Journal articles on the topic 'Students cognition'
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1
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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Chen, Xinjie, Xitao Fan, Joseph Wu, and Hoi Yan Cheung. "Factors Related to Suicidal Cognitions of Academically Gifted Students in the Chinese Social–Cultural Context: An Exploratory Study." Gifted Child Quarterly 64, no. 3 (May 28, 2020): 204–18. http://dx.doi.org/10.1177/0016986220923665.
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From the perspective of positive psychology, this study examined the variables in four domains of personal resources under the broaden-and-build theory concerning their relationships with suicidal cognition among academically gifted students. A total of 386 academically gifted secondary school students in China participated in the study. First, the descriptive analysis results indicated that the mean score of suicidal cognition was below average, but these students were experiencing sleep deprivation problem in their daily lives. Second, based on the broaden-and-build theory, correlational analysis results suggested that most of the variables from the four domains of resources were significantly related to suicidal cognition. Most important, regression results showed that cognitive and psychological resources appeared to be the most influential for suicidal cognition. Furthermore, parents should be alerted that, for academically gifted students, parental relationship (social resource) is important, as lack of such a positive relationship (i.e., parents’ alienation) showed strong negative effect on suicidal cognition of these students. This was the first study that used the framework of broaden-and-build theory to study and compare the predictive effects of resources on suicidal cognition of academically gifted secondary school students in the Chinese social and cultural contexts.
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Protsyk, H. M. "DEVELOPMENT OF STUDENTS’ COGNITIVE ACTIVITY." Медична освіта, no. 2 (June 3, 2020): 113–21. http://dx.doi.org/10.11603/me.2414-5998.2020.2.11161.
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It has been investigated different approaches to the definition of the concepts of “cognitive activity”, “cognitive functioning” and “cognitive autonomy”. Their comparisons have also been made. As a result we have found that cognitive function as a form of mental activity is aimed at cognition, perception and thinking of the learning subject. Cognitive activity is characterized as a personality trait that manifests itself in its relation to the process of cognition, readiness and desire for cognitive activity. It is proved that cognitive autonomy is a quality of the personality, which is inherent in the desire and ability without the help (independently) to acquire the necessary knowledge and skills, to solve tasks.
The means, methods and conditions for improvement of students’ cognitive activity are determined i.e. a game as a way of activating cognitive functioning, project method, cognitive tasks, modeling, independent work, vocabulary work, web quest technology, project activity. It is concluded that all of them are focused on the students’ creative work, on the avoiding of the standard form of conducting classes and changing of thinking and participation of both the student and the teacher. It is noted the essential role of the teacher in the process of using such activities while working with students. The contemplative and guiding functions of the teacher in the learning process are distinguished. The importance of creating a work atmosphere comfortable for all participants is emphasized.
Emphasis is placed on the fact that cognitive activity begins with activity, independence, initiative, desire to know more, go beyond what is already known. It is noted that the relationship between the student and the teacher has moved to the subject-subjective level, which enables the student to independently plan his/her activity, predict the results, be responsible for the final result of learning i.e. knowledge acquisition, comprehensive development and ability to work.
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Molenaar, Inge, and Ming Ming Chiu. "Effects of Sequences of Cognitions on Group Performance Over Time." Small Group Research 48, no. 2 (January 27, 2017): 131–64. http://dx.doi.org/10.1177/1046496416689710.
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Extending past research showing that sequences of low cognitions (low-level processing of information) and high cognitions (high-level processing of information through questions and elaborations) influence the likelihoods of subsequent high and low cognitions, this study examines whether sequences of cognitions are related to group performance over time; 54 primary school students (18 triads) discussed and wrote an essay about living in another country (32,375 turns of talk). Content analysis and statistical discourse analysis showed that within each lesson, groups with more low cognitions or more sequences of low cognition followed by high cognition added more essay words. Groups with more high cognitions, sequences of low cognition followed by low cognition, or sequences of high cognition followed by an action followed by low cognition, showed different words and sequences, suggestive of new ideas. The links between cognition sequences and group performance over time can inform facilitation and assessment of student discussions.
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Dolinting, Priscilla Petrus, and Vincent Pang. "The Classroom Climate, Students’ Mathematics Achievement, Students’ Knowledge of Cognition and Regulation Cognition: A Mediation Analysis." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 6 (June 21, 2022): e001533. http://dx.doi.org/10.47405/mjssh.v7i6.1533.
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The role of mathematics in development of the branches of science and technology is enormous. The literature reviews revealed among the factors that affect the achievement of students in mathematics subject are classroom climate, students’ knowledge of cognition and regulation cognition. Therefore, this study aims to determine the mediation effect of knowledge of cognition and regulation of cognition on relationship between classroom climate (student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation and equity) and students’ mathematics achievement. This study employed survey method involving a total of 326 form four students from five rural secondary schools located in five Divisions in Sabah via multi-stage cluster sampling. Data were collected using two questionnaires: 1) What is Happening in This Class? (WIHIC) and 2) Metacognitive Awareness Inventory (MAI) as well as mathematics form four achievement test. The data was analysed by using Partial Least Squares-Structural Equation Modelling (PLS-SEM) through Smart PLS version 3.2.8 software. The findings indicated that knowledge of cognition mediates the relationships between classroom climate (investigation, task orientation and equity) and students’ mathematics achievement, while regulation cognition mediates the relationships between classroom climate (student cohesiveness, investigation and equity) and students’ mathematics achievement. Based on these findings, this study recommends that schools should endeavour to create a positive classroom climate focusing to improve student cohesiveness, task orientation, investigation and equity, as well as students’ knowledge of cognition and regulation cognition to increase students’ mathematics achievement. Pedagogical implications and suggestions for further research are discussed.
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Al-Ansari, Eissa M. "THE DYNAMIC INTERPLAY OF STUDENT MOTIVATION AND COGNITION IN THE COLLEGE OF EDUCATION STUDENTS AT KUWAIT UNIVERSITY." Social Behavior and Personality: an international journal 33, no. 4 (January 1, 2005): 341–50. http://dx.doi.org/10.2224/sbp.2005.33.4.341.
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An everlasting controversial issue in is the problem of teaching students to become initiative-motivated, and self-regulating learners. This study focuses on the interactive relationships between students' motivation and cognition in the College of Education students at Kuwait University ‐ more specifically, the relationships between students' motivational orientation and their use of cognitive learning strategies as well as their metacognitive and effort management strategies (cf. Pintrich, 1988; Pintrich, Smith, & Mckeachie, 1989). Some preliminary empirical results from current research on college students' motivation, cognition, and achievement in different College of Education students are also presented.
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Wen, Lanfang, and Xiaoyu Luo. "Experience Perception, Deepen Cognition." Humanities and Social Science Research 3, no. 1 (March 29, 2020): p10. http://dx.doi.org/10.30560/hssr.v3n1p10.
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As an indispensable part of higher education in China, independent colleges bear the responsibility of talent training in the new era. Optimizing college English teaching environment in independent colleges is important for the healthy growth of college students. To explore new ideas of college English teaching in independent colleges, this paper applies the cognitive teaching model to the entire process of college English teaching, By deepening their cognition and comprehension with the flexibility of the cognitive teaching model, this enhances college students’ experience of English learning.
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Wallace, Alexander L., Ann M. Swartz, Chi C. Cho, Christine M. Kaiver, Ryan M. Sullivan, and Krista M. Lisdahl. "Stand-Biased Desks Impact on Cognition in Elementary Students Using a Within-Classroom Crossover Design." International Journal of Environmental Research and Public Health 19, no. 9 (May 7, 2022): 5684. http://dx.doi.org/10.3390/ijerph19095684.
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Background: There is emerging literature that standing desk interventions may help to improve cognitive performance in school-aged children. The current study examines how desks that promote standing affect cognition over the course of a school year in third, fourth, and sixth graders. Methods: Nighty-nine students between the ages of 8 and 12 (M = 10.23; 58% Male) were assigned to either stand-biased desks or traditional sitting desks. A within-classroom design was used with students switching desks after 9 weeks. Cognitive assessments and teacher behavioral ratings were administered at baseline and readministered before students switched desks and at the conclusion of the study. Results: There were no significant effects on cognition or behavioral ratings from standing-biased desk intervention. Grade significantly moderated the relationship between stand-biased desks and cognition in that third graders showed increased cognitive control (p = 0.02, f2 = 0.06). Further, sex moderated the relationship in that females at stand-biased desks showed increased cognitive control (p = 0.03, f2 = 0.04). Conclusions: These results suggest that stand-biased desks impact cognition depending on grade and sex, indicating a complex relationship that should be teased out further in future research. Stand-biased desks showed moderate improvements in cognition and no deleterious effects, suggesting that they may be a helpful classroom intervention for children in elementary school.
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Davis, Robert B. "Classrooms and Cognition." Journal of Education 178, no. 1 (January 1996): 3–12. http://dx.doi.org/10.1177/002205749617800101.
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Classroom practice should be directly related to a theory of learning. Mathematics educators have used the works of theorists such as Skinner, Piaget, and Bruner to guide their work. Recant innovations in classroom practice include listening to students' explanations of their mathematical reasoning processes, recognizing students' potential for mathematical reasoning. recognizing the number and complexity of processes necessary for the solution of problems, and providing experiences that encourage students to construct assimilation paradigms to help them reconcile new concepts with their current knowledge base and thus construct new knowledge. Do we have a sound base of theoretical support for these new practices? The author argues that the requisite theories do exist, but probably not as a single unified theory at the present time.
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Shestopalova, O. P., and T. Yu Goncharova. "The phenomenon of “clip thinking” in the educational and cognitive activities of students of natural and physical-mathematical educational profile." Journal of Physics: Conference Series 2288, no. 1 (June 1, 2022): 012036. http://dx.doi.org/10.1088/1742-6596/2288/1/012036.
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Abstract The article presents an analysis of the phenomenon of “clip thinking” in the educational and cognitive activities of students of natural and physical-mathematical educational profile. The involvement of clip thinking in the initial stage of cognition in comparison with rational and theoretical thinking is theoretically substantiated. An empirical verification of the originality of cognitive processes of students of natural and physical-mathematical educational profile in the situation of comparing traditional linear (textual) and hypertextual way of presenting information is established. Deficiency of cognitive processes characteristic of clip thinking for results is revealed, which is characterized by characteristics of mental (theoretical) level of cognition. Therefore, the next stage of cognition should be the understanding of information through the mechanisms of comparison, generalization, categorization and re-synthesis.
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Herrera-Agudelo, Laura, Haney Aguirre-Loaiza, María De Los Ángeles Ortega Díaz, and Ayda Cristina Rivas Múñoz. "Metacognitive process and levels of physical activity in university students." Tesis Psicológica 16, no. 2 (August 2, 2021): 1–20. http://dx.doi.org/10.37511/tesis.v16n2a4.
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Background: Cognitive processes are associated with Systematic Physical Activity (SPA). However, few studies have evaluated the relation between SPA and Metacognition (MC). Objectives: (1) to study the effect of the SPA levels on MC, and (2) to explore the covariance of gender. Method: Through a Non-Experimental design and with intentional sampling, 270 university students participated (Mage= 25.3, SD= 1.5, min= 18, max= 51), 209 men (77.4%), and 61 women (22.6%). The International Physical Activity Questionnaire-Short Form (IPAQ-SF) and The Metacognitive Awareness Inventory were completed. The MANOVA showed that SPA levels significantly affected MC. The MANCOVA did not show a gender effect. Results: The main effects indicated that moderate and vigorous SPA levels favor MC. Differences were observed between the low vs vigorous SPA levels (p= .035, 95% CI [-1.49, -0.03]) in the knowledge of cognition factor. Similarly, there are differences in the regulation of cognition between low vs moderate SPA levels (p= .013, 95% CI [-1.86, -0.16]), and low vs vigorous (p= .044, 95% CI [-1.72 , -0.15]). Conclusions: moderate and vigorous SPA levels favor CM, mainly the regulation of cognition. In contrast, the vigorous SPA level favors the knowledge of cognition.
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Rafique, Sonia, Ifitkhar Ahmad Baig, and Ashiq Hussain. "Students' Cognitive Development in Colleges: A Comparative Study of Private and Public Sectors." Global Regional Review IV, no. II (June 30, 2019): 458–66. http://dx.doi.org/10.31703/grr.2019(iv-ii).49.
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Cognition denotes the process of thinking and memory and cognition development is said to be the long-term changes in these procedures. Cognitive development is a major aspect of students' personality. The aims of the study were (1) To compare the perception of male and female students about cognitive development in private and public sector colleges. (2) To investigate which sector is more efficient in doing the cognitive development of students at the intermediate level. The descriptive method was used in this study with survey design on the population of all public and private colleges of Punjab Province. 628 students out of 720 students participated in the research. To check the reliability of research tools, Pilot testing was also conducted. Instruments of students and administrators consisted of Five-point Likert showed the reliability (? =.87), (? =.81) accordingly. Results showed that there is no significant difference in the perception of both genders concerning cognitive development in both sectors. Results of the study also showed
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Lodewyk, Ken R., and Scott Robertson. "Differences in Enjoyment and Need for Cognition Relative to Teaching Games for Understanding, Physical Education, and Intentions to Enroll." Physical Educator 79, no. 4 (July 21, 2022): 398–423. http://dx.doi.org/10.18666/tpe-2022-v79-i4-10947.
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The primary aim of this quasi-experimental study was to investigate differences in enjoyment and need for cognition between regular physical education and a Teaching Games for Understanding (TGfU) unit by level (higher or lower) of intention to enroll in physical education. A sample of 71 ninth-grade physical education students completed a survey assessing enjoyment and need for cognition before and after participating in a 2-week TGfU territorial games unit. Results included significantly lower enjoyment for TGfU than for physical education both overall and among students with higher intentions to enroll. Students more prone to future enrollment also had higher need for cognition during TGfU than physical education after the study controlled for need for cognition in physical education. It may be necessary to better explain and justify TGfU especially with students higher in intentions to enroll while striving to enhance cognitive engagement during TGfU in those with lower intentions to enroll.
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Mao, Lingpeng, and Bozhi Cao. "An Investigation of Medical Students’ Cognition on the Doctor-Patient Relationship and Their Career Choice." Journal of Contemporary Educational Research 6, no. 4 (April 29, 2022): 67–74. http://dx.doi.org/10.26689/jcer.v6i4.3715.
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Objective: To investigate medical students’ cognition on the doctor-patient relationship and its influence on their career choice as well as to provide reference for medical education and communication education. Methods: A self-compiled questionnaire survey was carried out at a medical university in W city, and descriptive statistics as well as chi-square tests were conducted. Results: There were significant differences in medical students’ cognition of doctor-patient relationship among different genders, registered residence, only-child status, whose parents are working in the medical field, and their own evaluation of the major (p < 0.05); the different cognitions of doctor-patient relationship have a significant influence on medical students’ career choice. Conclusion: Medical students’ vocational cognition and educational guidance should be strengthened, hospital information should be open and transparent, media reporting of medical events should be standardized, and a doctor-patient conflict regulation mechanism should be established.
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Nam, Chang S., Hyung N. Kim, Tonya L. Smith-Jackson, and Wayne A. Scales. "Culture and Cognition: Implications for Cognitive Design of Learning Resources." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 15 (September 2005): 1444–48. http://dx.doi.org/10.1177/154193120504901505.
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The rapid growth of computer-based learning applications has generated the need for the consideration of learning styles of culturally diverse students. However, few attempts have been made to empirically study the influence of learner's cultural backgrounds on computer-based learning. Many studies have shown that mismatches between students' cultural learning preferences and pedagogy may negatively affect their academic performance and attitudes toward learning. The primary purpose of the study was to evaluate a Web-based tutorial for global positioning systems (GPS) designed by employing culture-centered interface design guidelines that would be compatible with cultural learning preferences of two ethnic groups -African- and European-Americans. Results of the study showed that AA students preferred a Web-based tutorial designed with interface design guidelines that were compatible with their cultural learning preferences. There are several implications for culture-centered cognitive design of learning resource.
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Aryal, Bhagwan. "Effect of Teachers' Health Behaviors on Students' Health; A Social Cognitive Viewpoint of Role-Modeling." Interdisciplinary Research in Education 7, no. 1 (September 5, 2022): 73–84. http://dx.doi.org/10.3126/ire.v7i1.47499.
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Teachers as role models teach and set an example through their actions. Students routinely observe and are directly influenced by the teacher's health behavior. Unfortunately, school teachers are vulnerable to many health issues that affect student success. Teachers are often absent, showing examples of poor health. This study sought information on the impact of teachers' health behaviors on student health from a cross-sectional descriptive study of mixed methods in secondary schools of Bagmati Province, Nepal. The total sample size of the students in the quantitative interview was 412 from 46 randomly selected schools in the Rasuwa, Bhaktapur, and Chitwan districts. Another 30 students from different schools were selected for in-depth study. It focused on finding out how students identify teachers as role models. Since the concept of role models appears in Albert Bandura's social learning/cognitive theory, which focuses on cognitive concepts, this study examined student cognition to connect to the role modeling structure of the theory. This theory focuses on how children and adults cognitively process social experiences and how these cognitions affect behavior and development. In the light of this theory, it was explained the effect of teacher health behaviors on student's health. Observable health behaviors of teachers are proved to have positive and negative impacts on students' health.
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Fu, Jia, Zhenyu Lu, and Feng Zhao. "Research on the Perception of University Students’ Urban Environment Based on Cognitive Maps——Take Jinan City as an Example." IOP Conference Series: Earth and Environmental Science 966, no. 1 (January 1, 2022): 012014. http://dx.doi.org/10.1088/1755-1315/966/1/012014.
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Abstract This article takes the university students’ spatial cognition information of the city where the school is located as the research object, and takes time development as the cut-in angle. Through the classification study of the cognitive map, the analysis of the characteristics of the university students’ cognition of urban environment and the causes of their influence are found. In the process of transforming from the tourist perspective to the local perspective, the frequency of cognitive elements changes, that is, the cognitive characteristics from scattered to structural, and finally proposes urban environment development planning recommendations based on readability.
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Durmuşçelebi, Mustafa, and Beyza Nur Kuşuçuran. "Students' Cognitive Awareness and Investigation of Critical Thinking Levels." International Journal of Innovative Research in Education 5, no. 4 (December 29, 2018): 129–44. http://dx.doi.org/10.18844/ijire.v5i4.3975.
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New concepts, new skills and new perspectives are emerging in the social sciences in the face of dazzling developments in science, health and technology sciences. Continuous studies are carried out both in the programs and in the learning processes in order to gain the features that should be found in the people of tomorrow. In this context, cognitive awareness, which means that the individual learns the ways of learning linguistic ways, in other words, the ability to regulate the individual's cognition and to think critically is considered to be one of the characteristics of the future person. For the first time, Flavell introduced the concept in 1976, using the term beyond memory in a study he conducted on children's advanced memory capabilities, and introduced this concept in his literature. In 1979 Flavell, who improved his work, reconstructed his theory, including the cognition. Together with Flavell's theory, studies on the cognitive studies continued until today. Although the concept of cognitive is expressed in different concepts and meanings, in general, the individual's knowledge about his / her own system, structure and work. The difference between cognition and cognition is cognition, being aware of something, understanding it while being cognitive, being aware of how they learn it, knowing how to learn it. The aim of this study is to determine the levels of cognitive awareness and critical thinking skills of the students and to examine the relationship between the two characteristics. For this purpose, questions were asked to what extent the levels of critical thinking and levels of cognitive awareness were different, and to what extent the levels of these two dependent variables differed according to independent variables such as gender, level of education and degree of study, academic success level and frequency of reading. A total of 534 students from 7 faculties and colleges of Erciyes University participated in this study. The lilik Adult Cognitive Ability Test miş which was used in the research was developed by Schraw and Dennison in 1994, translated into Turkish in Ozcan (2007) and carried out linguistic equivalence, validity and reliability studies. Schraw and Dennison discuss cognitive skills under two main headings: cognitive characteristics and cognitive skills. They formed 8 sub- dimensions (factors) for both sections. As a result of the factor analyzes, it was found appropriate to consider two factors as ası cognitive characteristics, cognitive skills regulation düzenlen in accordance with the first parts of the scale. The tedir Metacognitive Awareness Inventory (CPI) ”consists of 52 questions and is marked on a five-point Likert-type scale. The score range is 52 - 260. E California Critical Thinking Tendency Scale (CEDEÖ) iler was used to determine the students' critical thinking dispositions. The scale has 7 subscales and 51 items which are both theoretically determined and psychometrically tested. The adaptation of the scale to Turkish was done by Kökdemir (2003) on 913 students. The scale was prepared according to the 6-point Likert type in the-I strongly disagree ’and ında fully agree” range. The lowest score that can be obtained from the scale is 51, and the highest score is 306. In addition, the personal information form, which contains information containing independent variables, was prepared by the researcher. Since the scales were applied to a similar group, a validity safety study was not performed and validity studies were accepted as sufficient. In order to determine the relationships between variables, the central correlation and the correlation coefficients were used. In order to determine the differences according to the independent variables, t-test and multiple comparisons were used to determine the differences. Post-Hoc test was used for hoc tests. Data were analyzed with SPSS 22 package program. In the analyzes, it is seen that the levels of both cognitive awareness and critical thinking are higher than the students.
Keywords: Critical thinking, reflective thinking, cognitive awareness
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Thu Thuy, Do Thi, and Tang Thi Thuy. "How does using feedback empower student metacognition and learning?" New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 386–95. http://dx.doi.org/10.18844/prosoc.v6i1.4191.
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Encouraging students to foster the learning styles and supporting them to strive with the challenges in education are responsibilities of teachers, especially in higher education where students are expected to master their current and lifelong learning. The study, therefore, investigates the impact of teacher feedback on student meta-cognition and explores the link between student achievements and their cognitive skills through a research done on 440 Vietnamese students from 40 universities and colleges in Vietnam. The findings show that only monitoring strongly affect the students’ academic achievement, meanwhile teacher feedback has no direct impact on the students’ results.
Keywords: Self-regulated learning (SRL), meta-cognition, teacher feedback, life-long learning, Vietnamese students.
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Gilmore, Gabriel, Megan Bianchetta, Oda Reinert, Steven Davic, Gabrielle Trimp, and Jeff Dyche. "0213 Circadian Entrainment and Cognition in College Students using Antidepressants." Sleep 45, Supplement_1 (May 25, 2022): A97. http://dx.doi.org/10.1093/sleep/zsac079.211.
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Abstract Introduction Depression, sleep disturbances, and cognitive deficits often co-occur. Compared to non-medicated controls, people using antidepressant medications (particularly serotonin agonists) often have improved sleep including increased slow wave sleep, quality and continuity. Improvements to cognition after antidepressant treatments are also common including benefits to reaction time, inhibition, and memory. Importantly, circadian deficits, including sleep onset latency, fragmentation, and phase shifts are common in patients with depression, yet the effect of antidepressant medication on circadian indicators is unclear. The current project examined sleep, circadian entrainment, and cognition in college students who were diagnosed with depression and using serotonin agonists and in those without depressive symptoms. Methods Participants completed cognitive tasks that assessed reaction time, memory, attention, inhibition, and logical reasoning via the Automated Neuropsychological Assessment Metric between 1100-1700 two times, first at study enrollment and second after a two-week study interval. After initial cognitive assessments, participants wore actigraphs for two weeks from which we extracted their sleep-wake patterns, total sleep time(TST), time in bed(TIB), sleep-onset latency(SOL), sleep efficiency, and wake after sleep onset(WASO). Study 1 included 15 undergraduate students (11F, 7 antidepressant users, Mage=19.53) and Study 2 included 25 graduate students (21F, 13 antidepressant users, Mage=25.37), all recruited from James Madison University. Results Study 1 found that undergraduate antidepressant users had longer TIB, TST, and SOL. No cognitive or entrainment differences were found between drug use conditions. Within the antidepressant group, higher dosage predicted shorter TIB(r2=.64, p<.05), poorer spatial processing speed(r2=.73, p<.05) and logical relation performance(r2=.81, p<.05). In study 2, no circadian or cognitive differences were present across drug conditions. Deficits in WASO and sleep efficiency for antidepressant users were present. Within the antidepressant group, years of antidepressant use and dosage predicted poorer reaction time(r2=.84, p<.05), inhibition(r2=.70, p<.05), and spatial processing(r2=.98, p<.05). Self-reported wake episodes also predicted poorer reaction time and inhibition. Years of antidepressant use, dosage, and time of antidepressant use predicted TIB(r2=.73, p<.05), and time of antidepressant use predicted TST(sr2=.79, p<.05). Conclusion Future studies should use longitudinal research designs and prospective methods to examine the impact of antidepressant medications on circadian rhythms, sleep and cognition. Support (If Any)
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Lou, Hongli. "Situational Cognition of College English Education Based on Image Block Gain Optimization in Pseudo-haze State." International Journal of Emerging Technologies in Learning (iJET) 14, no. 18 (September 30, 2019): 53. http://dx.doi.org/10.3991/ijet.v14i18.11183.
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Situational cognition can help students to construct their knowledge to a great extent. In order to solve the problem of lack of situational cognition in College English teaching, this paper studies the validity of students' situational cognition in College English teaching based on the method of image block gain optimization. First, this paper analyses the general situation of situational cognition capacity in College English teaching in China at present, and puts forward the function of device image in constructing situational cognitive competence in teaching. Then, it divides device image into blocks under pseudo-haze conditions, and proposes the optimization method of block gain. Finally, on the basis of block gain, it makes an empirical test of situational cognitive competence in College English teaching. The empirical results show that image block gain optimization can effectively improve the construction of situational cognition capacity in College English teaching. With the help of this study, some new and useful ideas can be traced for the development of computer science and college English teaching, and also stimulate the further improvement of College English education in China.
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Shepeleva, E. A., E. A. Valueva, and E. M. Lapteva. "Need for Cognition: the comparative analysis of different researches and psycho-diagnostic approaches." Современная зарубежная психология 7, no. 3 (2018): 115–25. http://dx.doi.org/10.17759/jmfp.2018070311.
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The article analyzes national and foreign approaches to study and diagnostics of need for cognition. It discusses the results of researches demonstrating the relevance of diagnostics of students’ needs for cognition in order to predict their academic achievements at school. The article also analyzes the relationship between the students’ needs for cognition with their cognitive abilities. It gives consideration to the research perspectives of the need for cognition as depending on the specificity of child’s individual family background. The article specifies results of primary testing the online version of the scale of needs for cognition (Cacioppo et al. (2013) carried out in Russia and examines the psychometric properties of its original online version with the existing blank version of this tool. The annex contains the Russian translation of Cacioppo’s scale made by the author of the article.
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Mariati, P. S., M. T. Betty, and S. Sehat. "THE PROBLEM SOLVING LEARNING MODEL BY USING VIDEO RECORDING ON EXPERIMENTS OF KINEMATICS AND DYNAMICS TO IMPROVE THE STUDENTS COGNITION AND METACOGNITION." Jurnal Pendidikan Fisika Indonesia 13, no. 1 (January 3, 2017): 25–32. http://dx.doi.org/10.15294/jpfi.v13i1.10154.
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This research aimed to improve studentss cognition and metacognition through kinematics and dynamics of particle experiment assissted by video recording and tracker software analysis. The research used problem solving learning model which developed using R & D method with 4-D steps, they are define, design, develop, and disseminate. The research involved 86 physics education students academic year 2013/2014 at one of the universities in Medan. The research method is quasi-experimental using randomized control group pretest-posttest design. The experimental class used problem solving learning model assisted by video recording and the control class used direct learning model. The cognition data were collected using multiple-choice test and meta-cognition data were collected using essay test. The studentss cognition and metacognition improvement characterized by the normalized gain score. The research result show that the use of video recording and tracker software analysis was improve the students cognition and metacognition in Kinematics and Dynamics topic in moderate category.
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Al-Nuaimi, Maryam Nasser, AbdelMajid Bouazza, and Maher M. Abu-Hilal. "ICT ethics-related cognition among undergraduate students." Journal of Information, Communication and Ethics in Society 18, no. 4 (April 30, 2020): 589–607. http://dx.doi.org/10.1108/jices-08-2019-0097.
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Purpose Moor (1985) designated two major problem sources typifying the social and ethical implications of computer technologies, namely, “policy vacuum” and “conceptual muddles.” Motivated by Moor’s seminal definition and Floridi’s (2013) conceptualization of information and communication technologies (ICTs) as re-ontologizing technologies, this study aims to explore Omani undergraduates’ cognition regarding ICT ethics. Design/methodology/approach Adopting a grounded theory approach for the constant comparative thematic analysis, the constituents of ICT ethics-related cognition among undergraduates and influencing factors were scrutinized. Qualitative data were gathered via focus group discussions with undergraduates and interviews with academics and information systems professionals at Sultan Qaboos University. Findings In total, 10 thematic categories revolving around a core category, constructing conceptual perceptions of and attitudes toward the realms constituting ICT ethics using an ontological, object-oriented approach, emerged from the comparative analysis. Undergraduates were found to adopt an applied approach when defining professional ICT ethics codes and policies, with a particular focus on information privacy and integrity. Research limitations/implications This qualitative study was conducted at a single research site. This may restrict the generalizability of the findings. Postgraduates were not considered when designing this qualitative inquiry. Originality/value The findings of the study hold theoretical and methodological significance with regard to ICT ethics-related cognition in the era following the fourth industrial revolution by sustaining feminist ethics in this research. Ultimately, the study developed a substantive theory scrutinizing the constitutive elements of ICT ethics-related cognition among Generation Z.
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Hooper, J. O., F. H. Hooper, K. Colbert, and R. McMahan. "COGNITION, MEMORY, AND PERSONALITY IN ELDERLY STUDENTS." Educational Gerontology 12, no. 3 (January 1986): 219–29. http://dx.doi.org/10.1080/0380127860120302.
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Lee, Shin-Dong, and Kyung-Sook Lee. "Implicit Cognition of Multicultural Gifted Students’ Ability." Journal of Gifted/Talented Education 28, no. 3 (September 30, 2018): 323–40. http://dx.doi.org/10.9722/jgte.2018.28.3.323.
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Phillips, Pru, Charles Abraham, and Rod Bond. "Personality, cognition, and university students' examination performance." European Journal of Personality 17, no. 6 (November 2003): 435–48. http://dx.doi.org/10.1002/per.488.
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A prospective study explored the relationship between personality traits (as defined by the five factor model), type of motivation (as defined by self‐determination theory), and goal‐specific cognitions (including those specified by the theory of planned behaviour) as antecedents of degree performance amongst undergraduate students. A sample of 125 students completed a questionnaire two to three months before their final examinations. Structural equation modelling was used to explore relationships. Intention and perceived behavioural control explained 32% of the variance in final degree marks, with intention being the strongest predictor. Controlling for theory of planned behaviour variables, anticipated regret, good‐student identity, controlled extrinsic motivation, Conscientiousness, and Openness had direct significant effects on intention. In total, 65% of the variance in intention was explained. The resultant model illustrates how personality traits may affect examination performance by means of mediators such as intention, anticipated regret, student identity, and autonomous intrinsic motivation. Copyright © 2003 John Wiley & Sons, Ltd.
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Gao, Lei, Ruotong Li, Peiyan Zhao, and Ying Zhang. "The Peer Effect on Dietary and Nutritional Cognition among Primary School Students." International Journal of Environmental Research and Public Health 19, no. 13 (June 23, 2022): 7727. http://dx.doi.org/10.3390/ijerph19137727.
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This study uses data from a 2018 survey of 11,384 students in five Chinese provinces to investigate the peer effect on students’ dietary and nutritional cognition. Children’s eating habits have an important impact on their growth and health. Studies have shown that students’ dietary behavior is mainly affected by their dietary and nutritional cognition. Therefore, studying the influencing factors of elementary school students’ cognition of diet and nutrition has become an important research question. However, there are few discussions about the impact of peers’ dietary and nutritional cognition on students’ cognition of diet and nutrition. Consequently, this paper studied the peer effect on students’ cognition of diet and nutrition. The results indicated that peers had a significant impact on the students’ dietary and nutritional cognition. The endogeneity problem was solved using peers’ parents’ dietary and nutritional cognition scores and average educational level as instrumental variables. The impact of peer cognition on diet and nutrition was heterogeneous among different groups. The significance and degree of the peer effect differed based on peer relations, gender, age and school. The results indicated that in addition to family, school, teachers and other factors, peers were an important influencing factor.
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Hu, Haitao. "Review of the Literature on Career Cognition in High School Students." BCP Education & Psychology 3 (November 2, 2021): 43–45. http://dx.doi.org/10.54691/bcpep.v3i.8.
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This paper summarizes and summarizes the career cognition of high school students. Explore from the career cognitive level, education methods, understanding methods, and coping measures of high school students. It objectively describes the current situation and solution path of the career planning of high school students under the new college entrance examination reform.
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Lobato, Joanne, Charles Hohensee, and Bohdan Rhodehamel. "Students' Mathematical Noticing." Journal for Research in Mathematics Education 44, no. 5 (November 2013): 809–50. http://dx.doi.org/10.5951/jresematheduc.44.5.0809.
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Even in simple mathematical situations, there is an array of different mathematical features that students can attend to or notice. What students notice mathematically has consequences for their subsequent reasoning. By adapting work from both cognitive science and applied linguistics anthropology, we present a focusing framework, which treats noticing as a complex phenomenon that is distributed across individual cognition, social interactions, material resources, and normed practices. Specifically, this research demonstrates that different centers of focus emerged in two middle grades mathematics classes addressing the same content goals, which, in turn, were related conceptually to differences in student reasoning on subsequent interview tasks. Furthermore, differences in the discourse practices, features of the mathematical tasks, and the nature of the mathematical activity in the two classrooms were related to the different mathematical features that students appeared to notice.
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Khan, Mussarat J., and Seemab Rasheed. "Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students." Pakistan Journal of Psychological Research 34, Spring 2019 (March 30, 2019): 215–31. http://dx.doi.org/10.33824/pjpr.2019.34.1.12.
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The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.
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Kieu, Thuan Quan, and Wei-Te Liu. "Motivation and Cognitive Learning in Workplaces of Vietnamese Students in Learning Chinese: A Qualitative Study." Jurnal Pendidikan Teknologi dan Kejuruan 24, no. 2 (September 29, 2018): 171–77. http://dx.doi.org/10.21831/jptk.v24i2.20229.
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In language learning, besides suitable learning strategies, motivation plays as the motor to encourage learners to walk toward their desired plans. Moreover, learning cognition in workplaces is considered as good strategies for language learning in off-classrooms. To comprehend the learning motivation and learning cognition in workplaces of language learners, this study aims to explore the motivation’s components and learning cognitions in workplaces of Chinese learners. Five Vietnamese students, who had studied Chinese at least for six months, were subjects of the study. Interviews and diary note-takings were used as the instruments for data collection. Data were analyzed through a descriptive analysis and coding categories. The obtained results showed that there are three major factors of motivation's components for participants to learn Chinese: (1) communicative purpose, (2) interest in culture and (3) promotion of future career. Moreover, in term of cognition of Chinese usage in workplaces, obtained results showed that the cognition of participants in two key procedures: knowing from problem-solving and reasoning and knowing from association with people in their workplaces.
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Manadhar, Srista, Sunit Chettri, Karishma Rajbhandari Pandey, Nirmala Limbu, Dharanidhar Baral, and Dipesh Raj Pandey. "EFFECT OF THREE MINUTE STEP TEST ON COGNITION AMONG MEDICAL STUDENTS." MNJ (Malang Neurology Journal) 7, no. 2 (July 1, 2021): 120–24. http://dx.doi.org/10.21776/ub.mnj.2021.007.02.7.
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Background: Regular physical exercise is linked to produce beneficial influence on cognitive functions. Cognition can be evaluated by Stroop test where a person's selective attention capacity, skills and processing speed are assessed. Limited work has been done to explore the acute effect of exercise on cognition. Objective: To assess whether acute exposure to submaximal aerobic exercise of three minutes can bring changes in the cognitive function (selective attention and cognitive processing ability). The secondary objective was to assess the physical fitness index of medical students. Methods: Twenty four apparently healthy third year male medical students of BPKIHS (B. P. Koirala Institute of Health Sciences) having mean age of 22.33 ± 1.09 years, body height and weight of 170.10 ± 5.85 cm of 65.38 ± 8.84 kg respectively were recruited. A computer based online version of Stroop Test was done to identify cognitive performance in resting sitting position. Then participants were asked to perform 3 min step test. A recovery time of 5 min was given post exercise and Stroop Test was assessed again. Statistical analysis was done using Paired T test. Data are expressed in mean and SD. Level of significance is considered at p<0.05. Results: The reaction time to Stroop Test was significantly reduced after acute physical exercise (before exercise (43.37 ± 7.7s) vs after exercise (36.14 ± 3.6s), p = 0.001). However, no significant difference in the number of correct response to Stroop Test before (19.71 ± 1.08) and after (19.79 ± 0.51) the acute exercise (p=0.575) was observed. Conclusion: Acute bout of aerobic physical exercise improves attention and execution aspects of cognitive function as measured by Stroop Test in young medical students.
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Chen, Lingjing, and Shuying Huang. "Willingness and Evaluation Model of College Students’ Online Learning Behavior Based on Distributed Cognition." Scientific Programming 2021 (October 8, 2021): 1–12. http://dx.doi.org/10.1155/2021/6386455.
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Guided by distributed cognition theory, we analyze the influential elements of content, tools, and contextual interactions in the online learning process through research and case studies to explore the characteristics and evaluation of college students’ willingness to engage in online learning behavior under distributed cognition and provide guidance for the experience design of online education platforms. Based on distributed cognition, this paper designs a convolutional neural network model based on InceptionNet, which uses a global average pooling layer instead of a fully connected layer to reduce the number of parameters, and InceptionNet increases the depth and width of the network by branching to improve the performance of the network and avoid overfitting. Distributed cognitive theory emphasizes the distributed nature of cognition, and the intrinsic variables that influence the willingness to participate in online learning communities from a systemic viewpoint are mainly attitudes, subjective norms, expected emotions, competence, sense of relatedness, desire, and perceived behavioral control. In addition, perceived behavioral control has a direct positive effect on the willingness to participate in online learning communities.
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Hakim, Nicole, Daniel J. Simons, Hui Zhao, and Xiaoang Wan. "Do Easterners and Westerners Differ in Visual Cognition? A Preregistered Examination of Three Visual Cognition Tasks." Social Psychological and Personality Science 8, no. 2 (September 24, 2016): 142–52. http://dx.doi.org/10.1177/1948550616667613.
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When performing cognitive tasks, Easterners often process information more holistically and contextually than Westerners. This is often taken as evidence for fundamental differences in basic cognition, including attention and perception. Yet, evidence for such basic cognitive differences is inconsistent, many studies are based on small samples, and few have been replicated. We report a preregistered replication of three prominent findings of cultural differences in visual cognition, testing a substantially larger sample than the original studies. Our comparisons of American and Asian International students living in the United States provided relatively little evidence for robust and consistent cultural differences in global/local biases, relative and absolute length judgments, or change detection performance. Although we observed some differences in change detection performance when comparing Chinese to American students, those differences were inconsistent across measures. We discuss the need for larger scale replications that adequately control for the testing context and demand characteristics.
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Kleinert, Harold L., Diane M. Browder, and Elizabeth A. Towles-Reeves. "Models of Cognition for Students With Significant Cognitive Disabilities: Implications for Assessment." Review of Educational Research 79, no. 1 (March 2009): 301–26. http://dx.doi.org/10.3102/0034654308326160.
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Florea, Liviu, Sorin Valcea, Maria Riaz Hamdani, and Thomas W. Dougherty. "From first impressions to selection decisions." Personnel Review 48, no. 1 (February 4, 2019): 249–72. http://dx.doi.org/10.1108/pr-11-2017-0345.
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PurposeThe purpose of this paper is to investigate how individual interviewers’ dispositional cognitive motivations may influence interview interactions and outcomes. More specifically, this study explores the influence of the need for cognition, need for cognitive closure, and accountability on the relationship between first impressions and selection decisions.Design/methodology/approachIn total, 41 graduate students were assigned the role of interviewers and were tasked to interview 331 undergraduate students at a large Midwestern university. The selection interview was designed to recruit qualified undergraduate students to the MBA program of the university.FindingsFirst impressions significantly influenced selection decisions, but did not influence interviewers’ behaviors. Moreover, multilevel analyses reveal that interviewers’ need for cognition and accountability moderate the relationship between first impression and selection decisions, albeit in different direction. Need for cognition strengthens, whereas accountability weakens the relationship between first impression and selection decision.Research limitations/implicationsA potential interviewer bias is apparent, where interviewers high on need for cognition tend to weight first impressions more in the decision process. However, this bias was not directly observable, since interviewers’ behaviors during the interview were not affected by first impressions.Originality/valueThe present study goes beyond previous research on first impressions in the employment interview, finding that dispositional differences account for the tendency to weigh first impressions in the selection decision.
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Pillai, Kishore Gopalakrishna, Ronald E. Goldsmith, and Michael Giebelhausen. "Negative Moderating Effect of General Self-Efficacy on the Relationship between Need for Cognition and Cognitive Effort." Psychological Reports 109, no. 1 (August 2011): 127–36. http://dx.doi.org/10.2466/04.07.11.pr0.109.4.127-136.
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This study demonstrates the negative moderating effect of general self-efficacy on the relationship between need for cognition, which refers to stable individual differences in people's tendencies to engage in and enjoy cognitive activity, and cognitive effort. This negative moderating effect of general self-efficacy has been termed “plasticity.” Scholars assume the relationship between need for cognition and cognitive effort is true by definition. The study uses data from 144 U.S. college students and employs moderated regression analysis followed by subgroup analysis to demonstrate plasticity. The results set a boundary condition to the generally presumed relationship between need for cognition and cognitive effort, thereby improving the understanding of how these phenomena are related.
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Khamidova, M. P. "DEVELOPMENT OF COLLECTIVE ACTIVITY OF SPECIALIZED ASSISTANT SCHOOL STUDENTS ON THE BASIS OF DIDACTIC GAMES IN MATHEMATICS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 11 (November 1, 2021): 134–37. http://dx.doi.org/10.37547/pedagogics-crjp-02-11-25.
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Teaching math helps students with intellectual disabilities develop cognitive skills such as cognition, memory, thinking, imagination, and mastery of mathematical knowledge and skills. Corrective work aimed at developing mathematical knowledge, skills and abilities allows to perform mental operations such as analysis, synthesis, comparison, generalization, concretization.
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Claxton, Reid P., and Roger P. McIntyre. "Empirical Relationships between Need for Cognition and Cognitive Style: Implications for Consumer Psychology." Psychological Reports 74, no. 3 (June 1994): 723–32. http://dx.doi.org/10.2466/pr0.1994.74.3.723.
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Earlier research by Cacioppo and Petty has shown need for cognition scores to be related to the early conceptualization of cognitive style of Witkin, Dyk, Faterson, Goodenough, and Karp. For a sample of 69 female and 98 male undergraduate business students, the present study investigated relationships between need for cognition and cognitive style as measured by the sensing-intuiting and thinking-feeling components of the Myers-Briggs Type Indicator. Need for cognition scores were statistically related to cognitive style. As hypothesized, subjects high on Intuiting-Thinking scored highest, and those scoring high on Intuiting-Feeling and Sensing-Thinking had intermediate scores. Subjects scoring high on Sensing-Feeling scored lowest. Five of six paired contrasts of need for cognition scores were significant. Market applications and implications for consumer psychology are discussed.
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Фарман гызы Багирова, Фируза. "Cognitive activity as an important element of the educational process in a modern school." SCIENTIFIC WORK 15, no. 2 (March 9, 2021): 75–79. http://dx.doi.org/10.36719/2663-4619/63/75-79.
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The activation of the cognitive activity of students is one of the urgent problems at the present level of development of pedagogical theory and practice. In the process of cognition, such forms of mental activity as foresight, imagination, intuition are involved. They are based on accumulated knowledge and make it possible to predict the further development of objects and phenomena of the surrounding reality. It is necessary to activate the cognitive activity of students and increase interest in learning at every stage of any lesson, using various methods, forms, and types of work for this: a differentiated approach to children, individual work in the lesson, various didactic, illustrative handouts, technical teaching aids, and others. Key words: modern pedagogy, cognition, lesson, cognitive activity, psychology