Spelling suggestions: "subject:"bcognition - ingesting"" "subject:"bcognition - andtesting""
21 |
Cognitive assessment in a computer-based coaching environment in higher education : diagnostic assessment of development of knowledge and problem-solving skill in statisticsZhang, Zhidong, 1957- January 2007 (has links)
No description available.
|
22 |
A Comparison Of Paper-pencil Versus Video-conferencing Administration Of A Neurobehavioral Screening TestDuffield, Tyler Cole 01 January 2011 (has links)
Regardless of the reason, many patients/clients do not have access to face-to-face medical, neuropsychological, or mental health consultation, assessment, or treatment (Cowain, 2001). The term Remote Neuropsychological Assessment (RNA) has been proposed by Browndyke to denote the general use of telecommunication and Internet-based technologies in neuropsychological assessment and practice (as cited in Schatz & Browndyke, 2002). RNA (Telemedicine) offers a plausible, potentially cost-effective solution to individuals in need of medical, neuropsychological, or mental health consultation, assessment, or treatment that are located in geographical areas away from the specialist (Armstrong, 2006; Berman, 2005; Cowain, 2001; Jacobsen, Sprenger, Andersson, & Krogstad, 2003). The purpose of this study was to examine if test performance for RNA administration of the Cognistat is comparable to test performance for the pencil-paper administration. A one-way repeated measures multivariate analysis of variance (MANOVA) was used to analyze the data. The main effect for administration modality was not significant, F(9, 126) = .375, p = .945. The present study demonstrated the utility of a widely used neurobehavioral screening test that provides a differentiated profile of cognitive status can now reliably be used through a video-conferencing administration. The importance of this finding is that a more comprehensive detection of deficits in multiple domains of cognitive functioning for screening purposes is now possible remotely.
|
23 |
The three stratum theory of cognitive abilities: test of the structure of intelligence across the life spanBickley, Patricia 07 June 2006 (has links)
Recently a three stratum theory of intelligence that combines the major aspects of Spearman~s theory of general intelligence (g) (1927) and Horn and Cattell's theory of crystallized and fluid intelligence (Gf-Gc) (1991) has been proposed (Carroll, 1993). The purpose of this study was to test the three stratum theory using confirmatory factor analysis with the LISREL computer program. Developmental changes in the structure of intelligence were also investigated. Results provided support for the three stratum theory, suggesting the possibility of intermediate factors between the second and third stratum but no support for developmental changes in the organization of cognitive abilities. / Ph. D.
|
24 |
Complex cognitive performance and antihistamine useRice, Valerie J. Berg 05 February 2007 (has links)
Research has demonstrated that the majority of antihistamines (H1 antagonists) have sedative effects and can impair psychomotor performance; however, it is claimed that astemizole (hismanal) does not possess central nervous system side effects. A two-factor, repeated measures, double-blind design was used to compare the effects of three treatments (two antihistamines and one placebo) on cognitive information processing, mood, selected physiological measures, subjective feelings of drowsiness, and subjective performance ratings in 28 healthy men. Evaluations were given at 1,3,5,7,9,11,13, and 15 hours post ingestion.
Time-of-day effects were evident in following directions, unstable tracking, code substitution, serial addition/subtraction, logical reasoning, manikin, and pattern comparison tasks. A general trend of improved scores through the day was observed and a temporal pattern of a low performance was suggested in the afternoon (2:00 pm and 4:00 pm). Temporal effects were noted for physiological measures.
Benadryl produced performance decrements at one hour post ingestion on the following directions task, at one and a half hours on the unstable tracking task, and at three hours on the serial addition/subtraction task. No decrements in performance were found post ingestion of hismanal and, in fact, the hismanal group performed the serial addition/subtraction task more quickly than either the placebo or benadryl groups at five hours post ingestion. At three and a half hours post ingestion, the performance of the benadryl group remained poorer than the hismanal group on unstable tracking, but was not different from the placebo group.
A higher level of tension, greater fatigue, and lower level of activity was experienced post benadryl. Lower vigor-activity and higher confusion-bewilderment post hismanal and benadryl were noted one hour post ingestion; however, confusion was lower and activity was higher for hismanal than benadryl. Low vigor-activity, high confusion, increased sleepiness, and low perceived performance post benadryl persisted for three hours, while fatigue-inertia persisted for seven hours. Subjects were able to determine receipt of a placebo versus an antihistamine following ingestion of either a placebo or benadryl. Results suggest that hismanal is superior to benadryl for avoidance of subjective effects and performance of information processing tasks. / Ph. D.
|
25 |
The psychometric properties of the Paper and Pencil Games Level 2 for Tigrigna-speaking children in EritreaTecle, Hagos Ghebremicael 04 1900 (has links)
Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The aim of this study was to investigate the psychometric properties of a screening test of
cognitive ability, the Paper and Pencil Games Level 2 (PPG Level 2), for Tigrignaspeaking
schoolchildren in Eritrea. This study represents one of the first attempts to
measure cognitive ability in Eritrea. The PPG was developed in South Africa (Claassen,
1996) as a group test of general cognitive ability for children in Grade 2 and 3 (PPG
Level 2), and Grade 4 and 5 (PPG Level 3). The PPG provides Total, Verbal and Nonverbal
ability scores. The Verbal Scale consists of two subtests, namely (a) Verbal and
Quantitative Reasoning and (b) Comprehension. The Non-verbal Scale consists of three
subtests, namely (a) Figure Classification, (b) Figure Series, and (c) Pattern Completion.
Although the PPG has the appearance of a standardized intelligence test, Claassen
emphasized that it is best used as a screen for academic difficulties or failures.
Participants were 577 Tigrigria-speaking Grade 3 children. The children were selected
from schools in the capital, Asmara, from small towns, and villages. Eleven schools
participated. The participants can be considered representative of the Grade 3 Tigrignaspeaking
population in Eritrea. The PPG Level 2 was completed under supervision of the
researcher.
Classical and Rasch item analyses were conducted on the Verbal and Non-verbal Scales,
respectively. The internal consistency of the Non-verbal scale can be considered
satisfactory for a screening instrument (Cronbach's a = .85). Furthermore, the non-verbal
items showed satisfactory fit to the Rasch model (INFIT values and OUTFIT values < 1.3
for all items), suggesting that they measure a unidimensional construct. In addition, the
item difficulty estimates corresponded well with the serial order of the items, with easy
items being presented earlier than more difficult items. The internal consistency of the
Verbal scale was lower (Cronbach's a = .72), which can probably be attributed to the
relative easiness of the items for the particular group of participants. The verbal items
also showed satisfactory fit to the Rasch model. The Rasch analysis, which expresses
person ability and item difficulty on the same scale, clearly showed that the Verbal items were too easy for the majority of the children. However, it should be kept in mind that the
PPG is intended to discriminate among children with low ability. Hence, the observed
mismatch between the abilities and item difficulties was not unexpected. It should also be
noted that the serial order of the items did not correspond well with item difficulty, with
some difficult items being presented early and some easy items presented late in the
scale.
The five subtests of the PPG were subjected to a confirmatory factor analysis. Two
models were specified and compared. Model 1 specified a single general factor; this
provided a more parsimonious description of the data and showed a satisfactory fit with
the data, though a bit weaker than that of Model 2. Model 2 specified two correlated
factors, namely a Verbal and a Non-verbal factor. Model 2 also fitted the data well, but a
high correlation between the factors was observed (r = .77; r2 = .59), suggesting the
presence of a general factor. The results provide support for two levels of interpretation,
namely on the Total score level and the Verbal and Non-verbal level.
The validity of the PPG Level 2 was further investigated by examining the correlations
between the PPG scores and teacher ratings of academic achievement. Because different
schools had different raters, the correlations within each of the schools were pooled to
obtain an estimate of the correlations between the PPG scales and academic achievement
for the total group. The pooled correlation for the PPG Total score with academic
achievement was .56, for the Non-Verbal score .53, and for the Verbal score .41. The
correlations for the Total and Non-verbal scores are similar to those typically reported in
the educational psychology literature and provide support for the validity of these scales
as a screen for academic difficulties.
The results show that the PPG, which was developed in South Africa, may be fruitfully
exported to Eritrea. It is recommended, however, that before the PPG Level 2 is routinely
used for screening purposes with Tigrigna-speaking children, the functioning of the
Verbal Scale should be re-examined and possibly some of the Verbal items should be
rewritten. / AFRIKAANSE OPSOMMING: Die doel van die onderhawige studie was om die psigometriese eienskappe van 'n
siftingstoets van kognitiewe vermoë, naamlik die Paper and Pencil Games Level 2 (PPG
Level 2), vir Tigrigna-sprekende kinders in Ertirea te bestudeer. Hierdie studie
verteenwoordig een van die eerste pogings om kognitiewe vermoë in Eritrea te meet. Die
PPG is in Suid-Afrika ontwikkel (Claassen, 1996) as 'n groeptoets van kognitiewe
vermoë vir kinders in Grade 2 en 3 (PPG Level 2), en Grade 4 en 5 (PPG Level 3). Die
PPG lewer tellings van kognitiewe vermoë op drie vlakke, naamlik Totaal, Verbaal en
Nie-Verbaal. Die Verbale skaal bestaan uit twee subskale: (a) Verbale en Kwantitatiewe
redenering en (b) Begrip. Die Nie-Verbale skaal bestaan uit drie subskale, naamlik (a)
Figuur Klassifisering, (b) Figuurreekse en (c) Patroonvoltooiing. Alhoewel die PPG op
die oog af soos 'n konvensionele intelligensietoets lyk, beklemtoon Claassen dat dit te
beste geskik is as 'n siftingsinstrument vir akademiese probleme of mislukkings.
Die deelnemers was 577 Tigrigna-sprekende kinders in Graad 3. Die kinders is uit skole
van die hoofstad, Asmara, klein dorpe en geselekteer. Elf skole het aan die studie
deelgeneem. Daar kan aanvaar word dat die deelnemers verteenwoordigend is van die
Graad 3 Tigrigna-sprekende populasie in Eritrea. Die PPG Level 2 is onder supervisie
van die navorser voltooi.
Klassieke en Rasch item-ontledings is op die Verbale en Nie- Verbale skale,
onderskeidelik, uitgevoer. Die interne konsekwentheid van die Nie- Verbale skaal kan as
bevredigend vir 'n siftingsinstrument beskou word (Cronbach se a = .85). Hierbenewens
het die Nie-Verbale items 'n bevredigende passing met die Rasch model getoon (INFIT
gemiddelde kwadrate en OUTFIT gemiddelde kwadrate < 1.3 vir alle items), wat daarop
dui dat die items 'n essensiëel eendimensionele konstruk meet. Die moeilikheidswaardes
van die Nie- Verbale items het ook sterk ooreengestem met die volgorde waarin die items
in die skaal aangebied word - die maklike items is eerste aangebied en daarna die
moeilike items. Die interne konsekwentheid van die Verbale skaal was laer (Cronbach se
a = .72). Die laer koëffisiënt kan waarskynlik aan die relatiewe lae moeilikheidsgraad van die Verbale items toegeskryf word. Die Verbale items het egter ook 'n bevredigende
passing met die Rasch model getoon. Die Rasch ontleding, wat vermoë en item
moeilikheid op dieselfde skaal uitdruk, het duidelik getoon dat die Verbale items te
maklik vir die meeste kinders was. Daar dien egter op gelet te word dat die PPG ontwerp
is om te diskrimineer tussen kinders met relatiewe lae vermoëns. In hierdie lig gesien is
die swak passing tussen vermoë en item moeilikhede nie te onverwags nie. Die volgorde
waarin die items in die skaal aangebied word het ook nie goed ooreengestem met die item
moeilikheidswaardes nie - sommige moeilike items is vroeg in die skaal aangebied en
sommige maklike items laat in die skaal.
Die vyf subtoetse van die PPG is aan 'n bevestigende faktorontleding onderwerp. Twee
modelle is gespesifiseer en vergelyk. Model 1 het 'n enkele algemene faktor
gespesifisieer.
|
26 |
Electroencephalographic Events During the Wisconsin Card Sorting TestDeBeus, Mary 08 1900 (has links)
Quantitative electroencephalography (QEEG) was used in this study to describe cognitive processing, particularly brain locations used, during performance of the Wisconsin Card Sorting Test (WCST). The hypothesis was that significant cognitive functioning is not limited to the frontal lobes. Significant EEG activity was found in non-frontal areas as well as frontal areas.
|
27 |
Relationships between a cognitive testing instrument, academic points scores and average academic results of National Diploma Students at a University of Technology.Opperman, Ingrid 17 July 2014 (has links)
Higher education in South Africa faces a variety of challenges including poor pass rates,
large numbers of students dependent on the National Student Financial Aid Scheme,
intrapersonal and socioeconomic challenges of students and vast numbers of applicants vying
for limited places in institutions. The primary method of selection and screening of applicants
is the Academic Points Score (APS), calculated on Grade 12 achievement levels. However,
large numbers of applicants exhibit similar or identical scores which meet minimum
requirements. This makes effective selection difficult in terms of potential to succeed in the
tertiary education context. Therefore, additional selection instruments may be useful in
determining high from low potential candidates. Cognitive instruments are one option
available to institutions and have been investigated to a certain extent, particularly in
conjunction with alternative achievement based assessments. The present study examined a
cognitive instrument utilised for selections at a University of Technology. The instrument is
based on verbal and non-verbal reasoning skills, basic calculative ability, reading
comprehension, memory and spatial reasoning. The results on the sub-tests of this instrument
were examined in relation to APS and average mark achieved during study for National
Diploma courses at the institution. Although statistically significant relationships did exist, as
well as some demographic differences, effect sizes and correlation coefficients were small.
Concerningly, APS did not explain a large percentage of variance in average mark. This
finding is important in light of current selection procedures. Multiple regression and logistic
regression models indicated that two specific sub-tests, in combination with APS, did
contribute to predictive power in determining average mark. A number of themes in terms of
this prediction are explored. These include English language ability, gender differences,
specific cognitive skills and the general validity of utilisation of APS and/or cognitive testing
as predictors of tertiary education success. In light of poor success rates in tertiary institutions
across South Africa, further research into effective selection procedures should be prioritised.
|
28 |
When imagining instructions is effectiveGinns, Paul William, Education, Faculty of Arts & Social Sciences, UNSW January 2002 (has links)
Learning from worked examples typically involves study activities, involving reading such materials carefully and attempting to understand the information presented. Considerable evidence has amassed regarding the benefits for novices of studying appropriately constructed worked examples paired with practice questions. However, prior research from the cognitive and sports psychology literatures suggests mental practice of worked examples may be an effective adjunct to studying such materials. Meta-analyses of these literatures suggest the utility of mental practice depends upon the degree of cognitive elements contained within a task, and also suggest that some prior knowledge of a task is necessary for mental practice to be effective. The present series of studies aimed to identify conditions under which mental practice is effective in educationally realistic, highly cognitive domains. Based on the above meta-analytic results, mental practice was hypothesised to enhance learning over further study in highly cognitive domains, but only when students either had sufficient prior knowledge, or were able to develop such knowledge over the course of an instructional intervention. Study activities were primarily expected to support knowledge acquisition, while imagining-based activities (mental practice) were expected to support knowledge automation. The experiments herein thus investigated interactions between levels of prior knowledge, complexity of instructional material, and levels of learning from imagination versus conventional study strategies. In Experiment 1, under conditions of low prior knowledge and complex material (HTML), students who studied worked examples outperformed those who imagined. Experiment 2, using simplified but still complex materials and a similar participant pool, found no differences between conditions, but Experiment 3, using stricter experimental design, found a study effect. In Experiment 4, an imagination effect was found under high prior knowledge. Experiment 5, using less experienced learners, suggested those who studied outperformed those whom imagined on acquisition questions. Experiment 6 found a sequence of study then imagination is more effective than imagination then study. The results have broad application for effective sequencing of these instructional strategies, but development of an accurate metric for imagination "readiness" is required to advance theory and practice, and more evidence is needed for a schema automation explanation of mental practice effects.
|
29 |
Working Memory Capacity, Perceptual Speed, and Fluid Intelligence: An Eye Movement AnalysisRedick, Thomas Scott 20 November 2006 (has links)
Research has focused on the potential cognitive determinants of individual and developmental differences in intelligence. Two competing views influenced by information-processing theory propose important roles for the constructs of working memory capacity and perceptual speed, respectively. This study aimed to clarify the relationship between these constructs by examining the performance of younger adults who were high and low in working memory capacity on an experimental version of traditional perceptual speed tasks. The results suggested that working memory capacity is important for performance on perceptual speed tasks because of the attention and memory demands of these tasks. Eye-tracking measures corroborated the behavioral data, which suggest that individual differences on perceptual speed tasks are the result of individual differences in working memory capacity in healthy, younger adults.
|
30 |
When middle school writers compose : exploring relationships of processes, products, and levels of cognitive developmentKingen, Sharon A. January 1990 (has links)
This study was designed first to describe the writing processes and products of students in grades 7, 8, and 9 and second to explore patterns of differences related to cognitive development. From the 117 students enrolled at a midwestern university laboratory school who voluntarily completed the Arlin Test of Formal Reasoning, 12 subjects were chosen on the basis of sex, grade, and test score.Each subject individually wrote four letters. A talk-aloud procedure was employed during three sessions and stimulated recall was used during the last session. Finally, all subjects were interviewed.Audio tapes of interviews and videotapes of writing sessions were transcribed. Final copies of texts were typed. Interview responses were examined and summarized. The letters were rated holistically and scored for audience awareness. Counts of words, T-units, and clauses were conducted. Verbalizations in protocols were coded. Further, all data produced during stimulated recall were examined for information about time use, fluency, and pausing, as well as revising and editing.The data revealed that writers considered themselves capable, but the papers received mediocre ratings and scores. The analysis of products showed that subjects wrote more in response to an expressive/informative task, but syntax was more mature on information and persuasion.Overall, formal thinkers wrote more syntactically mature discourse and usually received higher ratings. The analysis of processes data failed to reveal consistent differences, but there were many similarities. The subjects prewrote mentally and focused on producing text quickly. They reread text and edited often, but they rarely revised. Descriptions of processes and rhetorical principles were vague. Although the writers employed many strategies, had some intuitive sense of purpose and audience, and made decisions on the basis of many factors, they lacked control over their composing activities and were unable to transfer strategies from one task to the next.The study concluded with a series of recommendations for composition instruction and further research, particularly a call for teaching the processes of composing at the middle school level and for measuring the effects of this instruction against the baseline of data provided in this study. / Department of Secondary, Higher, and Foundations of Education
|
Page generated in 0.0845 seconds