Bakgrund: Fysisk aktivitet har visat sig ha en positiv effekt för både den psykiska och fysiska hälsan. Den kan minska psykiska problem som oro, stress och depression, samt fysiska åkommor som blodtryck, stroke och diabetes. Fysisk aktivitet är numera en allt mer vedertagen metod för att behandla fysiska och psykiska besvär. Individer med ADHD har vanligen problem med hyperaktivitet, impulsivitet, uppmärksamhet, sociala beteenden och kognitiva förmågor.Syfte: Att undersöka den vetenskapliga litteraturen för att få belägg för vilka effekter fysisk aktivitet kan ha för symptom hos individer med ADHD.Metod: I denna systematiska litteraturstudie återfanns via sökningar i databaserna PubMed, The Cochrane Library, Web of Science, Science Direct och PsycINFO artiklar som sedan granskades utifrån en bedömningsmall.Resultat: Fysisk aktivitet upplevdes ha en positiv effekt för hyperaktivitet och uppmärksamhetsproblem samt visade sig minska risken för sociala beteendeproblem hos individer diagnostiserade med ADHD. Vidare påvisades att oavsett regelbundenhet eller omfattning av fysisk aktivitet en positiv effekt för kognitiva förmågor hos individer diagnostiserade med ADHD.Konklusion: Den vetenskapliga litteraturen visar att fysisk aktivitet troligen har en positiv effekt för ett flertal symptom hos individer med ADHD. Dock krävs ytterligare forskning i ämnet. / Background: Physical activity has been shown to have a positive impact for both mental and physical health. It may reduce psychological problems such as anxiety, stress and depression, and physical issues like high blood pressure, stroke and diabetes. Physical activity is now an increasingly accepted method to treat physical and mental disorders. Individuals with ADHD usually have problems with hyperactivity, impulsivity, attention, social behavior and cognitive abilities.Aim: To investigate the scientific literature for evidence about the effect of physical activity on symptoms in individuals with ADHD.Method: In this systematic literature review articles where found through the databases PubMed, The Cochrane Library, Web of Science, Science Direct and PsycINFO witch was later surveyed based on an assessment template.Results: Physical activity was perceived to have a positive effect for hyperactivity and attention problems and appeared to reduce the risk of social behavior problems in individuals diagnosed with ADHD. Furthermore, it was shown that regardless of frequency or extent of physical activity a positive effect was shown on cognitive abilities in individuals diagnosed with ADHD.Conclusion: The scientific literature shows that physical activity is likely to have a positive effect for a variety of symptoms in individuals with ADHD. However, further research on the subject is required.

First-person shooter (FPS) games are frequently associated with immersion due to their use of a first-person perspective camera, which gives players the impression that they are a part of the game world. When combined with the proteus effect and identification, players can achieve a complete sense of immersion in the character they are portraying. The objective of this study is to delve into the cognitive benefits of engaging in FPS games and to establish a correlation between the level of immersion and cognitive transfer. The data collected from participants who completed reaction tasks were analyzed in conjunction with the IEQ (Immersive experience questionnaire) scores. The IEQ provided quantitative data on immersion. By assessing the participants' cognitive abilities based on their reaction task performance, the study found that playing FPS games can improve accuracy but not affect reaction time. Furthermore, the study found no correlation between immersion and cognitive transfer.

Im Rahmen von drei Teilstudien wurde mathematische Schülerleistung aus einer differentialpsychologischen Perspektive untersucht. Die hierfür verwendeten Daten stammten von 29.386 deutschen Neuntklässlern, die am Programme for International Student Assessment (PISA) im Jahr 2000 teilnahmen. In Studie 1 wurden ausgehend von Strukturtheorien kognitiver Fähigkeiten verschiedene Strukturmodelle mathematischer Schülerleistung konfirmatorisch geprüft. So wurde mathematische Schülerleistung in Form eines Nested-Faktormodell als additive Funktion einer mathematikspezifischen Fähigkeit (M´) und der allgemeinen kognitiven Fähigkeit (g) spezifiziert. Dieses Modell wies einen besseren Modellfit auf als das in der psychologischen Forschung dominierende Standardmodell. Für Letzteres wurde angenommen, dass Maße mathematischer Schülerleistung nur von einer generellen mathematischen Fähigkeit (M) beeinflusst werden. In Studie 2 wurden Schulformunterschiede mit konfirmatorischen Mehrgruppen-Faktormodellen untersucht. Schulformspezifische Mittelwertunterschiede in M waren im Standardmodell wesentlich stärker ausgeprägt als bei M´ im Nested-Faktormodell. Weiterhin wurde eine schulformspezifische Differenzierungshypothese für M´ untersucht. Entgegen der Erwartung konnte diese nur sehr eingeschränkt von den Daten gestützt werden. In Studie 3 wurde die Validität mathematischer Schülerleistung im Hinblick auf soziodemografische und motivationale Schülermerkmale sowie Schulnoten analysiert. Bei Verwendung des Nested-Faktormodells resultierte ein im Vergleich zum Standardmodell wesentlich differenzierteres Befundmuster. So waren Geschlechterunterschiede (zu Gunsten der Jungen) in M´ im Nested-Faktormodell deutlich stärker ausgeprägt als bei M im Standardmodell. Implikationen und Perspektiven der drei Teilstudien werden für die psychologische Forschung, die Lehr-Lernforschung, die Konzeption von Schülerleistungsstudien sowie für die pädagogische Praxis diskutiert. / Three studies investigated mathematics achievement from an individual differences perspective, using data from 29,386 German ninth graders who participated in the 2000 cycle of the OECD’s Programme for International Student Assessment (PISA). In study 1, different structural models of mathematics achievement were derived from structural theories of cognitive abilities, and tested empirically using confirmatory methods. In a nested-factor model, mathematics achievement was specified to be an additive function of specific mathematical ability (M´) and general cognitive ability (g). This model provided a better fit than the standard model that predominates in psychological research, which assumes that measures of mathematical achievement are only influenced by general mathematical ability (M). In study 2, differences between types of schools were analyzed using confirmatory multigroup factor analytic models. Mean differences in M in the standard model were much stronger than in M´ in the nested-factor model. A school-type-specific differentiation hypothesis for M´ was also investigated. Contrary to predictions, the data provided only limited support for this hypothesis. Study 3 analyzed the validity of mathematics achievement with respect to sociodemographic and motivational student characteristics and school grades. The nested-factor model yielded a much more differentiated pattern of results than the standard model. For example, gender differences (in favor of boys) were much more pronounced in M´ in the nested-factor model than in M in the standard model. The implications and future perspectives of studies 1 to 3 are discussed with respect to psychological and educational research, design of large-scale achievement studies, and educational practice.

The objective of this study was to determine if a statistically significant positive relationship exists between the cognitive tests (APIL and Critical Reasoning Test Battery - NCR2 and VCR2) and the academic performance of students on an MBA programme. A quantitative cross-sectional study was conducted on a non-probability purposive sample (N=329) of MBA students at an institution of higher learning in South Africa. A theoretical relationship was established between the variables. The empirical relationship revealed statistically significant relationships between the cognitive tests and academic performance on an MBA programme. The findings contribute valuable knowledge to the field of psychological assessment that can be applied in the selection of students for higher education. / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Depuis les années 1990, de nombreuses recherches ont porté sur le dévoilement de l’agression sexuelle chez l’enfant et sur les caractéristiques y étant associées. Outre les facteurs liés à l’enfant et au contexte, le type de questions utilisé par l’intervieweur (notamment les invitations et les questions ouvertes) est une variable déterminante pour le dévoilement de l’enfant et la quantité de détails qui sera fournie entourant l’agression sexuelle. Bien que plusieurs enquêteurs reçoivent une formation sur l’utilisation des questions ouvertes dans les entrevues avec les enfants, peu d’entre eux utilisent un style de question approprié une fois sur le terrain. L’objectif de cette recherche vise à déterminer si certaines caractéristiques personnelles des enquêteurs sont associées à leur adhésion à un protocole d’entrevue structuré pour lequel ils ont été formés, à l’utilisation de questions ouvertes dans des entrevues d’enquête auprès d’enfants soupçonnés d’avoir vécu une agression sexuelle et à la quantité de détails dévoilés par l’enfant lors de ces entrevues. Deux études ont été menées pour répondre à cette question. La première étude a été effectuée à l'École nationale de police du Québec auprès de 24 enquêteurs de police ayant suivi une formation d'une semaine visant l’apprentissage du protocole d’entrevue structuré du National Institute of Child Health and Human Development (NICHD). Le genre féminin, les habiletés cognitives et le trait de personnalité Ouverture à l’expérience sont trois caractéristiques personnelles qui ont été reliées positivement à la performance des enquêteurs lors d’une entrevue simulée avec un comédien jouant le rôle d’un enfant victime d’agression sexuelle, tandis que le nombre d’années d’expérience et la capacité de gestion du stress de ces enquêteurs ont montré une relation négative avec cette performance. Dans la seconde étude effectuée sur le terrain auprès de 13 enquêteurs du Service de police de la Ville de Montréal, 114 entrevues conduites auprès d’enfants ayant dévoilé une agression sexuelle ont été recueillies et cotées pour mesurer l’adhésion au protocole d’entrevue du NICHD, le ratio de questions ouvertes et la quantité de détails dévoilés par l’enfant par question posée par l’enquêteur. L’intelligence émotionnelle et les traits de personnalité Extraversion, Esprit consciencieux et Agréabilité ont été trouvés comme des caractéristiques personnelles positivement associées à l’adhésion au protocole d’entrevue et à l’utilisation de questions ouvertes, tandis que le nombre d’années d’expérience et le trait de personnalité Névrosisme ont été négativement associés à ces deux critères de performance. Le niveau d’habiletés cognitives des enquêteurs a quant à lui montré une association positive avec la quantité de détails dévoilés par l’enfant. La signification et l’interprétation de ces résultats, de même que les implications potentielles pour la sélection et la formation des enquêteurs sont finalement discutées. / Since the 1990’s, disclosure of child sexual abuse (CSA) has been studied extensively. In addition to characteristics related to the child and the context of the CSA, the types of questions used by investigative interviewers (ex. invitations and open-ended questions) are another critical component for the child’s disclosure and the amount of details provided by the child related to the incident. Despite their participation in training programs, few investigative interviewers use open-ended questions once in the field. This research project aims to determine whether certain personal characteristics are related to investigators’ adherence to a structured interview protocol, their use of open-ended questions in an investigative interview with a child victim of sexual abuse and the amount of details obtained from the child during this interview. Two studies were conducted to attempt to answer this question. The first study was conducted at the École nationale de police du Québec with 24 French Canadian police investigators after following a one-week training program aimed at using the National Institute of Child Health and Human Development (NICHD) interview protocol. These investigators performed a mock interview at the end of their training to test their practical competence. Interview performance was positively related to cognitive abilities, female gender, and the personality trait Openness to Experience and negatively to stress management and investigator’s experience. The second study was conducted with 13 police investigators from the Service de police de la Ville de Montréal. A total of 114 real investigative interviews conducted with child victims of sexual abuse were collected and scored. Results showed that emotional intelligence, and the personality traits of Extraversion, Agreeableness and Conscientiousness were positively related to adherence to the NICHD interview protocol and the ratio of open-ended questions. The number of years of experience and personality trait Neuroticism were negatively related with these two performance criteria. Cognitive abilities were related to the amount of details obtained from the child per question. The interpretations of these results and their implications for the selection and training of investigative interviewers are discussed.

The word that disappeared - A scientific essay on the child-rearing responsibilities and practical professional knowledge of preschool educators This scientific essay examines how child-rearing tasks of the preschool educator relates to their practical knowledge from a hermeneutical perspective considered in the light of Hannah Arendt's concept of responsibility. The study consists of six subject narratives and an ethno-logical field study carried out at two preschools. Participatory observations and interviews were used as a method. Explored here is how professional responsibility, regulated in the preschool's governing documents, balances out against interpersonal responsibility in an activity where children spend most of their wakening hours and where attention is given to various factors such as the need for freedom, organisation and security. Examined too is how rules, companion education, self-regulation, leadership, adult authority and the application of governing documents weigh up against the concepts of children's' participation, influence and power. The concept of rearing in preschool is a controversial one: This may be due perhaps to connotations of rigid rules and nagging adults, but also that activities of the last decade have developed towards more school-based learning. Preschool teaching contains so much more however. In the daily workings of the enterprise security is established, while children are also learning to deal with materials and environments, learning to take on their own responsibility—exercising independence on a gradual basis. Alongside free play and creative activities, rearing therefore forms a vital element of children's non-cognitive learning that even affects interaction and communication. A concept that has been a part of the preschool world for over a century rearing has now been removed from the preschool curriculum.  Results demonstrate that the task of child-rearing is an element presupposed in a teachers’ practical knowledge. Based on a complex number of variables, children’s best interests are constantly considered. An unspoken gap sometimes arises between the professional’s responsibility and the interpersonal responsibility that they require to bridge the gap. This becomes particularly evident when children require the response of adults with whom they feel secure. In this manner child-rearing activities, previously seen as solely the parents concern, now also fall upon the educator, even if this remains unsaid. It is therefore assumed that the work of child-rearing will remain in preschools even if the word itself disappears. Responsibility, content and praxis, in the question of child-rearing therefore needs to be discussed and highlighted together with parenting to maintain a socially sustainable future. / I denna vetenskapliga essä undersöks hur förskolepedagogers fostransansvar yttrar sig i förhållande till deras praktiska yrkeskunnande ur ett hermeneutiskt perspektiv och i förhållande till Hannah Arendts ansvarsbegrepp. Studien består av sex egenupplevda berättelser och en etnologisk fältstudie utförd på två förskolor där deltagande observationer och intervjuer använts som metod. Här utforskas hur det professionella ansvaret, som regleras i förskolans styrdokument, balanseras mot ett mer mellanmänskligt ansvar i en verksamhet där de flesta barn vistas större delen av sin vakna tid och där hänsyn ska tas till olika faktorer som behov av frihet, organisation och säkerhet. Därför undersöks också hur regler, kamrat-fostran, självreglering, ledarskap, vuxenauktoritet och tillämpning av styrdokument avvägs mot begrepp som barns delaktighet, inflytande och makt. Fostransbegreppet är omstritt i förskolan. Det kan bero på att det förknippas med stelbenta regler och tjatiga vuxna, men det kan även spela en roll att verksamheten utvecklats i riktning mot ett mer skolämnesbaserat lärande under de senaste tio åren. Undervisningen i förskolan är dock så mycket mer. I grund-verksamhetens dagliga rutiner etableras trygghet samtidigt som barnen lär sig att hantera material och miljöer liksom att ta ansvar för sig själva och stegvis utöva självständighet. Tillsammans med fri lek och skapande aktiviteter utgör därför fostran en viktig del av barns icke-kognitiva lärande som även berör samspel och kommunikation. Ett begrepp som varit en del av förskolans värld i över hundra år och som nu stryks ur förskolans läroplan.   Resultatet visar att fostransuppdraget existerar som en förgivettagen del av pedagogernas praktiska kunskap. Utifrån en mängd komplexa variabler görs ständiga överväganden för barnens bästa. Ibland uppstår även ett outtalat tomrum mellan yrkesansvaret och det mellanmänskliga ansvaret som de behöver överbrygga. Något som blir särskilt tydligt när barn kräver gensvar av vuxna som de känner sig trygga med. Fostranshandlingar som tidigare sågs som föräldrarnas ensak blir på så vis också pedagogernas även om det förblir outtalat. Man kan därför anta att arbetet med fostran kommer att leva kvar i förskolan även om själva ordet försvinner. Ansvar, innehåll och praktiskt handlande i fostransfrågan behöver därför diskuteras och lyftas fram tillsammans med föräldrasamverkan för en socialt hållbar framtid.

<p>A Test Battery (TB) is a measurement method that is designed to assess a variety of ability constructs. The extent to which TB predicts future pilot performance has important implications for both flying organizations and applicants. The primary emphasis in the existing literature has been on scores of individual ability tests, in contrast to the scores of multiple ability tests that are typically indexed by composites derived from TBs. The selection literature lacks a focus on composite scores, and seldom links to the broad cognitive abilities that predominate TBs. The objective of this study was to investigate how the different broad ability constructs of TBs influence their predictive validities for pilot performance. Six ability groups were identified as the most common ability saturations of pilot selection TBs. On the basis of 89 studies and 118 independent samples, a series of meta-analyses were conducted to determine the criterion-related validity of the six categories of TBs for several criterions of pilot performance.</p> <p>The investigation revealed there was an overall small and positive relationship between TBs and flight performance. The six categories of cognitive ability TBs appeared to be valid predictors of pilot performance, and at least five of them generalize validity across studies and settings. More specifically, three sets of predictor groups were identified according to the magnitude of validity estimates. The highest validity group included <i>Work Sample</i> TBs (<i>r</i>=.34), the second highest validity group included TBs of <i>Acquired Knowledge</i>, <i>General Ability</i>, and <i>Motor Abilities</i> (<i>r</i>=.19, .18, and .17, respectively), and the lowest validity group included TBs of <i>Perceptual Processing</i> and <i>Controlled Attention</i> (<i>r</i>=.14 and .10, respectively).</p> <p>The results also indicated that there was substantial variability in the effect of cognitive abilities on flight performance, with evidence of moderators operating in most cases. Five potential moderator variables were examined that may moderate the TBs-performance relationship in flying. The analysis for the moderator variable of <i>the number of tests in the battery </i>(small battery/large battery), <i>regularity of TB use in pilot selection</i> (commonly used/uncommonly used), and <i>criterion level of measurement</i> (continuous/ordinal/dichotomous/ contingency table) revealed significant moderating effects on the correlations between flight performance and several types of test batteries. Other moderators related to <i>year of publication</i> (1987-1999/2000-2009/2010-2017) and <i>flying organization</i> (USAF/US Navy/Another military/Civilian) did not significantly influence the correlations between TBs and flight performance. The implications of the findings for practice are discussed, and recommendations for future research directions are provided.</p>

Esta tesis muestra una radiografía de las evaluaciones de Historia de España en COU y Bachillerato (a través de los recuerdos de 1523 alumnos entre 1993-2003), y de los protocolos de los exámenes (410 realizados por el profesorado entre 2002-2004), en la CC.AA. de la Región de Murcia. Entre los resultados más relevantes, destacar: la influencia que los aspectos formales de las evaluaciones y los exámenes tienen tanto en los contenidos por los que se les pregunta a los alumnos como en el tipo de aprendizaje que éstos adquieren; la presencia predominante de preguntas que requieren principalmente la memorización de los conocimientos; las relaciones existentes entre los tipos de preguntas y las capacidades cognitivas solicitadas en las pruebas; la evaluación de unos temas de la Historia de España en detrimento de otros; y la influencia que dos referentes como son selectividad y decreto de currículum, tienen en las pruebas estudiadas. / This thesis shows a radiograph of the assessments of History of Spain in COU and Bachillerato (through the memories of 1523 students between 1993-2003), and the protocols of the examinations (410 made by teachers between 2002-2004) in the Autonomous Community of the Region of Murcia. Among the most relevant results, include: the influence of the formal aspects of assessments and examinations have so much in the content for which one asks the students as the type of learning that they acquire, the predominance of questions mainly require the memorization of knowledge, relations between the types of questions and cognitive abilities tests requested and the evaluation of the subjects of the History of Spain at the expense of others, and the influence of two references such as selectivity and Decree of the curriculum, the tests are studied.

The objective of this study was to determine if a statistically significant positive relationship exists between the cognitive tests (APIL and Critical Reasoning Test Battery - NCR2 and VCR2) and the academic performance of students on an MBA programme. A quantitative cross-sectional study was conducted on a non-probability purposive sample (N=329) of MBA students at an institution of higher learning in South Africa. A theoretical relationship was established between the variables. The empirical relationship revealed statistically significant relationships between the cognitive tests and academic performance on an MBA programme. The findings contribute valuable knowledge to the field of psychological assessment that can be applied in the selection of students for higher education. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

SOARES, Ana Cristina Silva. Uso de computadores na aprendizagem de crianças e adolescentes com deficiência mental. 2004. 141 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2004. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-03T16:25:09Z No. of bitstreams: 1 2004_Dis_ ACSSoares.pdf: 977997 bytes, checksum: b3276bd4a29bbfef228200742eb95a6a (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-06T15:55:37Z (GMT) No. of bitstreams: 1 2004_Dis_ ACSSoares.pdf: 977997 bytes, checksum: b3276bd4a29bbfef228200742eb95a6a (MD5) / Made available in DSpace on 2012-07-06T15:55:37Z (GMT). No. of bitstreams: 1 2004_Dis_ ACSSoares.pdf: 977997 bytes, checksum: b3276bd4a29bbfef228200742eb95a6a (MD5) Previous issue date: 2004 / Este estudo analisa os efeitos do computador na aprendizagem de crianças e adolescentes com deficiência mental, através de uma intervenção educacional envolvendo as habilidades de seriação, conservação de quantidades e inclusão de classes. Foram adotados, como fundamentação teórica, os estudos de Jean Piaget, Vygotsky, Inhelder, Papert e Valente, os quais subsidiaram a construção da metodologia e análise dos dados coletados. O objetivo deste estudo foi descrever e analisar as estratégias de raciocínio que ocorrem antes, durante e depois do uso do computador, além de caracterizar as possíveis mudanças cognitivas das habilidades de seriação, conservação de quantidades e inclusão de classes. A pesquisa envolveu pré e pós-testes com aplicação do Teste de Inteligência Não-Verbal (INV) e exames clínicos piagetianos de seriação, inclusão de classes e conservação de quantidades contínuas e descontínuas em três grupos: o grupo experimental (GE) realizou atividades com o computador, incluindo três softwares: Balança Serial, Micromundos e Tabletop; o grupo controle (GC) realizou atividades semelhantes ao GE sem o uso do computador; e o grupo de referência (GR) não realizou atividades. Participaram doze crianças e adolescentes, na faixa-etária de 7 a 16 anos de idade, cujos diagnósticos indicavam deficiência mental leve e moderada. Na intervenção educacional, os alunos foram separados por duplas nos GE e GC. Quanto aos resultados dos grupos, o GE apresentou mudanças cognitivas em percentis e nos exames de seriação, inclusão de classes, conservação de quantidades contínuas e descontínuas; o GC e GR não apresentaram mudanças significativas, nesses ocorreram retrocessos em seus resultados. Os resultados da intervenção educacional com as habilidades cognitivas foram os seguintes: os participantes do GE obtiveram avanços na compreensão das habilidades cognitivas, contudo, os sujeitos associados ao GC não obtiveram avanços na compreensão das habilidades. Concluiu-se então que, o computador é uma ferramenta que oferece recursos significativos para potencializar o ato de aprender, a descoberta e situações de trabalhos em duplas no processo de aprendizagem. A intervenção realizada com o computador apresentou benefícios na aprendizagem e no desenvolvimento das habilidades cognitivas de seriação, conservação de quantidades e inclusão de classes em crianças e adolescentes com deficiência mental.