920.
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Effective treatment of epilepsy depends on medication compliance across a lifetime, and studies indicate that drug tolerability is a significant limiting factor in medication maintenance. Available antiepileptic drugs (AEDs) have the potential to exert detrimental effects on cognitive function and therefore compromise patient wellbeing. On the other hand, some agents may serve to enhance cognitive function. In this review paper, we highlight the range of effects on cognition linked to a variety of newer and older AEDs, encompassing key alterations in both specific executive abilities and broader neuropsychological functions. Importantly, the data reviewed suggest that the effects exerted by an AED could vary depending on both patient characteristics and drug-related variables. However, there are considerable difficulties in evaluating the available evidence. Many studies have failed to investigate the influence of patient and treatment variables on cognitive functioning. Other difficulties include variation across studies in relation to design, treatment group and assessment tools, poor reporting of methodology and poor specification of the cognitive abilities assessed. Focused and rigorous experimental designs including a range of cognitive measures assessing more precisely defined abilities are needed to fill the gaps in our knowledge and follow up reported patterns in the literature. Longitudinal studies are needed to improve our understanding of the influence of factors such as age, tolerance and the stability of cognitive effects. Future trials comparing the effects of commonly prescribed agents across patient subgroups will offer critical insight into the role of patient characteristics in determining the cognitive impact of particular AEDs.
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Zeng, Junjie, Qi Zhang, Yunxiu Zeng, Long Qin, Mei Yang, and Quanjun Yin. "Design of Simulation Competition Platform Based on Cognitive Behavior Modeling." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 174–79. http://dx.doi.org/10.26689/jcer.v5i8.2457.
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Cognitive behavior modeling of agent is an important component of simulation system, and there are some difficulties in the simulation of course teaching. When students make simulation experiments about cognitive behavior modeling, such as algorithm design and model construction, there is no simulation competition platform that is controllable, flexible and scalable. To solve this problem, we propose a simulation competition platform based on cognitive behavior modeling, called TankSim, for undergraduate and graduate students. This platform aims to cultivate student’s team collaboration and innovation capability, and improve their learning motivation. This paper elaborates the proposed platform from three aspects, including demand analysis, platform design, and content design.
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Ramamurthy, Kavitha Chinnappa, Marie-Maude Geoffray, Louise Robinson, Lauren Manderson, Julieta O'Flaherty, Annukka Lehtonen, Grace Vassallo, Shruti Garg, and Jonathan Green. "Predictors of cognitive, behavioural and academic difficulties in NF1." BJPsych Open 7, S1 (June 2021): S243. http://dx.doi.org/10.1192/bjo.2021.649.
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AimsThe aim of this study is to systematically investigate the demographic and disease predictors of cognitive and behavioural phenotype in the largest cohort of children with NF1 published to date. Based on previously published research, we examine the potential role of demographic predictors such as age, sex, SES, parental NF1 status as well as the neurological complications such as epilepsy and brain tumours in NF1 associated cognitive/ behavioural impairments.MethodIn this cross-sectional study design, participant data were drawn from two large databases which included (i) A clinical database of all patients with NF1 seen in a clinical psychological service from 2010 to 2019 and (ii) A research dataset from two previously published studies (2,8). The complex National NF1 service based within Manchester regional genetic services is set up for individuals with complex NF1 (https://www.mangen.co.uk/healthcare-professionals/clinical-genomic-services/nf1/) in the North of the UK. Children were referred to the psychological services by NF1 clinicians if psychological assessment was warranted based on parental reports. In order to reduce clinic referral bias, the clinical sample was supplemented by including participants that were seen solely for the purposes of research studies within our centre.ResultRelative to population norms, 90% of the NF1 sample demonstrated significantly lower scores in at least one cognitive or behavioral domain. Family history of NF1 and lower SES were independently associated with poorer cognitive, behavioral and academic outcomes. Neurological problems such as epilepsy and hydrocephalus were associated with lower IQ and academic skills.ConclusionCognitive and behavioural phenotypes commonly emerge via a complex interplay between genes and environmental factors, and this is true also of a monogenic condition such as NF1. Early interventions and remedial education may be targeted to risk groups such those with familial NF1, families with lower SES and those with associated neurological comorbidities.
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Wang, Qiyun. "Developing a Technology-supported Learning Model for Elementary Education Level." Mimbar Sekolah Dasar 6, no. 1 (April 8, 2019): 141. http://dx.doi.org/10.17509/mimbar-sd.v6i1.15901.
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Technology has been increasingly used to promote students’ engagement in online learning environments. Engagement refers to the students’ commitment or effort involved in learning. Engagement often has various categories such as behavioral, emotional, and cognitive engagement. In this paper, a technology-supported learning model is proposed for the purpose of promoting students’ engagement in online learning. This model is composed of three key components: pedagogical design, social design, and technical design. Pedagogical design aims to achieve predefined learning objectives through well-designed instructional strategies and learning activities so that students can be behaviorally engaged (e.g., high participation, active exploration) and cognitively engaged (e.g., asking questions, giving evaluative comments). Social design is to create a comfortable and friendly setting where students are willing to interact with peers and/or with the teacher so that emotional engagement (e.g., positive social relationship between students and the teacher) and cognitive engagement (e.g., knowledge construction) can be attained. Technical design intends to create a usable platform that students can easily manipulate without technical difficulties. All these designs must take the context (e.g., elementary education level) into careful consideration.
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Mananggel, Marlin Blandy. "DIAGNOSING STUDENTS’ DIFFICULTIES IN SOLVING MATHEMATICAL WORD PROBLEM." JUPITEK: Jurnal Pendidikan Matematika 2, no. 2 (February 24, 2020): 61–68. http://dx.doi.org/10.30598/jupitekvol2iss2pp61-68.
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The factors causing students' learning difficulties are very diverse, namely cognitive, non-cognitive factors, physical, mental, health, learning environment, teacher's personality, social-culture, economic background of students and schools as educational institutions. Therefore, teachers need to diagnose students' learning difficulties in order to overcome these difficulties. The purpose of this research is to 1) describe students’ difficulties in solving word problem related to the quadratic inequalities; 2) diagnose the cause of these student difficulties. This study is descriptive-qualitative research design. In this case, the researcher is the primary instrument. In collecting the data, the researcher used a diagnostic test sheet, interview and field notes. In this study, triangulation of data source is applied to check the validity of the data. Result of diagnostic test shows that student difficulties are: (a) not identify the problem, (b) not written the information into mathematical model, (c) did not know/forgot the concept of word problem that is GLBB and total revenue, (d) have not been able to make quadratic inequalities, and e) have not been able to determine its solution set. Diagnosis in this research using mapping mathematics, that is a diagram that arrange based on student difficulties. Its research shows that the causes are reading related error, linguistic error, error in understanding inequalities concepts, and error in arithmetic process. The source of causes are students’ cognitive and non-cognitive factors and also pedagogical factors
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Wang, Yan Qun, Bing Chen Zhang, and Wei Min Guo. "Research on Product Design of Solitary Elder." Advanced Materials Research 346 (September 2011): 301–5. http://dx.doi.org/10.4028/www.scientific.net/amr.346.301.
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Solitary elders belong to vulnerable groups in society, thus they are in urgent need of the social care. As the old age, lower self-care ability and living alone, they have many difficulties in daily life. The product design of solitary elder mainly includes three aspects, movement function,perceptual function，cognitive function. Pay attention to the particularity of solitary elders, designers would create a quality living environment better for them.
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Thordsen, Marvin, Robert Hutton, and Donna Anastasi. "The Cognitive Function Model." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 3 (October 1998): 385–89. http://dx.doi.org/10.1177/154193129804200344.
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This paper describes a recent Phase I effort to identify methods that could be used to help better define, for designers and engineers, the role of the human in complex system design. This methodology is referred to as Cognitive Function Modeling (CFM). The effort was driven largely by the need to “reduce manning” on complex systems being designed for the military such as the Navy's next generation aircraft carrier (CVX) and cruiser (SC-21). The methodology presented here combines two existing tools, the Operator Function Model and Cognitive Task Analysis, and introduces a new technique to aid the designers and engineers in identifying the components of the new systems that have varying degrees of “cognitive complexity.” By combining these techniques, the overall operator functions and tasks can be identified, they can be examined for cognitive complexity, and then, where needed, detailed cognitive task analyses can be applied. The goal of CFM is to provide the engineers and designers with four products: an overview of all of the tasks and functions associated with the operators; a clear indication of which of these tasks/functions are cognitively complex; a detailed cognitive analysis of these cognitively complex tasks/functions; and recommendations and cautions regarding designing for these specific tasks and functions. CFM provides the engineers and designers an overview of the areas where the roles and functions of the humans and computers need to be examined closely. It also highlights and describes the critical decisions, judgments, cues, challenges, and difficulties associated with these cognitively complex areas so the designers can better understand what their designs must address. Areas for future work are also briefly described.
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LECLERCQ, PIERRE, and ROLAND JUCHMES. "The absent interface in design engineering." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 16, no. 3 (June 2002): 219–27. http://dx.doi.org/10.1017/s0890060402163074.
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In order to respond to the difficulties encountered by CAD software applications in really assisting the conceptual designer, we propose a tool that is capable of interpreting design sketches and feeding data to various project evaluators, right from the early phases in the design process. For that purpose, we use the concept of the absent interface, which is the only interface that is compatible with the cognitive process involved in sketching. In this paper, we present the principles of such an interface, illustrated by EsQUIsE, a software prototype for capturing and interpreting architectural sketches, which has been under development for several years.
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Raptis, George, Christos Sintoris, and Nikolaos Avouris. "DeCACHe: Supporting Designers in Creating Cognition-Centered Adaptive Cultural Heritage Activities." Heritage 2, no. 3 (August 31, 2019): 2573–96. http://dx.doi.org/10.3390/heritage2030158.
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Cultural heritage (CH) institutions attract wide and heterogeneous audiences, which should be efficiently supported and have access to meaningful CH content. This introduces numerous challenges when delivering such experiences, given that people have different cognitive characteristics which influence the way we process information, experience, behave, and acquire knowledge. Our recent studies provide evidence that human cognition should be considered as a personalization factor within CH contexts, and thus we developed a framework that delivers cognition-centered personalized CH activities. The efficiency and the efficacy of the framework have been successfully assessed through two user studies, but non-technical professionals (e.g., CH designers) may face difficulties when attempting to use it and create personalized CH activities. In this paper, we present DeCACHe, which supports CH designers in creating cognition-centered personalized CH activities throughout different phases of the design lifecycle. We also report a user study with seventeen professional CH designers, who used our tool to design CH activities for people with different cognitive characteristics.
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Wang, Xiaomei, Ann M. Bisantz, Matthew L. Bolton, Lora Cavuoto, and Varun Chandola. "Cognitive Work Analysis and Visualization Design for the Graduate Admission Decision Making Process." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, no. 1 (December 2020): 815–19. http://dx.doi.org/10.1177/1071181320641189.
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Graduate admission has always been a complex decision making process. The link between application materials and student success has remained elusive and, as such, there is no validated method for making decisions. To understand the purposes, processes, difficulties and needs of the current graduate admission process, semi-structured interviews were conducted with participants from engineering departments. Cognitive work analysis techniques were used to summarize the findings from the interviews. Visualizations were designed to improve the current online review system. User feedback was collected in an experiment.
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Jacobson, Frances F. "From Dewey to Mosaic :considerations in interface design for children." Internet Research 5, no. 2 (June 1, 1995): 67–73. http://dx.doi.org/10.1108/10662249510094786.
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Examines the characteristics of bibliographic information retrieval systems, particularly online public access systems, in terms of the difficulties children have in using them. The specialized focus of library and information science, the highly abstract nature of bibliographic representation, and the evolving cognitive development of children are all contributing factors to these difficulties. Describes recent research and development in interface design, followed by implications for the design of Internet navigators. The new generation of Internet browsers can give students the ability not only to search for information, but also to create and disseminate information using the same medium. Such capacity adds a significant dimension and new meaning to the concept of information retrieval. Concludes that thoughtful and developmentally appropriate interface design is critical to the success of children′s use of this powerful new resource.
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Ries, Michele. "Cognitive Effects of “Older” Anticonvulsants in Children with Epilepsy: A Review and Critique of the Literature." Journal of Pediatric Pharmacology and Therapeutics 8, no. 2 (April 1, 2003): 115–31. http://dx.doi.org/10.5863/1551-6776-8.2.115.
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Cognitive decline in children with seizure disorders is due to several factors, one being the choice of anticonvulsant and total anticonvulsant exposure. This paper reviews research investigating cognitive effects associated with “older” anticonvulsant medications (i.e., phenobarbital, phenytoin, carbamazepine, and valproate) prescribed as monotherapy. A number of cognitive difficulties such as intellectual decline, mild memory loss, visual-motor impairment, and psychomotor slowing have been associated with these medications. Each study included in this review is assessed in terms of the appropriateness of study design and ability of the reader to draw clear conclusions about the cognitive effects associated with the anticonvulsant under investigation. The review also includes a synopsis of the myriad of methodological difficulties that plague this body of literature. Conclusions that can be drawn from the existing literature are delineated, and future directions for research are suggested.
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Janeth Lancheros-Cuesta, Diana, Angela Carrillo-Ramos, and Jaime A. Pavlich-Mariscal. "Content adaptation for students with learning difficulties: design and case study." International Journal of Web Information Systems 10, no. 2 (June 10, 2014): 106–30. http://dx.doi.org/10.1108/ijwis-12-2013-0040.
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Purpose – This article aims to propose an adaptation algorithm that combines the analytical hierarchy process (AHP), a rule-based system, and a k-means clustering algorithm. Informatic tools are very useful to enhance the learning process in the classroom. The large variety of these tools require advanced decision-making techniques to select parameters, such as student profiles and preferences, to adjust content and information display, according to specific characteristics and necessities of students. They are part of the Kamachiy–Idukay (KI), a platform to offer adaptative educational services to students with learning difficulties or disabilities. Design and Methodology – The design and implementation of the adaptation algorithm comprises the following phases: utilization of the AHP to determine the most important student parameters, parameter to take into account in the adaptation process, such as preferences, learning styles, performance in language, attention and memory aspects and disabilities; designing the first part of the adaptation algorithm, based on a rule-based system; designing the second part of the adaptation algorithm, based on k-means clustering; integration of the adaptation algorithm to KI; and validation of the approach in a primary school in Bogotá (Colombia). Approach – The main approach is the application of computational techniques, namely, rule-based systems and k-means clustering, plus an AHP prioritization at design time to yield a system to support the teaching–learning process for students with disabilities or learning difficulties. Findings – The algorithm found several groups of students with specific learning difficulties that required adapted activities. The algorithm also prioritized activities according to learning style and preferences. The results of the application of this system in a real classroom yielded positive results. Limitations of the research – The algorithm performs adaptation for students with mild disabilities or learning difficulties (language, attention and memory). The algorithm does not address severe disabilities that could greatly affect cognitive abilities. Contributions – The main contribution of this paper is an adaptation algorithm with the following distinctive characteristics, namely, designed utilizing the AHP, which ensures a proper prioritization of the student characteristics in the adaptation process, and utilizes a rule-based system to identify different adaptation scenarios and k-means clustering to group students with similar adaptation requirements.
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Wilpert, Bernhard. "Psychology and Design Processes." European Psychologist 10, no. 3 (January 2005): 229–36. http://dx.doi.org/10.1027/1016-9040.10.3.229.
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Abstract. The most fundamental issue for any design is to pursue a strategy that guarantees that the final design product matches user expectations in terms of the product's usability, functionality, and requisite user competencies. This presentation illustrates this problem in reference to three separate but interrelated major themes: (1) the design of highly complex sociotechnical systems with high hazard potential; (2) the processes of everyday product design in teams; (3) the theoretical aspects of design and creative problem finding/solving. The first theme articulates the specific difficulties arising from the usual conflicts between purely technology-driven demands and the need to integrate the cognitive and action capacities, limitations, and needs of the human operator into the ultimate facility in order to guarantee system safety and reliability. What is called for here is more than a dialog between engineering sciences and psychology, but a genuine active cooperation of diverse disciplines in all design stages. The second theme addresses the social psychological processes of everyday product design under conditions of distributed decision making and the cooperative demands of diverse groups with heterogeneous professional socialization, divergent competencies, and diverse interests. The concluding section reflects on the theoretical dimensions of creativity and design. It discusses the research evidence concerning the social and organizational conditions under which innovative design solutions may be generated such as cognitive competencies and strategies, leadership, and organizational arrangements.
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Rogers, William H. "Flight Deck Task Management: A Cognitive Engineering Analysis." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 4 (October 1996): 239–43. http://dx.doi.org/10.1177/154193129604000421.
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Flight deck task management (TM) is a mostly cognitive function that is not well understood. There is increasing evidence of difficulties in unassisted pilot performance of TM, and it is anticipated that the complexity and scope of TM on future flight decks will increase. This all points to the need for a formal analysis of TM as part of the flight deck design process. To this end, cognitive engineering techniques were used to analyze the mental processes involved in flight deck TM. Normative and operational descriptions of TM were developed based, respectively, on previous analyses and pilot interviews. The two descriptions present interesting contrasts, but they are complementary, and in combination, provide a useful framework for beginning to address TM more formally within the flight deck design process.
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Levola, Jonna, Arno Aranko, and Tuuli Pitkänen. "Psychosocial difficulties and treatment retention in inpatient detoxification programmes." Nordic Studies on Alcohol and Drugs 38, no. 5 (June 21, 2021): 434–49. http://dx.doi.org/10.1177/14550725211021263.
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Aims: Treatment retention is associated with addiction treatment outcomes. Research regarding predictors of retention at inpatient detoxification treatment is limited. The aim of this study was to investigate whether psychosocial difficulties (PSDs) are associated with treatment retention among Finnish inpatients undergoing detoxification treatment. Design: This register-based study included real-life data on detoxification treatment episodes ( n = 2,752) between February of 2016 and May of 2019 from several inpatient treatment units in Finland. The PARADISE24fin instrument was used to assess PSDs. Socio-demographic and substance use related variables, as well as PSDs, were analysed with regard to treatment retention. Multiple logistic regression models were used to identify predictors of treatment incompletion. Results: Of the 2,752 detoxification treatment episodes, 80.3% ( n = 2,209) were completed. Men and women differed with regard to the variables associated with treatment retention. After adjusting for confounders, younger age (≤ 35 years), being less educated (≤ 9 years), being unemployed, using opioids, polysubstance use and more severe dependence were associated with treatment incompletion. Overall severity of PSDs (PARADISE24fin mean score) became non-significant after adjusting for confounders. However, having more severe cognitive difficulties was significantly associated with treatment incompletion, while more severe difficulties in daily activities was associated with treatment completion. Conclusions: Special attention should be paid to younger individuals with opioid and/or polysubstance use, as well as those with cognitive difficulties, in order to retain people in treatment.
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Habota, Tina, Skye N. McLennan, Jan Cameron, Julie D. Henry, Chantal F. Ski, David R. Thompson, and Peter G. Rendell. "Prospective Memory Impairment in Chronic Heart Failure." Journal of the International Neuropsychological Society 21, no. 3 (March 2015): 183–92. http://dx.doi.org/10.1017/s1355617715000119.
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AbstractAlthough cognitive deficits are common in patients with chronic heart failure (CHF), no study to date has investigated whether these deficits extend to the capacity to execute delayed intentions (prospective memory, PM). This is a surprising omission given the critical role PM plays in correctly implementing many important CHF self-care behaviors. The present study aimed to provide the first empirical assessment of PM function in people with CHF. The key dependent measure was a laboratory measure of PM that closely simulates PM tasks in daily life – Virtual Week. A group comparison design was used, with 30 CHF patients compared to 30 demographically matched controls. Background measures assessing executive functions, working memory, and verbal memory were also administered. The CHF group exhibited significant PM impairment, with difficulties generalizing across different types of PM tasks (event, time, regular, irregular). The CHF group also had moderate deficits on several of the background cognitive measures. Given the level of impairment remained consistent even on tasks that imposed minimal demands on memory for task content, CHF-related difficulties most likely reflects problems with the prospective component. However, exploratory analyses suggest that difficulties with retrospective memory and global cognition (but not executive control), also contribute to the PM difficulties seen in this group. The implications of these data are discussed, and in particular, it is argued that problems with PM may help explain why patient engagement in CHF self-care behaviors is often poor. (JINS, 2015,21, 1–10)
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Schnittker, R., S. D. Marshall, T. Horberry, K. Young, and G. Lintern. "Examination of Anesthetic Practitioners’ Decisions for the Design of a Cognitive Tool for Airway Management." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 1765–69. http://dx.doi.org/10.1177/1541931213601404.
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The goal of this research was to examine the decisions made by anesthesia providers in emergency and routine clinical situations relating to airway management. A key function of anesthesia is to ensure oxygen can be delivered to the lungs via a patient’s airway. Failure to maintain adequate oxygen levels leads to brain damage and death. The anesthetic work environment is complex. Occasionally, stressful situations occur when difficulties in airway management arise. Members of the anesthesia team must then engage in complex cognitive activities such as rapid, collaborative decision-making. It is suggested that cognitive aids may support decision-making in these situations, although this has not yet been evaluated empirically from a Cognitive Systems Engineering perspective. This ongoing research combined two studies using Cognitive Task Analysis methods as part of a Decision-Centered Design process: observations and Critical Decision Method interviews. These will inform subsequent research phases concerning the development and evaluation of design concepts.
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Pappas, Marios A., Fotini Polychroni, and Athanasios S. Drigas. "Assessment of Mathematics Difficulties for Second and Third Graders: Cognitive and Psychological Parameters." Behavioral Sciences 9, no. 7 (July 12, 2019): 76. http://dx.doi.org/10.3390/bs9070076.
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Mathematical achievement during the first years of primary school seems to be a reliable predictor of students’ later performance. In addition, cognitive, metacognitive, and psychological parameters are considered to be factors related to mathematical achievement. However, in the Greek educational system, there is a shortage of valid and reliable tools for the assessment of mathematics difficulties and as a consequence, identification of children with these difficulties does not take place before the last years of primary school. This study aims to investigate the relationship between working memory, sustained attention, executive functions, and math anxiety with mathematical achievement in 2nd and 3rd graders. The design of the study was based on the parameters of mathematics difficulties, as they arise from the literature review. Ninety-one Year 2 and Year 3 primary school students (mean age 8.06 years) from three public schools situated in Attica, Greece participated in the study. The students completed three different scales including educational, cognitive, and psychological tasks. Results showed that mathematical skills were significantly correlated with sustained attention, inductive reasoning, math anxiety, and working memory. Moreover, mental arithmetic ability, sustained attention, and working memory predicted mathematical achievement of second and third graders. The study’s outcomes verify that sustained attention, inductive reasoning, working memory, and math anxiety are correlated with young students’ mathematical performance. The implications of the results for the development of an assessment tool for early detection of mathematics difficulties will be discussed.
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Joyce Lee, Yow-jyy, and Lawrence W. Lan. "Application of grey relational analysis to expose individual student's cognitive difficulties in English public speaking." Grey Systems: Theory and Application 4, no. 2 (July 29, 2014): 232–49. http://dx.doi.org/10.1108/gs-04-2013-0006.
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Purpose – The purpose of this paper is to propose a formative assessment framework to expose individual student's cognitive learning difficulties in English public speaking. The paper aims to provide student feedback and information during the teaching and learning process. A grey student-construct (S-C) chart is developed to represent the students’ cognitive mapping of the speech difficulties in relation to their overall speech conceptualization. This grey S-C chart can facilitate the instructors to ameliorate the classroom teaching and learning performance in English public speaking. Design/methodology/approach – In total, 26 students in a class of English Speech and Rhetoric participate in the experiment – each student views the online video segments of a great speaker's speech, and then decides what segments would best support the speaking skill constructs and also reflects on his/her own difficulties in the same constructs. The grey relational analysis (GRA) method is used to analyze the empirical data. The individual student's construct localization grey relation grade values are calculated to rank the grey relation for both students and constructs. Accordingly, a grey S-C matrix is constructed and a grey S-C chart can thus be developed. Findings – The grey S-C chart manifestly displays the cognitive difficulties in sequences of both students and constructs. Practical implications – According to the grey S-C chart, the instructors may modify teaching strategies to enhance the overall classroom performance. The students may adjust learning strategies to eliminate their specific difficulties. Offering individualized advanced and remedial practices to those largely deviating from the norm is also possible. Originality/value – The study is the first of its kind to apply the GRA method to expose individual student's cognitive learning difficulties in English public speaking. The grey S-C chart is novel in education literature, which can reveal individual student's learning difficulty patterns.
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MIAO, YUAN, ZHI-QIANG LIU, XUE HON TAO, ZHI QI SHEN, and CHUN WEN LI. "SIMPLIFICATION, MERGING AND DIVISION OF FUZZY COGNITIVE MAPS." International Journal of Computational Intelligence and Applications 02, no. 02 (June 2002): 185–208. http://dx.doi.org/10.1142/s1469026802000555.
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Fuzzy Cognitive Map (FCM) is a powerful and flexible framework for knowledge representation and causal inference. However, in most real applications, it is difficult to design and analyze FCMs due to their structural complexity. Simplification, merging, and division are the important operations on the structure of FCMs. In this paper we present approaches to simplifying FCMs. These approaches show how to clean up a FCM, how to divide a complex FCM into basic FCMs, and how to extract the eigen structure of these basic FCMs. Two improved methods for merging FCMs from different human experts are also proposed in this paper. We discuss difficulties in merging FCMs and present possible solutions.
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Rosenblum, Sara, Ariella Richardson, Sonya Meyer, Tal Nevo, Maayan Sinai, and Sharon Hassin-Baer. "DailyCog: A Real-World Functional Cognitive Mobile Application for Evaluating Mild Cognitive Impairment (MCI) in Parkinson’s Disease." Sensors 21, no. 5 (March 4, 2021): 1788. http://dx.doi.org/10.3390/s21051788.
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Parkinson’s disease (PD) is the second most common progressive neurodegenerative disorder affecting patient functioning and quality of life. Aside from the motor symptoms of PD, cognitive impairment may occur at early stages of PD and has a substantial impact on patient emotional and physical health. Detecting these early signs through actual daily functioning while the patient is still functionally independent is challenging. We developed DailyCog—a smartphone application for the detection of mild cognitive impairment. DailyCog includes an environment that simulates daily tasks, such as making a drink and shopping, as well as a self-report questionnaire related to daily events performed at home requiring executive functions and visual–spatial abilities, and psychomotor speed. We present the detailed design of DailyCog and discuss various considerations that influenced the design. We tested DailyCog on patients with mild cognitive impairment in PD. Our case study demonstrates how the markers we used coincide with the cognitive levels of the users. We present the outcome of our usability study that found that most users were able to use our app with ease, and provide details on how various features were used, along with some of the difficulties that were identified.
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Rutherford, Sarah. "Using desirable difficulty concepts to enhance durable learning in design education." Art, Design & Communication in Higher Education 19, no. 1 (April 1, 2020): 65–79. http://dx.doi.org/10.1386/adch_00014_1.
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Cognitive psychologists have identified that introducing manageable challenges into the learning environment, coined as ‘desirable difficulties’ by Robert Bjork, helps students retain knowledge more deeply over time. Handling small, workable obstacles in the learning process slows down the learner and can have positive effects on retention and application. The more effort learners must apply to retrieve knowledge for a concept or skill, the more this process of retrieval enriches learning. While there is established literature on desirable difficulty in the field of cognitive psychology, the theory has not been applied to design education. The characteristics of the signature pedagogy of design naturally contain many of the key markers of desirable difficulty that drive learning retention. This article summarizes the major scholarship around the concept of desirable difficulty and explores applications for the teaching and learning of design, specifically around the signature pedagogy elements of critique, the design process and project-based learning.
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Minotra, Dev, and Karen Feigh. "Eliciting Knowledge from Helicopter Pilots: Recommendations for Revising the ACTA Method for Helicopter Landing Tasks." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 242–46. http://dx.doi.org/10.1177/1541931213601544.
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The task of landing helicopters on ships is cognitively complex and is bounded by several limitations for safe operation. To design technologies to support helicopter pilots in shipboard operations, a better understanding of cognitive processes underlying helicopter piloting in shipboard landing maneuvers is required. Limitations in prior work on ship-based helicopter pilots motivate more studies to better understand how pilots compensate for difficulties associated with ship motion, air turbulence among other factors. We report a preliminary study that used the Applied Cognitive Task Analysis (ACTA) method. We interviewed three participants who have ground-based helicopter piloting experience. The results indicate that ACTA can be used in eliciting knowledge from helicopter pilots. However, we have identified several caveats with the use of the method for this application. The revised method will be used to interview helicopter pilots with shipboard landing experience. Our study has identified a number of cognitive elements in the task which are associated with task management, divided attention, and noticing anomalies.
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Benda1, Natalie C., Jeffrey Higginbotham, Rollin J. Fairbanks, Li Lin, and Ann M. Bisantz. "Using Cognitive Work Analysis to Design Communication Support Tools for Patients with Language Barriers." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 120–24. http://dx.doi.org/10.1177/1541931213601514.
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Patients with language barriers face healthcare disparities associated with access to care, satisfactions with care, and the quality and safety of the care they receive. The central solution to addressing these barriers is through the use of professional interpreters but there are difficulties associated with consistently using these services. This study used cognitive work analysis to identify the goals, constraints and affordances associated with patient communication to develop support requirements for communicating with patients with language barriers. Specific communication support objectives discovered included: supporting various cultural background and levels of health literacy, identifying when information is not properly conveyed, and providing a means to convey the information in a different way to allow for subsequent checks in understanding. These objectives can be utilized as inputs for the development of tools to support communication with patients with language barriers.
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Insel, Philip S., Michael Weiner, R. Scott Mackin, Elizabeth Mormino, Yen Ying Lim, Erik Stomrud, Sebastian Palmqvist, et al. "Determining clinically meaningful decline in preclinical Alzheimer disease." Neurology 93, no. 4 (July 9, 2019): e322-e333. http://dx.doi.org/10.1212/wnl.0000000000007831.
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ObjectiveTo determine the time required for a preclinical Alzheimer disease population to decline in a meaningful way, use estimates of decline to update previous clinical trial design assumptions, and identify factors that modify β-amyloid (Aβ)–related decline.MethodsIn 1,120 cognitively unimpaired individuals from 3 international cohorts, we estimated the relationship between Aβ status and longitudinal changes across multiple cognitive domains and assessed interactions between Aβ and baseline factors. Power analyses were performed to explore sample size as a function of treatment effect.ResultsCognitively unimpaired Aβ+ participants approach mild cognitive impairment (MCI) levels of performance 6 years after baseline, on average. Achieving 80% power in a simulated 4-year treatment trial, assuming a 25% treatment effect, required 2,000 participants/group. Multiple factors interacted with Aβ to predict cognitive decline; however, these findings were all cohort-specific. Despite design differences across the cohorts, with large sample sizes and sufficient follow-up time, the Aβ+ groups declined consistently on cognitive composite measures.ConclusionsA preclinical AD population declines to the cognitive performance of an early MCI population in 6 years. Slowing this rate of decline by 40%–50% delays clinically relevant impairment by 3 years—a potentially meaningful treatment effect. However, assuming a 40%–50% drug effect highlights the difficulties in preclinical AD trial design, as a more commonly assumed treatment effect of 25% results in a required sample size of 2,000/group. Designers of preclinical AD treatment trials need to prepare for larger and longer trials than are currently being considered. Interactions with Aβ status were inconsistent and not readily generalizable.
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Moonsamy, Sharon. "Written narratives of Grade 5 learners with developmental language difficulties: A group discussion intervention study." Per Linguam 37, no. 1 (2021): 45–67. http://dx.doi.org/10.5785/37-1-969.
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Increased demand on a learner’s linguistic, cognitive and metacognitive abilities is expected at higher grades in schools. The application of cognitive and metacognitive strategies when learning is, however, not always automatic, therefore explicit mediation to retrieve and apply these processes appropriately, is essential. This paper aims to compare the linguistic experiences of Grade 5 learners with Developmental Language Difficulties (DLD) when writing a narrative, pre- and post-discussion intervention. The intervention approach is grounded in Feuerstein (2006) and Vygotsky’s (1934/1987) theories of cognitive development. This quantitative and qualitative study was a quasi-experimental, pre- and posttest design. The sample consisted of 10 Grade 5 learners from a remedial school. The pretest written narratives preceded the intervention phase and were followed by the posttest narratives. The macro- and microstructure of the written narratives were analysed, using an adapted framework based on Fey’s (2001) and Moonsamy’s (2009) analysis protocol. Explicit discussions on writing processes should generalise to familiar and novel tasks required in all learning situations. The findings suggest that interventions, using group discussions, were beneficial for learners with DLD where knowledge was coconstructed. Improvements in microstructure were evident while the macrostructure remained the same at post-intervention. This study contributes to evidence-based practice for learner instruction in mainstream and special needs environments.
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Bier, Nathalie, Lise Gagnon, and Johanne Desrosiers. "Hétérogénéité des déficits cognitifs dans la démence de type Alzheimer et prise en charge cognitive de la mémoire: particularités et enjeux méthodologiques." Canadian Journal on Aging / La Revue canadienne du vieillissement 24, no. 3 (2005): 275–84. http://dx.doi.org/10.1353/cja.2005.0073.
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ABSTRACTNumerous studies suggest that the clinical presentation of Alzheimer's disease (AD) is varied and that AD is thus a heterogeneous disorder. Evidence of this inter-individual variability has had an important impact on the approaches to the cognitive rehabilitation of AD, particularly in the early stages of the disease. Research has shown that, despite variable cognitive profiles, many preserved capabilities are observed in the first stages of AD and that the disease does not affect all cognitive functions globally. These preserved capabilities make it possible to apply cognitive interventions. However, numerous methodological difficulties are encountered in evaluating the effectiveness of these interventions, many of which are related to the heterogeneity of the deficits. The purpose of this article is to discuss this heterogeneity and its impact on methodological characteristics, especially participant selection and research design.
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Cohen, Rina, and Esther Geva. "Designing Logo-like Environments for Young Children: The Interaction between Theory and Practice." Journal of Educational Computing Research 5, no. 3 (August 1989): 349–77. http://dx.doi.org/10.2190/xhx6-5gyj-dmk1-45re.
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Recent Logo research documents young children's difficulties in learning Logo programming. This article describes a systematic approach to designing a series of increasingly complex Logo-like environments tailored to primary children. The approach involves a combination of theoretical principles related to cognitive development and practical considerations based on Logo research and classroom observations. The article first examines reports on difficulties encountered by young school children in learning the standard Logo language. A brief review of the psychological-cognitive literature on the development of spatial concepts is presented, shedding light on cognitive prerequisites of various Logo concepts and tasks. Based on these analyses, a methodology for the design of a graduated series of Pre-Logo Microworlds for young children is presented. These microworlds include cognitive scaffolding features such as graphic utilities and measurement tools designed to facilitate the acquisition of mathematical-spatial and programming concepts. The article concludes with a description of findings related to a) field-testing of the series in elementary classrooms and subsequent revisions of the series, and b) experimental results pertaining to children's acquisition of programming and mathematical-spatial concepts and transfer effects.
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Johnson, Amanda J., Ann M. Bisantz, Amy L. Reynolds, and Scott T. Meier. "Assessing Decision Support Needs of those in Mental Health Crisis Utilizing Cognitive Task Analysis." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 9, no. 1 (September 2020): 46. http://dx.doi.org/10.1177/2327857920091022.
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Extended Abstract Previous research has shown that mental health diagnoses can impact cognitive functioning and decision-making abilities (Bosaipo et al 2017; Stergiopoulos et al 2015; Bora and Pantelis 2015; Rock et al 2014). Decision making difficulties can be particularly problematic when individuals in mental health crises are faced with decisions about their safety and wellbeing. Despite research establishing cognitive and decision-making difficulties for this population, there is an absence in the literature concerning decision support needs of those individuals. Human factors professionals possess a unique set of methods and skills to address these needs and support individuals to make healthier, safer decisions using the latest technologies. This research was part of a larger project aimed at design of a decision support based mobile application that would support individuals during mental health crises. Other phases of the research will include additional user requirements gathering, iterative prototyping, heuristic evaluation, and user testing.
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Lagoda, Claude, Juan C. Moreno, and Jose Luis Pons. "Human-Robot Interfaces in Exoskeletons for Gait Training after Stroke: State of the Art and Challenges." Applied Bionics and Biomechanics 9, no. 2 (2012): 193–203. http://dx.doi.org/10.1155/2012/901483.
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Robotic rehabilitation of CVA (stroke) survivors is an emerging field. However, the development of effective gait rehabilitation robots used to treat stroke survivors is and remains a challenging task. This article discusses existing approaches and gives an overview of limitations with existing wearable robots. Challenges and potential solutions are being discussed in this article. Most difficulties lie in the implementation of physical and cognitive human robot interfaces. Many issues like actuation principles, control strategies, portability and wearing comfort, such as correct determination of user intention and effective guidance have to be tackled in future designs. Different solutions are being proposed. Clever anthropometric design and smart brain computer interfaces are key factors in effective exoskeleton design.
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Soetanto, Danny. "Networks and entrepreneurial learning: coping with difficulties." International Journal of Entrepreneurial Behavior & Research 23, no. 3 (May 2, 2017): 547–65. http://dx.doi.org/10.1108/ijebr-11-2015-0230.
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Purpose Many scholars analyse networks and learning to understand how individuals successfully create and manage new ventures. Based on the assumption that entrepreneurs learn from networks, the purpose of this paper is to examine which types of difficulties encourage entrepreneurs to use networks to facilitate learning, whether entrepreneurs change networks to deal with such difficulties, and which network characteristics facilitate learning. Design/methodology/approach Networks are considered a potential source of learning, namely, the cognitive process of acquiring and structuring knowledge, creating meaning from experience and generating new solutions from existing knowledge. Through networks, entrepreneur share information and discuss opportunities and problems. Using an innovative approach combining story telling and network mapping, this study analyses how entrepreneurs use networks in learning. The data collected from six entrepreneurs working in knowledge-intensive sectors enables examining the learning process ensuing from the interactions between entrepreneurs and their contacts. Findings The findings show that entrepreneurs construct different types of networks in response to their difficulties, not in relation to products or technologies, but to learn to overcome self-crises, external threats, management and organisational issues. The findings reveal that entrepreneurs develop networks dominated by strong ties for exploitative learning and networks dominated by weak ties for explorative learning. Originality/value This study contributes to literature on networks and entrepreneurial learning. More specifically, the study provides evidence of learning in the context of networks, which is a relatively overlooked area in entrepreneurship literature, identifying the role of difficulties in determining the type of learning through networks and the related mechanisms.
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Davoine, Eric, and Delphine Gendre. "Implementing SA8000 certification standards." Society and Business Review 9, no. 3 (October 7, 2014): 258–75. http://dx.doi.org/10.1108/sbr-11-2013-0084.
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Purpose – The aim of this paper is to identify difficulties and tension fields encountered in a Social Accountability (SA) 8000 certification process. The paper is based on a case study within a multinational small–medium enterprise (SME) during the implementation of a SA8000 standard. Design/methodology/approach – In the framework of the case study, we adopt a cognitivist approach and use cognitive maps to describe and analyze the corporate social responsibility (CSR) representations of the main actors of the certification process: the owner-manager of the SME and the certification manager. We collected additional information on the case company through document analysis, additional interviews, validation interviews, confrontation interviews and follow-up interviews after one year. Findings – The analysis of cognitive maps revealed tension fields and difficulties linked to the different representations of social responsibility between the social accountability standard SA8000 and the owner-manager strategic vision. It also underlines the sensemaking role of the certification manager in the certification process. Research limitations/implications – Limitations of the research are the explorative character of an illustrative case study and the limits of the construction of cognitive maps. The cognitive perspective brings new insights into the certification process and into the interaction between middle and top management. Practical implications – Implementing a CSR standard necessitates a cognitive change of individual representationsto integrate CSR standardized criteria in the complex, idiosyncratic and systemic representations of the main actors. Social implications – The case study shows clearly the tensions existing between the CSR representation based on a social standard and the CSR representation of SME owner-managers. Originality/value – Cognitive mapping has been often used to analyze and to discuss strategic vision of SME owner-managers, but rarely in the field of CSR. The confrontation of two maps and the complementary analysis of the case study context bring additional perspectives on implementation difficulties.
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Clarke, Nathan A., Michael A. Akeroyd, Helen Henshaw, and Derek J. Hoare. "Association between subjective tinnitus and cognitive performance: protocol for systematic review and meta-analysis." BMJ Open 8, no. 8 (August 2018): e023700. http://dx.doi.org/10.1136/bmjopen-2018-023700.
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IntroductionSubjective tinnitus is very common and has a number of comorbid associations including depression, sleep disturbance and concentration difficulties. Concentration difficulties may be observable in people with tinnitus through poorer behavioural performance in tasks thought to measure specific cognitive domains such as attention and memory (ie, cognitive performance). Several reviews have discussed the association between tinnitus and cognition; however, none to date have investigated the association between tinnitus and cognitive performance through meta-analysis with reference to an established theoretical taxonomy. Furthermore, there has been little overlap between sets of studies that have been included in previous reviews, potentially contributing to the typically mixed findings that are reported.Methods and analysisThis systematic review aims to comprehensively review the literature using an established theoretical taxonomy and quantitatively synthesise relevant data to determine associations between subjective tinnitus and cognitive performance. Methods are reported according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols. All study designs will be eligible for inclusion with no date restrictions on searches. Studies eligible for inclusion must contain adult participants (≥18 years) with subjective tinnitus and a behavioural measure of cognitive performance. Meta-analysis will be reported via correlation for the association between tinnitus and cognitive performance.Ethics and disseminationNo ethical issues are foreseen. Findings will be reported in a student thesis, at national and international , ear, nose and throat/audiology conferences and by peer-reviewed publication.PROSPERO registration numberCRD42018085528.
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Lancheros-Cuesta, Diana, Angela Carrillo-Ramos, and Jaime A. Pavlich-Mariscal. "Kamachiy – Mayistru: adaptive module to support teaching to people with learning difficulties." International Journal of Web Information Systems 11, no. 4 (November 16, 2015): 510–26. http://dx.doi.org/10.1108/ijwis-04-2015-0010.
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Purpose – The purpose of this paper is to propose Kamachiy-Mayistru (KM), an adaptive module to support teaching to people with learning difficulties. In Colombia, learning disabilities and difficulties are frequent in the integration classroom. Proper learning can be achieved as long as teaching strategies and didactic tools are the most adequate to the specific student characteristics and follow the suggestions given by experts for each learning difficulty. This module assists the teacher to prepare a course taking into account the disability profile, the student profile and pedagogical model suggestions. In this way, the student can learn utilizing the format and didactic tools more appropriate to their specific necessities. Design/methodology/approach – The design and implementation of the KM comprises the following phases: identify the most important student, teacher, difficulties and course parameters to take into account in the adaptation process; design the data model that supports activity adaptation, based on student characteristics and difficulties; implement the platform; and validate the approach through a case study of teachers and their students with difficulties. Findings – The application of KM in the case study indicated the effectiveness of KM to assist teachers in organizing course activities for students with and without disabilities or difficulties. Research limitations/implications – KM addresses specific student difficulties: attention, memory and languages. KM does not address severe cognitive disabilities. Regarding the validation, it is recommended to pursue new case studies to further demonstrate the effectiveness of the approach in a broader population. Practical implications – The main approach in KM is to suggest activities or pedagogical strategies to teachers to best support learning in students with difficulties or disabilities. The core of KM is an algorithm, called “Adapt Course”, that takes as input student and disability profiles, the course contents and the pedagogical model and creates course structures that are specially tailored to each student. Social implications – This model recommends teachers different activities, based on the specific student difficulties, to create personalized courses. It is able to address specific educational issues that are associated with learning difficulties and disabilities, such as educational integration, through content organization and personalized information display, which are based on the inherent characteristics of each student in the classroom. Originality/value – It is based on a conceptual model that provides the essential architecture to design and implement virtual learning environments for students with learning difficulties or disabilities.
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Ongkosuwito, Edwin, Lieneke van der Vlies, Vivian Kraaij, Nadia Garnefski, Han van Neck, Anne Marie Kuijpers-Jagtman, and Steven Hovius. "Stress in Parents of a Child with Hemifacial Microsomia." Cleft Palate-Craniofacial Journal 55, no. 7 (February 26, 2018): 959–65. http://dx.doi.org/10.1597/15-229.
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Objective: Examine stress levels of parents of children with hemifacial microsomia (HFM) and the relationship of parental stress to child characteristics and cognitive coping strategies. Design: Prospective cross-sectional study. Participants and Setting: Parents with a child (age 3-19 years) with HFM (N = 31) were recruited through the Department of Orthodontics and the Craniofacial Center, Sophia-Erasmus Medical Center, Rotterdam, The Netherlands. Intervention and Outcome Measures: The adapted and shortened Dutch version of the parental stress index (NOSI-K) was used to measure parental stress, and the cognitive emotion-regulation questionnaire was used to measure cognitive coping strategies. Pearson correlations and a multiple regression analysis were performed. Results: The hierarchical multiple regression analysis showed associations between increased parental stress and learning difficulties and use of acceptance as a coping strategy. This suggests that problems other than the characteristic visual appearance of the child's face in HFM have a greater influence on parental stress. Conclusions: Learning difficulties of the child with HFM and parental acceptance affect stress in parents with a child with HFM the most and are important in the search for a targeted tailoring of intervention for parents with high levels of parental stress.
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de la Fuente, Javier, Dario Moreno-Agostino, Alejandro de la Torre-Luque, A. Matthew Prina, Josep María Haro, Francisco Félix Caballero, and José Luis Ayuso-Mateos. "Development of a Combined Sensory-Cognitive Measure Based on the Common Cause Hypothesis: Heterogeneous Trajectories and Associated Risk Factors." Gerontologist 60, no. 5 (May 22, 2019): e357-e366. http://dx.doi.org/10.1093/geront/gnz066.
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Abstract Background and Objectives There is a link between sensory and cognitive functioning across old age. However, there are no integrative measures for assessing common determinants of sensory-cognitive functioning. This study aims to develop a combined measure of sensory-cognitive functioning, and to identify heterogeneous trajectories and associated risk factors. Research Design and Methods Two thousand two hundred and fifty-five individuals aged 60 years and over selected from the first six waves (2002–2012) of the English Longitudinal Study of Ageing completed a set of five self-reported visual and hearing functioning items and four cognitive items. Several health-related outcomes were also collected. Results The common cause model presented longitudinal factorial invariance (Tucker-Lewis index [TLI] = 0.989; Comparative Fit Index [CFI] = 0.991; Root Mean Square Error of Approximation [RMSEA] = 0.026). A common factor explained 32%, 36%, and 26% of the visual, hearing, and cognitive difficulties, respectively. The developed sensory-cognitive measure predicted incident dementia over 10 years (area under the curve = .80; 95% confidence interval [CI] = .75, .86). A three-trajectory model was proved to fit better, according to growth mixture modeling. Low levels of education and household wealth, disability, diabetes, high blood pressure, depressive symptoms, and low levels of physical activity were risk factors associated with the classes showing trajectories with a steeper increase of sensory-cognitive difficulties. Discussion and Implications A time-invariant factor explains both sensory and cognitive functioning over 8 years. The sensory-cognitive measure derived from this factor showed a good performance for predicting dementia 10 years later. Several easily identifiable socioeconomic and health-related risk factors could be used as early markers of subsequent sensory-cognitive decline. Therefore, the proposed latent measure could be useful as a cost-effective indicator of sensory-cognitive functioning.
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Gaudreau, G., L. Monetta, J. Macoir, S. Poulin, R. Jr Laforce, and C. Hudon. "Mental State Inferences Abilities Contribution to Verbal Irony Comprehension in Older Adults with Mild Cognitive Impairment." Behavioural Neurology 2015 (2015): 1–9. http://dx.doi.org/10.1155/2015/685613.
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Objective. The present study examined mentalizing capacities as well as the relative implication of mentalizing in the comprehension of ironic and sincere assertions among 30 older adults with mild cognitive impairment (MCI) and 30 healthy control (HC) subjects.Method. Subjects were administered a task evaluating mentalizing by means of short stories. A verbal irony comprehension task, in which participants had to identify ironic or sincere statements within short stories, was also administered; the design of the task allowed uniform implication of mentalizing across the conditions.Results. Findings indicated that participants with MCI have second-order mentalizing difficulties compared to HC subjects. Moreover, MCI participants were impaired compared to the HC group in identifying ironic or sincere stories, both requiring mental inference capacities.Conclusion. This study suggests that, in individuals with MCI, difficulties in the comprehension of ironic and sincere assertions are closely related to second-order mentalizing deficits. These findings support previous data suggesting a strong relationship between irony comprehension and mentalizing.
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Alqithami, Saad, Musaad Alzahrani, Abdulkareem Alzahrani, and Ahmed Mustafa. "AR-Therapist: Design and Simulation of an AR-Game Environment as a CBT for Patients with ADHD." Healthcare 7, no. 4 (November 15, 2019): 146. http://dx.doi.org/10.3390/healthcare7040146.
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Attention Deficit Hyperactivity Disorder is one of the most common neurodevelopmental disorders in which patients have difficulties related to inattention, hyperactivity, and impulsivity. Those patients are in need of a psychological therapy use Cognitive Behavioral Therapy (CBT) to enhance the way they think and behave. This type of therapy is mostly common in treating patients with anxiety and depression but also is useful in treating autism, obsessive compulsive disorder and post-traumatic stress disorder. A major limitation of traditional CBT is that therapists may face difficulty in optimizing patients’ neuropsychological stimulus following a specified treatment plan. Other limitations include availability, accessibility and level-of-experience of the therapists. Hence, this paper aims to design and simulate a generic cognitive model that can be used as an appropriate alternative treatment to traditional CBT, we term as “AR-Therapist.” This model takes advantage of the current developments of augmented reality to engage patients in both real and virtual game-based environments.
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Stratton, Rose, and Ranil Tan. "Cognitive analytic team formulation: learning and challenges for multidisciplinary inpatient staff." Mental Health Review Journal 24, no. 2 (July 2, 2019): 85–97. http://dx.doi.org/10.1108/mhrj-01-2019-0001.
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Purpose The purpose of this paper is to understand staff experiences of cognitive analytic team formulation, within an inpatient unit for women with a diagnosis of personality disorder. Design/methodology/approach In total, 16 staff completed an online questionnaire, rating their views on how helpful formulation sessions had been in regards to ten domains. Following this, six staff participated in semi-structured interviews exploring their experiences of the process and impact of cognitive analytic team formulation. Transcripts were analysed using thematic analysis. Findings Responses from questionnaires indicated the general process of team formulation was helpful across each domain. Interviews highlighted benefits such as an increased capacity to think and work relationally. This was impacted upon by staff’s confidence in using the model and the practicalities of attending sessions. Practical implications Team formulation has been described as the facilitation of a group of professionals to create a shared understanding of service-users’ difficulties. Team formulation continues to demonstrate benefits for staff working within complex mental health. The challenges of this are considered, however overall, a cognitive analytic framework seems to offer staff the opportunity to integrate learning from a service-user’s history, and current relational difficulties, in a way that develops reflective capacity and informs intervention. Originality/value Limited research has explored the theoretical models underpinning team formulation, and the impact for staff learning and practice. The current study develops previous work by specifically focussing on the contribution of cognitive analytic theory to team formulation.
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Lokanan, Mark Eshwar. "The application of cognitive interviews to financial crimes." Journal of Financial Crime 25, no. 3 (July 2, 2018): 882–90. http://dx.doi.org/10.1108/jfc-09-2017-0084.
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Purpose The purpose of this paper is to present an argument for the use of cognitive interviews to be use in financial crime investigations. In particular, the paper argues that the components of cognitive interview make it useful for financial crime investigators to gather and collate information on financial criminality. Design/methodology/approach The paper chronicles the literature on cognitive interviews to critically evaluate its usefulness in previous studies. Findings A critical examination of the literature shows that cognitive interviews were successfully used in a variety of circumstances. Despite its difficulties, the empirical evidence reveals that cognitive interview fared well in laboratory studies across different (and vulnerable) population groups. Practical implications There is evidence to suggest that cognitive interviews can be an effective technique to interview witnesses of financial crimes. The fact that white-collar criminals, more often than not, comes from a “gentleman background” and are not accustomed to the role of “criminal suspect,” makes cognitive interview techniques a useful tool for fraud investigators. Originality/value To the author’s knowledge, this is the first paper of its kind to conduct a thorough literature review and apply cognitive interview techniques to financial crime investigation.
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Stawarz, Katarzyna, Chris Preist, Debbie Tallon, Nicola Wiles, David Kessler, Katrina Turner, Roz Shafran, and David Coyle. "Design Considerations for the Integrated Delivery of Cognitive Behavioral Therapy for Depression: User-Centered Design Study." JMIR Mental Health 7, no. 9 (September 3, 2020): e15972. http://dx.doi.org/10.2196/15972.
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Background Adherence to computerized cognitive behavioral therapy (cCBT) programs in real-world settings can be poor, and in the absence of therapist support, effects are modest and short term. Moreover, because cCBT systems tend toward limited support and thus low-intensity treatment, they are typically most appropriate for people experiencing mild to moderate mental health difficulties. Blended therapy, that is, combining direct therapist contact with cCBT or psychoeducational materials, has been identified as one possible approach to address these limitations and widen access to individual CBT for depression. Building on the initial success of blended therapy, we explore an integrated approach that seeks to seamlessly combine face-to-face contact, electronic contact, and between-session activities. Integration also considers how the technology can support therapists’ workflow and integrate with broader health care systems. The ultimate aim is to provide a structure within which therapists can deliver high-intensity treatments, while also greatly reducing face-to-face contact. Objective The research aimed to explore patients’ and therapists’ views on using a system for the delivery of individual treatment for depression that integrates face-to-face therapist contact with access to online resources and with synchronous online therapy sessions that allow collaborative exercises, and to establish design requirements and thus key design considerations for integrated systems that more seamlessly combine different modes of communication. Methods We conducted a series of four user-centered design studies. This included four design workshops and seven prototype testing sessions with 18 people who had received CBT for depression in the past, and 11 qualitative interviews and three role-play sessions with 12 CBT therapists experienced in the treatment of depression. Studies took place between July and December 2017 in Bristol, United Kingdom. Results Workshops and prototyping sessions with people who had received CBT identified three important requirements for integrated platforms delivering CBT therapy for depression as follows: (1) features that help to overcome depression-related barriers, (2) features that support engagement, and (3) features that reinforce learning and support the development of new skills. Research with therapists highlighted the importance of the therapist and client working together, the impact of technology on therapists’ workflow and workload, challenges and opportunities related to the use of online resources, and the potential of technology to support patient engagement. We use these findings to inform 12 design considerations for developing integrated therapy systems. Conclusions To meet clients’ and therapists’ needs, integrated systems need to help retain the personal connection, support both therapist- and patient-led activities, and provide access to materials and the ability to monitor progress. However, developers of such systems should be mindful of their capacity to disrupt current work practices and increase therapists’ workload. Future research should evaluate the impact of integrated systems on patients and therapists in a real-world context.
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Walker, Marion F., Alan Sunderland, Joanna Fletcher-Smith, Avril Drummond, Pip Logan, Judi A. Edmans, Katherine Garvey, et al. "The DRESS trial: a feasibility randomized controlled trial of a neuropsychological approach to dressing therapy for stroke inpatients." Clinical Rehabilitation 26, no. 8 (December 16, 2011): 675–85. http://dx.doi.org/10.1177/0269215511431089.
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Objective: To investigate two approaches to treating patients with persistent dressing problems and cognitive difficulties following stroke. Design: Pilot randomized controlled trial. Setting: Inpatient stroke rehabilitation service. Subjects: Seventy consecutive stroke patients with persistent dressing problems and accompanying cognitive difficulties at two weeks after their stroke. Interventions: Patients were randomly allocated to six weeks of either a systematic neuropsychological approach, based on analysis of dressing problems and further cognitive testing, or to the control group who received conventional (functional) dressing practice. Both groups received treatment three times a week in accordance with two separately prepared manuals. Main measures: Nottingham Stroke Dressing Assessment (NSDA), Line Cancellation, 10-hole peg transfer test, Object Decision, Gesture Imitation. Patients were assessed at six weeks after randomization by an independent assessor masked to group allocation. Results: Both neuropsychological and functional groups improved performance on the NSDA over the treatment period (31% and 22%, respectively) but there was no significant difference between groups at six weeks. However, the neuropsychological group showed a significantly greater improvement on a line cancellation test of visual neglect ( t(62) = 2.1, P < 0.05) and a planned subanalysis for those with right hemisphere damage showed a trend towards better dressing outcome ( P = 0.07, one-tailed). Conclusions: Results demonstrate the potential benefits of a systematic neuropsychological approach to dressing therapy, particularly for patients with right hemisphere damage. This study suggests the need for a phase III study evaluating the efficacy of a systematic neuropsychological approach in treating dressing difficulties, targeting patients with right hemisphere stroke and visuospatial impairments.
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Stylianides, Gabriel J., and Andreas J. Stylianides. "Facilitating the Transition from Empirical Arguments to Proof." Journal for Research in Mathematics Education 40, no. 3 (May 2009): 314–52. http://dx.doi.org/10.5951/jresematheduc.40.3.0314.
Full textAbstract:
Although students of all levels of education face serious difficulties with proof, there is limited research knowledge about how instruction can help students overcome these difficulties. In this article, we discuss the theoretical foundation and implementation of an instructional sequence that aimed to help students begin to realize the limitations of empirical arguments as methods for validating mathematical generalizations and see an intellectual need to learn about secure methods for validation (i.e., proofs). The development of the instructional sequence was part of a 4-year design experiment that we conducted in an undergraduate mathematics course, prerequisite for admission to an elementary (Grades K–6) teaching certification program. We focus on the implementation of the instructional sequence in the last of 5 research cycles of our design experiment to exemplify our theoretical framework (in which cognitive conflict played a major role) and to discuss the promise of the sequence to support the intended learning goals.
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Kallail, K. James, Julie Scherz, David W. Downs, Donna Sweet, and Rosalee E. Zackula. "Speech-Language and Cognitive Findings in Patients with HIV/AIDS." Kansas Journal of Medicine 8, no. 3 (August 5, 2015): 101–7. http://dx.doi.org/10.17161/kjm.v8i3.11527.
Full textAbstract:
BACKGROUND: Few adult patients with HIV/AIDS are screened regularly for speech-language and cognitive disorders even though they may manifest communication difficulties. No comprehensive studies assessing the broad range of speech-language and cognitive disorders of adults with HIV/AIDS appear in the literature. As such, clinicians may be unfamiliar with the types of communication disorders that may be manifested. This study assessed the prevalence of speech-language and cognitive disorders in adults with HIV/AIDS using a broad inventory of speech, language, and cognitive skills. METHODS: A cross-sectional design was used to investigate communication disorders in a convenience sample of patients living with HIV/AIDS. Adult patients from a general internal medicine clinic in Wichita, Kansas were recruited as they presented for medical appointments. Each participant received a speech-language and cognitive test battery consisting of 10 assessments. RESULTS: The primary outcomes were: (1) presence of any speech-language or cognitive disorder, and (2) degree of communication disorder, as measured by the number of positive results. Eighty-two adults with HIV/AIDS were evaluated for communication disorders. Prevalence was 95%; 78 out of 82 participants manifested abnormal findings on at least one assessment in the test battery. Test results revealed a variety of cognitive and language issues, mostly related to integrating information on the picture description task (45%), timed word generation (44%), and memory-related story retelling (35%). Two participants revealed abnormal results on all ten assessments. CONCLUSION: Speech-language and cognition deficits are common in adult patients with HIV/AIDS. Every patient with HIV/AIDS should be assessed to determine the impact of these communication deficits on their daily living skills.
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Quadros, Maria Ana, Marta Granadeiro, Amparo Ruiz-Tagle, Carolina Maruta, Raquel Gil-Gouveia, and Isabel Pavão Martins. "Cognitive performance along the migraine cycle: A negative exploratory study." Cephalalgia Reports 3 (January 1, 2020): 251581632095113. http://dx.doi.org/10.1177/2515816320951136.
Full textAbstract:
Migraine patients frequently report cognitive difficulties in the proximity and during migraine attacks. We performed an exploratory comparison of executive functioning across the four stages of the migraine cycle. Consecutive patients with episodic migraine undertook cognitive tests for attention, processing speed, set-shifting, and inhibitory control. Performance was compared between patients in different migraine stages, controlling for attack frequency and prophylactic medication. One hundred forty-three patients (142 women, average age 36.2 ± 9.9 years) were included, 28 preictal (≤48 h before the attack), 21 ictal (during the attack), 18 postictal (≤24 h after attack), and 76 interictal. Test performance (age and literacy adjusted z-scores) was not significantly different across migraine phases, despite a tendency for a decline before the attack. This negative study shows that cognitive performance fluctuates as patients approach the attack. To control for individual variability, this comparison needs to be better characterized longitudinally with a within-patient design.