Relevant bibliographies by topics / Students cognition

Academic literature on the topic 'Students cognition'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Students cognition"

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Ioannou, Kalia, and Nikoletta Christodoulou. "Η επίδραση της πολυδιάστατης διδακτικής προσέγγισης και της αναπτυξιακής διδακτικής προσέγγισης στην επιστημολογική ανάπτυξη των μαθητών της Στ’ τάξης Δημοτικού σχολείου στο μάθημα των Φυσικών Επιστημών." Preschool and Primary Education 5, no. 2 (October 27, 2017): 101. http://dx.doi.org/10.12681/ppej.14282.

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The present study explored the effects of a different type of teaching on epistemic cognition of 6th grade students through an intervention program in the science class. Epistemic cognition concerns how people acquire, understand, justify, change, and use knowledge (Greene, Sandoval, & Bråten, 2016). The study addressed the question of how the type of approach affected the development of epistemic cognition among young children, by extending previous research that examined the relation between epistemic cognition and intervention programmes in adults. Nine 6th grade classes completed paper-and-pencil instruments to measure their epistemic cognition and cognitive ability. Twelve of the students also participated in an individual semi-structured interview. Students’ epistemic cognition was assessed using a short version of Schommer’s questionnaire for students. The students’ cognitive ability was assessed through Raven’s Progressive Matrices (1998). The present study aspired to find which of the main approaches is more effective for the development of students’ epistemic cognition and if cognitive ability can predict epistemic cognition. Three of the classes were randomly put in the Control Group that had courses in science education, three were randomly put in the Experimental Group Α, following the multidimensional approach, and three were randomly put in the Experimental Group Β, following the developmental approach. The nine 6th grade classes completed paper-and-pencil instruments to measure their epistemic cognition and cognitive ability, to examine possible changes in epistemic cognition and a possible relation between epistemic cognition and cognitive ability. Students’ epistemic cognition was assessed using the short version of Schommer’s et al. questionnaire (2000) for young students. Students’ cognitive ability was assessed through the Raven’s Progressive Matrices (Raven, Raven, & Court, 1998). Then, twelve of these students participated in an individual semi-structured interview, where they were asked about the effectiveness of the intervention program. The results showed the effectiveness of multidimensional teaching, which is also confirmed through the analysis of qualitative data, in contrast to the developmental intervention. The analysis of the interviews showed that all students believed that truth can be found through research. Also, according to the results, the multidimensional teaching approach can predict cognitive ability at the level of epistemic cognition. The present study aims to assist in increasing students’ epistemic cognition which is so important for forming citizens capable of meeting the needs of the 21st century. The benefits that result from the long-term intervention will be communicated to the Ministry of Education and Culture and propose radical changes in the Curriculum in terms practices that could be implemented in the teaching of science that will help in the development of elementary school students΄epistemic cognition
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Pavlova, Lyubov, and Yuliana Vtorushina. "Developing Students’ Cognition Culture for Successful Foreign Language Learning." SHS Web of Conferences 50 (2018): 01128. http://dx.doi.org/10.1051/shsconf/20185001128.

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This paper presents results of the research aimed at determining essential aspects of the development of university students’ cognition culture as a factor of successful foreign language learning. The authors define cognition culture as a complex of capabilities and skills, enabling students to look for, analyze, process, organize and critically assess information in the text, considering its historical and cultural value background. The investigation proves that a student’s cognition culture is manifested in his/her knowledge of national mentality, language, and cultural picture of the world as well as in the student’s skills of search, procession and critical assessment of information, the skills of analysis, comparison, generalization, cognitive motivation and aspiration for constant improvement of foreign language skills. The research determines the contents of the cognitive component of foreign language learning and works out a complex of teaching techniques for developing students’ cognition culture. The results prove that the application of the complex of special teaching techniques ensures effective development of the university students’ cognition culture for successful foreign language learning. Thus, students’ cognitive culture conditions their social adaptation and academic mobility.
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Pajouhinia, Shima, Yalda Abavisani, and Zahra Rezazadeh. "Explaining the Obsessive-compulsive Symptoms Based on Cognitive Flexibility and Social Cognition." Practice in Clinical Psychology 8, no. 3 (July 1, 2020): 233–42. http://dx.doi.org/10.32598/jpcp.8.3.10.717.1.

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Objective: Cognitive flexibility and social cognition are the appropriate models for understanding psychological problems, through which people can meet various challenges. The aim of this study was to investigate the relationship between cognitive flexibility and social cognition with obsessive-compulsive symptoms among female students at Allameh Tabataba’i University. Methods: This cross-sectional study was done on 200 students female students at Allameh Tabataba’i University in Tehran studying in the academic year 2018-2019 selected by random multiple cluster sampling method. The used tools were cognitive flexibility inventory, student social cognition questionnaire, and obsessive-compulsive symptoms inventory. Results: There was a negative significant correlation between the total score of obsessive-compulsive symptoms with cognitive flexibility and social cognition. In addition, the results of multiple regression analysis showed that cognitive flexibility and social cognition can explain obsessive-compulsive symptoms in students. Conclusion: Studying cognitive flexibility and social cognition is an efficient method to understand the underlying factors associated with obsessive-compulsive symptoms. Evaluation of these factors can be useful in the prevention and treatment of these symptoms.
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Handayani, Mita Sri, Muhammad Nur Wangid, and Andre Julius. "The Impact of Self-Management Techniques to Improve University Students’ Social Cognition." Islamic Guidance and Counseling Journal 4, no. 1 (January 31, 2021): 116–23. http://dx.doi.org/10.25217/igcj.v4i1.1247.

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The background of the current study is the urgency of possessing good social cognition to adapt to the social changes that are happening quickly. Weak social cognition makes individuals less in empathy, aggressive or unhappy in their daily life. The link between self-management and social cognition lies in cognitive adjustment. Hence, the authors think it is important to do research that focuses on the implementation of counseling with self-management techniques in developing social cognition. The authors aimed to investigate the effectiveness of self-management in improving social cognition. The present study used one group pretest-posttest quasi-experiment. We invited 10 students from Universitas Ma'soem, Indonesia to participate in the experiment. They were selected based on a low social cognition score after filling the self-report of nineteen items social cognition scale. The results showed counseling with self-management techniques effective in improving university students' social cognition. Besides, limitations and recommendations are discussed.
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Yang, HaiQuan, and JuGao Dian. "Problems and Countermeasures: Professional Cognition of Ideological and Political Education Major Students." World Journal of Educational Research 7, no. 2 (May 19, 2020): p70. http://dx.doi.org/10.22158/wjer.v7n2p70.

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The cognitive level of students majoring in ideological and political education directly reflects the construction of ideological and political education and the quality of personnel training, which is an important basis for further promoting the development of ideological and political education. From the dimensions of channel, degree, and behavior of cognition of ideological and political education major, we know that students of ideological and political education major have some problems in professional cognition, such as low starting point of cognition, low degree of cognition, single-channel of cognition, etc. We also try to strengthen the professional cognition of students of ideological and political education major from the aspects of correcting professional attitude, improving professional interest, strengthening professional cognition education, strengthening professional construction, personnel training and ideological guidance, etc., and further enhance professional identity, so as to better promote the construction and development of ideological and political education major.
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Yang, HaiQuan, and JuGao Dian. "Problems and Countermeasures: Professional Cognition of Ideological and Political Education Major Students." World Journal of Educational Research 7, no. 4 (October 9, 2020): p1. http://dx.doi.org/10.22158/wjer.v7n4p1.

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The cognitive level of students majoring in ideological and political education directly reflects the construction of ideological and political education and the quality of personnel training, which is an important basis for further promoting the development of ideological and political education. From the dimensions of channel, degree, and behavior of cognition of ideological and political education major, we know that students of ideological and political education major have some problems in professional cognition, such as low starting point of cognition, low degree of cognition, single-channel of cognition, etc. We also try to strengthen the professional cognition of students of ideological and political education major from the aspects of correcting professional attitude, improving professional interest, strengthening professional cognition education, strengthening professional construction, personnel training and ideological guidance, etc., and further enhance professional identity, so as to better promote the construction and development of ideological and political education major.
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Yumniyati, Khisna, Imam Sujadi, and Diari Indriati. "Cognitive Level Profile in Solving Mathematics Problem at Ten Grade of Senior High School Students with Low Ability." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (March 4, 2019): 255. http://dx.doi.org/10.18415/ijmmu.v6i1.485.

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This research is motivated by the importance of problem solving skill for students in 21st century, whereas students' skill in solving mathematics problems is various in accordance their cognitive levels. Students’ cognitive levels in solving problems include; cognition; metacognition; and epistemic cognition. Cognitive level affects individual in understanding problem and deciding the right strategy to solve it. The purpose of this study is to describe cognitive levels of low-ability students. This study uses qualitative methods with task-based interviews. The material is three-variable linear equation system. The research subjects are two low-ability students at ten grade of State Senior High School in Pati Regency. The results show that the two subjects have weaknesses at each level, for example the two subjects are able to work on the given problems, but both subjects are unable to define equations, inequality, similarity, and dissimilarity correctly in the initial type of cognition level.
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Riedemann Hall, Karin. "Cognition and Translation Didactics." Meta 41, no. 1 (September 30, 2002): 114–17. http://dx.doi.org/10.7202/002999ar.

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Abstract The aim of this paper is to provide an overview of empirical research done with the same group of students during consecutive semesters of literary translation courses. We intend to change traditional translation didactics by using cognitive and pragmatic methods in order to optimize translation production and the student's self-correction awareness.
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Jang, Nayoung. "Differences in Learning Engagement Depending on Need for Cognition and the Effect of Need for Cognition on Cognitive Competency through Self-Directed Learning Process among College Students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 17 (September 15, 2022): 301–18. http://dx.doi.org/10.22251/jlcci.2022.22.17.301.

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Objectives The purpose of this study was first to explore whether high/low need for cognition groups differ in the level of learning engagement, and second to examine the effect of the need for cognition on cognitive competency development through the self-directed learning process. Methods Using the data of 1,110 students in four-year colleges from the 9th-year (2014) Korean Education Longitudinal Study 2005, independent sample t-tests and three-step linear regression analysis suggested by Baron and Kenny (1986) were conducted. Results First, t-tests found that students with a high need for cognition showed higher mean scores for the self-directed learning process, classroom engagement, reading books, taking classes, and studying than those with low need for cognition. Second, after controlling for a variety of control variables, the higher need for cognition predicted a higher self-directed learning process and higher cognitive competency development. In addition, the self-directed learning process was found to have a partial mediation effect on the relationship between the need for cognition and cognitive competency. Conclusions This study found the significant role that the need for cognition, which has received limited attention in higher education research, plays in learning engagement and in cognitive competency development through self-directed learning process. The results added empirical evidence to the individual-level predictors that are important for college student learning and cognitive competency development among college students.
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Indah Sari, Anni Holila Pulungan, and Rahmad Husein. "Students’ Cognition and Attitude in Writing Descriptive Text." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 1 (March 20, 2020): 395–404. http://dx.doi.org/10.33258/biolae.v2i1.210.

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College students are in formal operational in period of cognitive development which they can use symbols logically related to abstract concepts, acquire flexibility in thinking as well as the capacities for abstract thinking and mental hypothesis and consider possible alternatives reasoning and problem solving. However, the students’ writings have some mistakes in terms of using surface features such as spelling, grammar, usage, punctuation, grammar, vocabulary and tenses. This study aimed to analyze about the students’ cognition and attitude in writing descriptive text. The design of this study was descriptive qualitative by conducting the in-depth interview and questionnaire administration. The data of this study were the sentences in descriptive text and transcript of interview. Moreover, the data source were 2 students of 7th semester at STBA – PIA Medan. The results showed that 1) the dominant type of students’ attitude in writing descriptive text was cognitive domain followed by affective and conative domains which could be interpreted that the students had positive attitude regarding to the writing of descriptive text, 2) the students’ cognition in writing descriptive text was having the stages of writing process which consists of pre-writing, drafting, revising, editing and publishing, and 3) the reasons of applying the students’ cognition and attitude in descriptive text were they had the goals and purposes in their thoughts when they were writing. Moreover, they believed that writing could improve their skills in learning English as a foreign language.
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Dissertations / Theses on the topic "Students cognition"

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Calvo, Dayana. "Fasting Cognition and Weight Status in College Students." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426585579.

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Driskill, William Charles. "Effectiveness of the 4MAT instructional design on personal and cognitive attitudes of students /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Dowson, Martin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Teaching and Educational Studies. "Relations between students' academic motivation, cognition and achievement in Australian school settings." THESIS_CAESS_TES_Dowson_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/729.

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The purpose of this research was to investigate relations between students' academic motivation, cognition, and achievement. In particular, substantial issues are investigated involving the interaction of students' academic motivation and cognition, and specifies how selected motivational and cognitive variables may influence student academic achievement. In order to do this, this study develops a causal model of student achievement which, using goal theory as a framework, incorporates both motivational and cognitive variables to account for students' academic achivement. In total, the results suggest that students' academic achievement may be both conceptualised, and operationalised, as the product of interrelations between key facilitating, motivational, and cognitive variables. Despite some limitations, the study suggests several positive directions for future research. These include, in particular, further investigation of the social goals identified, how these goals relate to students' academic cognition, and how selected social goals and strategies together influence students' academic achievement. There is also further scope to investigate the role of particular facilitating variables in 'driving' students' academic motivation and cognition. Thus, the present research provides an empirical basis from which future, complementary, research may be undertaken
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Day, Carol Lynn. "Alcohol consumption, cognitive functioning and sober mood in women and men college students." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/492.

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The present study investigated the relationship between alcohol consumption and cognitive functioning in women and men college students, and examined the relationship between alcohol intake and sober mood state. Current consumption levels were calculated from a drinking history questionnaire as well as by daily self-monitoring and the data analyzed to determine if the two data collection measures were comparable. Pearson correlation coefficients showed the two measures of frequency of drinking significantly correlated for both the men and women. However, quantity consumed per occasion (QPO) as measured by the questionnaire was not significantly correlated to QPO as measured by self-monitoring for either the women or the men. Student's t-tests revealed significant differences with both men and women rating QPO higher when measured by the questionnaire. For the women, frequency of drinking was significantly lower with the questionnaire. This same trend was noted for the men, although it was not significant. No relationship was found between alcohol consumption and cognitive performance or sober mood state in this group of social drinkers. Awareness of the dangers and the misuse of alcohol are at an all time high. One only need turn on the television or radio to hear messages designed to question our use of this "mind altering drug." Programs to "cure" alcohol dependence are advertised. Announcements designed to reduce the occurrence of drinking and driving are aired with pointed messages, e.g., "Friends don't let friends drive drunk." Even more specifically targeted are warnings aimed at high school and college-aged social drinkers: "If you don't drink and drive on grad night it won't KILL you." As education of the public increases, researchers are questioning not only the acute effects of alcohol but also possible "carryover effects" on sober social drinkers. We are well acquainted with the idea of skid-row alcoholics who have lost everything, including their memory. That long term drinking is associated with cognitive deficits is not surprising, but is there a relationship between cognitive deficits and social drinking in young adults? To address this question, neuroradiological and neuropsychological research on alcoholics and mature social drinkers is first reviewed. Previous research on college-aged social drinkers is examined, problems with prior research on college student social drinkers are identified, and the present study is outlined.
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Goodman, Kathleen M. "The influence of the campus climate for diversity on college students' need for cognition." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/971.

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The purpose of this research was to examine the influence of the campus climate for diversity on learning within four racial groups of college students. I used multiple regression to analyze how structural diversity, the psychological climate for diversity, and behavior influence one facet of learning - the need for cognition - for African-American, Asian-American, Latino/a, and White college students in the first year of college. Three of the eight campus climate for diversity variables appeared to have no effect on need for cognition for any of the four samples: student heterogeneity, faculty heterogeneity, and discussion with faculty and staff whose opinions differ from the students. One variable, the student's value of racial and cultural diversity, a psychological dimension of the campus climate for diversity, had an effect on need for cognition for all four samples. Four additional variables were significant within different samples. Believing the institution facilitates diverse interactions positively influenced need for cognition for Latino/a students. Taking a diversity course was positive for African-American students. Both interacting with diverse others and participating in a racial/cultural workshop were positive for White students. The findings also suggested that being a first-generation college student or coming from a low-income family moderates the influence of the campus climate for diversity on need for cognition. Suggestions for future research include creating research designs that ascertain how various racial and economic groups experience the influence of diversity on learning; seeking out new ways to distribute surveys and encourage survey-completion among students of color; looking for interaction effects among diversity experiences; and using hierarchical linear modeling, structural equation modeling, qualitative methods, and mixed methods. Suggestions for campus practice include maintaining programs designed specifically for students of individual racial groups, as well as low-income and first-generation college students; seeking ways to create a psychological climate that cultivates the belief that diversity is important to learning; providing more courses and workshops focused on racial and cultural diversity; and creating structured opportunities to introduce students to the varying political, religious, and social perspectives held by their peers.
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Benson, Carol Trinko Jones Graham A. "Assessing students' thinking in modeling probability contexts." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986725.

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Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Graham A. Jones (chair), Kenneth N. Berk, Patricia Klass, Cynthia W. Langrall, Edward S. Mooney. Includes bibliographical references (leaves 115-124) and abstract. Also available in print.
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Cohen, Randi Weisberger. "The relationship between cognitive profiles and proficiency in Spanish of first-year high school students." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1264533917.

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Levinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/314612/.

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There is agreement among researchers that phonological awareness deficits are one of the main causes of dyslexia. Some researchers support the view that phonological awareness can be improved by teaching reading through a topdown approach (whole word) or a bottom-up approach (grapheme-phoneme); others claim that the combination of these two complementary approaches is more successful. The goal of this research combined reading intervention programme was to enhance the six 'dyslexic students' phonological awareness and to improve their reading in English in the inclusive English as a foreign language classroom. The research studied the effects the reading intervention programme, which systematically combines the two complementary approaches for the same duration of time in each session, had on the six Israeli research 'dyslexic students'. The present study is an inductive action research applying a case study design using qualitative research tools. Data from in-depth pre- and post-intervention interviews is triangulated with the participants' diaries, the practitioner's journal and the documentation of the pre- and post-intervention participants' assessments. Thematic data analysis indicated an improvement in the participants' phonological awareness, reading in English and functioning in the inclusive EFL classroom as a result of the combined reading intervention programme. The contribution to knowledge points to the fact that while a four-month cognitive intervention programme with 'dyslexic students' in Israel, studying English as a foreign language may improve students' cognitive functioning in English, it is insufficient in enabling students to allay their fears regarding the expectations of Israeli society, and their ability to succeed in life. Propositions suggest conducting a further action research study which examines the implementation of an additional emotional intervention to the cognitive one. The development of the emotional intervention will enable evaluation of the effects of a combined programme on 'dyslexic students' in Israel.
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Levinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/314612/1/Sylvie-Levinstein-PhD-thesis.pdf.

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There is agreement among researchers that phonological awareness deficits are one of the main causes of dyslexia. Some researchers support the view that phonological awareness can be improved by teaching reading through a topdown approach (whole word) or a bottom-up approach (grapheme-phoneme); others claim that the combination of these two complementary approaches is more successful. The goal of this research combined reading intervention programme was to enhance the six 'dyslexic students' phonological awareness and to improve their reading in English in the inclusive English as a foreign language classroom. The research studied the effects the reading intervention programme, which systematically combines the two complementary approaches for the same duration of time in each session, had on the six Israeli research 'dyslexic students'. The present study is an inductive action research applying a case study design using qualitative research tools. Data from in-depth pre- and post-intervention interviews is triangulated with the participants' diaries, the practitioner's journal and the documentation of the pre- and post-intervention participants' assessments. Thematic data analysis indicated an improvement in the participants' phonological awareness, reading in English and functioning in the inclusive EFL classroom as a result of the combined reading intervention programme. The contribution to knowledge points to the fact that while a four-month cognitive intervention programme with 'dyslexic students' in Israel, studying English as a foreign language may improve students' cognitive functioning in English, it is insufficient in enabling students to allay their fears regarding the expectations of Israeli society, and their ability to succeed in life. Propositions suggest conducting a further action research study which examines the implementation of an additional emotional intervention to the cognitive one. The development of the emotional intervention will enable evaluation of the effects of a combined programme on 'dyslexic students' in Israel.
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Price, Danielle Nicole. "Spatial Cognition among Montana Eleventh and Twelfth Grade Agricultural Education Students." Thesis, Montana State University, 2004. http://etd.lib.montana.edu/etd/2004/price/PriceD04.pdf.

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The purpose of this study was to determine high school student's spatial cognition abilities to identify features and attributes in agriculture production images, projected in two-dimension (2D) or three-dimension (3D). The effects of selected demographics on spatial cognition were examined. The population consisted of 101 high school students from selected secondary agricultural education programs during the Fall Semester of 2003. Criteria for participation were that the class size be 10-15 students enrolled in 11th or 12th grade. The agricultural classes were randomly assigned as either participating in the 2D or 3D study. When viewing 2D and 3D images of production agriculture students were able to correctly identify features and attributes about 50 percent of the time. Based on the 17 multiple-choice questions of the 23 questions used, there was no significant difference in students' spatial cognitive abilities when viewing 2D and 3D production agriculture images. When viewing production agriculture images in 3D, containing features and attributes relative to elevation, spatial cognition was enhanced. Age, grade level, semesters enrolled in agricultural education, gender, place of residence and prior GIS experience did not enhance spatial cognition.
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Books on the topic "Students cognition"

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C, Barrow J., ed. Fostering cognitive development of students. San Francisco, CA: Jossey-Bass Publishers, 1986.

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Fostering cognitive development of students. San Francisco: Jossey-Bass Publishers, 1986.

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Alberta. Alberta Education. Child Development and Instructional Design. Students' thinking: Developmental framework cognitive domain. Edmonton, Alta: Alberta Education, Child Development and Instructional Design, 1987.

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Battista, Michael T. Cognition-based assessment and teaching of fractions: Building on students' reasoning. Portsmouth, NH: Heinemann, 2012.

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Garner, Betty K. Getting to "got it!": Helping struggling students learn how to learn. Alexandria, Va: Association for Supervision and Curriculum Development, 2007.

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McClennen, Sandra E. Cognitive skills for community living: Teaching students with moderate to severe disabilities. Austin, Tex: PRO-ED, 1991.

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Battista, Michael T. Cognition-based assessment and teaching of geometric measurement: Building on students' reasoning. Portsmouth, NH: Heinemann, 2012.

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Battista, Michael T. Cognition-based assessment and teaching of geometric shapes: Building on students' reasoning. Portsmouth, NH: Heinemann, 2012.

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Cognition-based assessment and teaching of place value: Building on students' reasoning. Portsmouth, NH: Heinemann, 2012.

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Ethnicity and organizational diversity: A study of social cognition and psychological climate perception. Lanham, MD: University Press of America, 1997.

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Book chapters on the topic "Students cognition"

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Wray, Robert E. "Enhancing Simulated Students with Models of Self-regulated Learning." In Augmented Cognition, 644–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22419-6_46.

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Bertel, Sven, Stefanie Wetzel, and Steffi Zander. "Physical Touch-Based Rotation Processes of Primary School Students." In Spatial Cognition X, 19–37. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68189-4_2.

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Pedemonte, Bettina. "Abductive Arguments Supporting Students’ Construction of Proofs." In Handbook of Abductive Cognition, 1–25. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-68436-5_72-1.

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Aksoy, Mehmet Emin, Kurtulus Izzetoglu, Atahan Agrali, Esra Ugur, Vildan Kocatepe, Dilek Kitapcioglu, Engin Baysoy, and Ukke Karabacak. "Assessing Intravenous Catheterization Simulation Training of Nursing Students Using Functional Near-Infrared Spectroscopy (fNIRs)." In Augmented Cognition. Human Cognition and Behavior, 3–13. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50439-7_1.

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Da Silva, Ketia Kellen Araújo, and Patricia Alejandra Behar. "Digital Competences for Online Students." In Cognition and Exploratory Learning in the Digital Age, 3–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48190-2_1.

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Yang, Mou-Tzu, Yi-an Hou, Yen-ju Hou, and Hsueh-yu Cheng. "The Roles of Anxiety and Motivation in Taiwanese College Students’ English Learning." In Engineering Psychology and Cognitive Ergonomics. Understanding Human Cognition, 307–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39360-0_34.

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Hsu, Tai-Yen, Fang-Ling Lin, Chih-Lin Chang, and Hsien-Te Peng. "Impact of Different Course Contents on Working Memory of Elementary School Students." In Engineering Psychology and Cognitive Ergonomics. Understanding Human Cognition, 316–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39360-0_35.

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Swanson, Joan Ann, Susan L. Renes, and Anthony T. Strange. "The Communication Preferences of Collegiate Students." In Cognition and Exploratory Learning in the Digital Age, 65–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48190-2_4.

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Avargil, Shirly, Rea Lavi, and Yehudit Judy Dori. "Students’ Metacognition and Metacognitive Strategies in Science Education." In Cognition, Metacognition, and Culture in STEM Education, 33–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66659-4_3.

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Leeuw, L., J. A. Feij, and F. Zee. "Concentration Ability of Students in Education: Construction and Validation of a Questionnaire." In Human Assessment: Cognition and Motivation, 259–71. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4406-0_37.

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Conference papers on the topic "Students cognition"

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Ohrndorf, Laura, and Sigrid Schubert. "Students' cognition." In the 9th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670757.2670758.

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Williams, Christopher B., Yoon Lee, John Gero, and Marie C. Paretti. "Exploring the Effects of the Design Prompt on Students’ Design Cognition." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13557.

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Engineering design educators often provide their students a task (or “prompt”) to guide their design projects. Similarly, engineering design educational researchers also provide research participants with a design task to guide their activity during experimental sessions. In both contexts, there is a fundamental underlying assumption that the design task has no significant effect on the students’/participants’ design cognition. Specifically, the authors test the hypothesis that a design task does affect a student’s design experience. Failing to disprove this hypothesis could significantly impact both design education practice and design education experimental research. To determine the effect of a design task on students’ design cognition, experimental sessions were conducted wherein student design teams worked together to solve a speculative design task. The student teams were presented with two nearly identical design tasks; however, one featured an additional design requirement. A task-independent protocol analysis method grounded in the Function-Behavior-Structure design ontology is performed on audio and video recordings of the design sessions to provide a common basis for comparing the two groups. Differences in design cognition are identified by analyzing and comparing the percent occurrences of the design issues and design processes and the Problem-Solution indices.
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Williams, Christopher B., John Gero, Yoon Lee, and Marie Paretti. "Exploring Spatial Reasoning Ability and Design Cognition in Undergraduate Engineering Students." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28925.

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This paper presents preliminary results from the first phase of a longitudinal study of design cognition and the effects of design education on design practice. The study aims to monitor the development of engineering design thinking through a three-year protocol study of control and experimental groups of engineering students. Using innovations in cognitive science that include ontologically-based coding of protocols and new methods of protocol analysis, the study is intended to characterize students’ cognitive development, identify differences over time, and relate those differences to students’ educational experiences. The first phase of this study focuses on assessing students’ spatial reasoning ability. Spatial reasoning is the ability to process and form ideas through spatial relationships among objects. It has been found to correlate strongly with the design ability associated with one’s ability to generate, conceptualize, and communicate solutions to problems. Sophomore students entering two different majors took four spatial reasoning tests (Paper Folding, Vandenberg, Mental Rotation, and Spatial Imagery Ability) that addressed their ability to visualize objects and mentally manipulate them over an ordered sequence of spatial transformations. The results of these tests are presented in this paper. Tests were conducted to determine statistical significance in order to evaluate whether a student’s spatial reasoning ability correlates with their choice of engineering major. The students’ test performances are also compared with existing data from other fields (e.g., architecture, visual arts, science, and humanities).
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Williams, Christopher B., John Gero, Yoon Lee, and Marie Paretti. "Exploring the Effect of Design Education on the Design Cognition of Mechanical Engineering Students." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48357.

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In this paper, the authors report on progress of a longitudinal study on the impact of design education on students’ design thinking and practice. Using innovations in cognitive science and new methods of protocol analysis, the authors are working with engineering students to characterize their design cognition as they progress through engineering curricula. In this paper, the results from a protocol study of sophomore Mechanical Engineering students are presented. Specifically, data gathered from two experimental sessions (conducted before and after the students’ introductory design course) are analyzed to identify changes in design thinking cognition. Design cognition is determined using protocol analysis with the coding of the protocols based on a general design ontology, namely, the Function-Behavior-Structure (FBS) as a principled coding scheme (as opposed to an ad hoc one). Preliminary results indicate that statistically significant changes in students’ design cognition occur over the course of their sophomore year. The change manifests itself in an increase in focus on the purposes of designs being produced, which is often a precursor to the production a higher quality designs, and an increase in the design processes associated with the introduction of purposes of designs.
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Sugiharto, Bowo, Aloysius Corebima, Herawati Susilo, and Mr Ibrohim. "Cognition Regulation of Biology Education Students." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.38.

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DAUKILAS, Sigitas, and Judita KASPERIŪNIENĖ. "PRINCIPLES OF CONNECTIVISM LEARNING THEORY IN INTERNATIONAL STUDIES." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.107.

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The research is intended to determine the dominant principles of connectivism learning theory in international studies that are related to student’s learning expectations. For that purpose the roles of teachers and students in the process of cognition, the dominant methods of study and technical means employed in the knowledge of the process of cognition are analysed. Also, the parameters of student satisfaction with international studies are analysed: the possibility to interactively know and interpret knowledge, to learn by learning strategies suitable for a student, to choose a meaningful curriculum for a student. The research results show that learning expectations of students in international study programmes are associated more with principles of connectivism than with constructivist learning theory. An essential factor in causing the reaction of student dissatisfaction with studies is the quality of pedagogical communication in a foreign language.
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"College Students’ Cognition of English Writing Strategies." In 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000300.

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ten Brink, Marije, Tamara Witschge, Bert Bredeweg, and Ben Schouten. "Designing for self-awareness: supporting students’ reflexive interactions based on photos." In C&C '22: Creativity and Cognition. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3527927.3532807.

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Maia, Mirna Carelli Oliveira, Eliane Cristina Araújo, Jorge Figueiredo, and Dalton Serey. "Student Engagement Through Creation of New Activities: An Empirical Study on Contributing Student Pedagogy." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.1693.

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Contributing Student Pedagogy is an active method that encourages students to contribute to community learning and to value the contributions of others. Activities based on contribution guide students to produce study material and create new exercises for community usage and discuss and evaluate the contribution of others. The creation of new learning exercises can positively influence students' academic performance. This article presents an experimental study to assess how new exercises' creation influences student engagement in programming learning activities. Considering student engagement involves behavior, cognition, and emotion dimensions, this study examined which of these are affected when the student contributes to the community's learning through the production of new programming exercises. Results indicate that the development of this activity improves emotional and cognitive engagement and does not influence behavior. Contributing students reported developing more difficult learning exercises and felt more stimulated, satisfied, and happy. In contrast, those who did not contribute to the community said that their contributions were easier and felt more ashamed and proud.
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Celmiņa, Daiga. "Imagination in the Creative Self-Expression of Students in Secondary School Literature Classes." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.80.

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The paper’s aim is to make topical the role of imagination in thinking processes and learning cognition and in the creative self-expression of students in secondary school Literature classes. The paper summarizes theoretical pedagogical and psychological findings about imagination in cognitive activity and links them with the author’s practical experience in the work of a secondary school Literature teacher. The research issue is how to stimulate imagination in secondary school students’ cognitive activity during literature classes, thereby promoting their creative self-expression and self-experience. This issue is topical when contemplating the formation of a creative personality and a skilled, creative reader. The role of imagination is regarded from three viewpoints: the relation of imagination to the development of thinking; the role of imagination in creative self-expression and self-experience of students; creative exercises in secondary school literature classes as imagination stimulators. In the learning process related to artistic cognition, connection between scientific and artistically directed cognitive activity is relevant because the development of a free and creative personality requires linking of critical thinking, imagination and emotional attitudes, which in turn forms creative self-experience of students, the ability to use knowledge, skills and attitudes acquired in the learning process of diverse life situations. Creative problem tasks in Literature classes are one of the pedagogical means to encourage students to look for connections between different science fields, topics, facts, events, objects, phenomena, images and draw independent take-aways and conclusions, as well as encourage students to express themselves creatively. The research methods: literature analysis, content analysis, self-experience analysis, survey.
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Reports on the topic "Students cognition"

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Bondarenko, Olga V. The didactic potential of virtual information educational environment as a tool of geography students training. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3761.

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The article clarifies the concept of “virtual information educational environment” (VIEE) and examines the researchers’ views on its meaning exposed in the scientific literature. The article determines the didactic potential of the virtual information educational environment for the geography students training based on the analysis of the authors’ experience of blended learning by means of the Google Classroom. It also specifies the features (immersion, interactivity, and dynamism, sense of presence, continuity, and causality). The authors highlighted the advantages of virtual information educational environment implementation, such as: increase of the efficiency of the educational process by intensifying the process of cognition and interpersonal interactive communication; continuous access to multimedia content both in Google Classroom and beyond; saving student time due to the absence of necessity to work out the training material “manually”; availability of virtual pages of the virtual class; individualization of the educational process; formation of informational culture of the geography students; and more productive learning of the educational material at the expense of IT educational facilities. Among the disadvantages the article mentions low level of computerization, insignificant quantity and low quality of software products, underestimation of the role of VIЕЕ in the professional training of geography students, and the lack of economic stimuli, etc.
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Smith, Shelley. The cognitive learning styles of international students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5615.

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Namen, Olga, Emma Näslund-Hadley, and María Loreto Biehl. Improving Early Childhood Development Outcomes in Times of COVID-19: Experimental Evidence on Parental Networks and SMS Messages. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0003913.

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This paper presents novel evidence of an intervention to foster preschool students cognitive skills during COVID-19 pandemic. We conducted a policy experiment that provided preschool student parents with a SMS text message program to support student learning at home. Taking advantage of existing parent networks, we study the direct effect of being selected to receive the SMS text messages, and the spillovers of being part of a parent network. We show that after 15 weeks of intervention, SMS text messages increase student cognitive skills by 0.11 to 0.12 standard deviations. The effect is driven by an increase of parental involvement through the proposed activities. We find no evidence that information is transferred within parent networks.
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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, April 2006. http://dx.doi.org/10.51420/conf.2006.1.

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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
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KISELNOKOV, I. V. DIDACTIC CONDITIONS FOR ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF TEACHING MATHEMATICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-26-39.

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The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.
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