Application Of Cognitive Strategies Research Articles

The effect of cognitive orientation to daily occupational performance in children with attention deficit hyperactivity disorder: A pilot randomized controlled study

This single-blind randomized controlled trial (RCT) study was planned to examine the effect of the Cognitive Orientation to Daily Occupational Performance (CO-OP) intervention on occupational performance and executive functions through daily routines children with attention deficit hyperactivity disorder (ADHD). Using a simple random method, the children were divided into two groups: n = 15 in the CO-OP group (4 girls, 11 boys) and n = 15 in the control group (3 girls, 12 boys). CO-OP intervention included 12 sessions (2 sessions per week, each lasting 1 hour, 6 weeks in total) focusing on teaching cognitive strategies to improve daily living activities. These sessions involved personalized goal setting, performance analysis, and the application of cognitive strategies to enhance executive function and occupational performance in children with ADHD. The data were collected by assessing the children with the Canadian Occupational Performance Measure, Goal Attainment Scaling, and Executive Functions and Occupational Routines Scale at the beginning and end of the study. When comparing the pre- and post-evaluations of the CO-OP group, statistically significant improvements were noted in occupational performance and satisfaction (p < 0.001), occupational performance goals (p < 0.001), and executive functions through daily routines (p < 0.05). Test results for differences in posttest scores between the two groups showed that the CO-OP group had significantly better activity performance and satisfaction (p < 0.001), as well as gains in social routines for executive skills (p < 0.05), compared to the control group. The findings suggest that the CO-OP approach represents a promising and effective method for facilitating skill acquisition in various activities among children diagnosed with ADHD. Trial registration: This research was registered to clinical trials with the code NCT05125120.

Exploring Cross-Cultural Learning in Serious Games through Cognitive Strategies

Technological advancements are pushing the boundaries of educational exploration, giving rise to innovative teaching models. Among these, serious games have emerged as a popular choice due to their unique blend of interactivity and educational value. Drawing inspiration from the popular board game “Who’s the Spy,” this article proposes the design of a serious game tailored for language education and cross-cultural learning. This game not only offers an engaging and enjoyable experience but also incorporates diverse cultural elements, enabling learners to enhance their language skills and cross-cultural awareness in a relaxed atmosphere. At the same time, this article will also explore the application of cognitive strategies in serious games, helping learners to organize game content more effectively through strategies such as rehearsal, elaboration, and organization, to enhance learning effectiveness. Through the design and implementation of this serious game, it hopes to provide learners with a novel learning experience that seamlessly integrates language, culture, and technology.

The Implementation of Cognitive Strategy in Teaching English at SMPN 2 Sungguminasa

This research aims to determine the implementation of cognitive strategy in teaching English and the influence of implementing cognitive strategy on students’ English learning process. Researchers conducted this research at SMPN 2 Sungguminasa. This research method is descriptive qualitative. The instruments in this research are observation, interviews and documentation. Data collection was carried out using observation sheets and interview techniques. Participants in this research were two English teachers at SMPN 2 Sungguminasa. The results of this research showed that English teachers implement this cognitive strategy by forming discussion groups, utilizing learning models (PJBL, PBL and direct methods) and conducting questions and answers to students. The influences of implementing this cognitive strategy are students who were initially very passive in learning English became motivated to participate in English learning after implementing this cognitive strategy. They spoke actively in expressing opinions, suggestions, creative ideas and actively collaborated. This shows that the results of the implementation of cognitive strategy have met the four indicators (critical thinking, creative thinking, decision making and problem solving). This strategy is very influential on students' learning process because it can improve students' thinking process through the application of cognitive strategies, so that students can develop their knowledge in learning.

The Application of Cognitive Strategies in University English Reading Instruction

The Application of Cognitive Strategies in University English Reading Instruction

The Learnability of Cognitive and Metacognitive Reading Strategies in Moroccan Higher Education: A Quasi-experimental Study

Constituting a substantive part of my unpublished Doctoral Dissertation that was defended in 2015, the present study probes into the impact of (meta) cognitive reading strategy training on Moroccan EFL students’ strategic processing of textual content. In principle, it draws parallels between the (meta) cognitive strategic act implemented by the English department first-semester university learners (Control group: N=50; Experimental group: N=63) before the metacognitive strategy intervention and the one enacted by these two targeted groups after the intervention. To put to the test this straightforwardly stated assumption, such research instruments as reading comprehension texts, reading strategy training, and retrospective questionnaire were resorted to for eliciting the relevant data. The results reveal that the delivery of explicit (meta) cognitive strategy training is deemed a contributive factor in culminating in improved (meta) cognitive strategy application among the treatment group. Thus, a panoply of recommendations that are germane to education and research as well as a range of limitations which confronted the current research study are tacitly put forth.

Feasibility of the Perceive, Recall, Plan and Perform system of intervention for persons with brain injury in community-based rehabilitation: a pilot for a multiple-baseline design study

ObjectivesThis paper describes a pilot study investigating the feasibility of the Perceive, Recall, Plan and Perform (PRPP) system for persons with cognitive impairments after acquired brain injury in the context...

What learning strategies are commonly used by hospital pharmacists in the process of self-directed learning? A multicentre qualitative study

ObjectiveAs lifelong learners, hospital pharmacists must continually improve their self-directed learning skills. Reasonable learning strategies have been proven to enhance self-directed learning (SDL) significantly. Therefore, this study aims to investigate...

Using the Perceive, Recall, Plan and Perform Assessment of cognitive strategy use with Aboriginal and Torres Strait Islander peoples: Initial exploration of clinical utility.

Culturally safe and meaningful cognitive assessment methods for use with Aboriginal and Torres Strait Islander peoples are scarce. Concerns are raised regarding the efficacy of existing methods in cross-cultural contexts. The Perceive, Recall, Plan and Perform (PRPP) Assessment offers a person-centred alternative whereby cognitive strategy application is examined during performance of culturally relevant everyday tasks. This paper explores its use with Aboriginal and Torres Strait Islander peoples in Australia. A critical case study design was applied to examine the effectiveness and relevance of the PRPP Assessment with two Aboriginal Australian people in the Northern Territory of Australia. 'Ivan' and 'Jean' were each receiving occupational therapy through a rehabilitation service over a 6-month period following acquired brain injuries. Ivan and Jean were assessed performing everyday tasks of interest and importance to them as part of routine care. A partnership approach was adopted throughout the process, and both consented to their stories being told. The PRPP Assessment was able to measure changes in Ivan's and Jean's cognitive strategy use and its impact on performance of meaningful tasks. Ivan demonstrated a 46% increase in performance mastery and a 29% increase in cognitive strategy use with most improvements identified in his ability to sense information, initiate action, and continue performance. Jean demonstrated a 71% increase in performance mastery and a 32% increase in cognitive strategy use. Her greatest improvements were in the ability to recall schemes, self-evaluate, and initiate action. The two critical case stories shared in this study suggest that the PRPP Assessment has emerging evidence of clinical utility when used with Aboriginal people with acquired brain impairment. The information gained revealed strengths in performance; it was effective in measuring change in cognitive strategy use, was able to inform the goal setting process, and guided intervention to support cognitive strategy use during task performance.

Children with handwriting difficulties: Impact of cognitive strategy training for acquisition of accurate alphabet-letter-writing

Introduction: An occupational therapy handwriting programme integrating cognitive strategy training with alphabet-letter-writing instruction was found more effective than in-class instruction alone for early writers. This study investigated the impact of cognitive strategy training for children struggling to correctly write alphabet-letters. Method: Participants were ten children in the first 2 years of formal schooling identified with challenges in alphabet-letter-writing. A nonconcurrent A1BA2 single system research design was used. The A Phases represented within-class handwriting instruction only and B Phase represented additional handwriting intervention which included cognitive strategy training. The Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis (Stage 2) was the repeated outcome measure. Results: Results revealed all ten children demonstrated a similar pattern of change in cognitive strategy application which was concomitant with improvement and mastery in writing all 26-lowercase alphabet-letters from memory. Cognitive strategies which exhibited the greatest impact on acquiring and executing accurate alphabet-letter-writing skills were those related to planning, memory, attention and sensory perception. The least influential were those associated with generating and controlling motor actions. Conclusion: This study provides beginning support for including cognitive strategies training concurrently with alphabet-letter-writing instruction to assist children struggling to write alphabet-letters.

Effectiveness of the Perceive, Recall, Plan and Perform intervention for persons with brain injury in community-based rehabilitation: protocol for a single-case experimental design with multiple baselines

IntroductionThere is a need for standardised interventions in community-based rehabilitation to improve everyday performance for older adults with cognitive challenges due to acquired brain injury (ABI). The Perceive, Recall, Plan...

Does Gender Play a Part in High School Students’ Interest and their Application of Cognitive Strategies in Learning Mathematics?

Mathematics is an important component of school education. It teaches us to think logically. But learning this subject is not easy due to its abstract nature. Students find it difficult to learn mathematics due to a lack of interest in the subject. Nowadays schools give importance to grades and marks rather than teaching the subject interestingly. The present study was conducted to determine high school student’s interest in mathematics and their cognitive strategies concerning gender. The sample consisted of 738 students studying in 9th standard and they are selected from 18 schools of Thanjavur educational district using the purposive sampling technique. Data were analyzed using t-test. The findings showed that a significant difference could be seen in showing interest in learning the subject and applying cognitive strategies based on gender. Females showed more interest in the subject and their cognitive strategies are better than males.

Stroke survivors’ occupational performance and cognitive strategy use: A pilot exploration of strengths and difficulties using the Perceive Recall Plan Perform System of Task Analysis

Introduction The Perceive Recall Plan Perform System of Task Analysis is an ecological assessment of occupational performance and cognitive strategy application. This study aimed to describe occupational performance and cognitive strategies of stroke survivors in an early supported discharge service, compare the assessment with global measures of function and evaluate the feasibility of implementing the assessment in the early supported discharge setting. Method This study was a pilot study design and used consecutive sampling. Participants were assessed with the Perceive Recall Plan Perform System of Task Analysis and two global measures: the Functional Independence Measure and the Australian Modified Lawton’s Instrumental Activities of Daily Living Scale. Scores from the Perceive Recall Plan Perform System of Task Analysis were analysed by task mastery, sub-quadrants and quadrants, and correlations between the assessment and global measures were examined. Findings In this cohort ( n = 10), the Perceive Recall Plan Perform System of Task Analysis assessment required 47 minutes per task and identified reduced task mastery (mean = 55%, SD = 10%) with common difficulties in the perceive and plan domains. High to moderate correlations were identified between the plan quadrant and global measures ( p &lt; 0.05). Conclusion Perceive Recall Plan Perform System of Task Analysis assessment can be successfully implemented by occupational therapists with stroke survivors receiving early supported discharge to measure occupational performance and identify strengths and difficulties in cognitive strategy application.

Impaired awareness of deficits and cognitive strategy use in occupational performance of persons with acquired brain injury (ABI)

Purpose This study aims to explore the difference in cognitive strategy use during observed occupational performance between and within different levels of impaired awareness of deficits of individuals with acquired brain injury (ABI). Design/methodology/approach A cross-sectional study (N = 24) of individuals with ABI receiving rehabilitation and with the capacity to demonstrate goal-directed behaviour (Allen cognitive level screen score = 4.0) was undertaken. Cognitive strategy use during occupational performance of daily activities (measured with the perceive, recall, plan and perform [PRPP]) was evaluated between and within different awareness levels (awareness levels measured by the self-regulation skill interview). Statistical analyses, using independent t-test, Mann Whitney U test, ANOVA and Friedman test, were executed. Findings Significant differences were shown for both strengths and weaknesses in cognitive strategy use between emergent (n = 13) and anticipatory awareness (n = 11) groups on PRPP items “perceive”, “sensing” and “mapping”; and “searches”, “recall steps”, “identify obstacles”, “calibrates”, “stops”, “continues” and “persists”. Within emergent awareness group, participants scored lowest related to “perceive”, “plan”, “sensing”, “mapping”, “programming” and “evaluating”. Within anticipatory awareness group, participants scored lowest related to “plan”, “programming” and “evaluating”. Practical implications This study showed differences in cognitive strategy application during task performance in individuals with emergent or anticipatory awareness deficits that fit with theoretical expectations. It is recommended to make use of the PRPP assessment results (strengths and weaknesses in cognitive strategy application) to support the level of awareness determination. The PRPP assessment results and the level of awareness tailor the clinical reasoning process for personalised intervention planning and cognitive strategy training. Originality/value Because impaired awareness has so much impact on the course and outcome of rehabilitation (Rotenberg-Shpigelman et al., 2014), in clinical practice, it is of paramount importance to be aware of the level of awareness of the client (Smeets et al., 2017) and the effect on occupational performance.

Cognitive strategy use in adults with acquired brain injury

ABSTRACTObjective: Difficulty applying cognitive strategies during task performance is a hallmark feature of brain injury. This study aimed to develop a cognitive strategy profile of people living in a transitional living unit for people with brain injury.Research design: Prospective, longitudinal study (n = 16)Method: Cognitive strategy application was assessed using the Perceive, Recall, Plan, and Perform (PRPP) System of Task Analysis. Functional measures were also administered. Data were examined using Rasch analysis (FACETS 3.71.4) and relationships between variables were analyzed.Results: Rasch analysis of PRPP data generated a hierarchy of cognitive strategies: from the most complex executive processing strategies to the simplest perceptual and recall strategies. The functional profile revealed a more impaired group of clients than has been previously reported in similar residential programs. Cognitive strategy use (PRPP Total score) was correlated with functional independence (r = .61), the performance of instrumental activities of daily living (r = .45), and community participation (r = −.63).Conclusions: The PRPP System enabled assessment of cognitive strategy difficulties and generation of individual profiles that allowed for individualized intervention planning. More efficient and effective application of cognitive strategies was related to the improved functional performance of everyday tasks and activities, greater independence and community participation.

Desarrollo de estrategias cognitivas para mejorar la comprensión lectora del idioma inglés

INTRODUCCIÓN. La riqueza del ser humano se ve reflejada en su éxito intelectual, el cual se logra a través del conocimiento, ya que la correcta comprensión de los contenidos de la lectura es fundamental para desarrollo intelectual de la persona, por lo tanto, la comprensión lectora en otro idioma dará lugar a que el conocimiento se amplíe y así se activen los procesos cognitivos que generan el pensamiento crítico y lógico. OBJETIVO analizar las estrategias cognitivas y su influencia en el mejoramiento de la lectura comprensiva del idioma inglés. MÉTODO. El método utilizado es cuasi-experimental porque se aplica a cincuenta estudiantes universitarios divididos en dos grupos, el uno de control y el segundo experimental. RESULTADOS. La aplicación de estrategias cognitivas, mejora significativamente la comprensión lectora del Idioma Inglés. DISCUSIÓN Y CONCLUSIONES. La utilización de estrategias cognitivas provoca la activación de la parte cognitiva en el estudiante, logrando que comprenda las lecturas de manera lógica, facilitando el inferir significados, realizar conexiones, utilizar el conocimiento previo y realizar parafraseo. A futuro se pretende aplicar el uso de estrategias cognitivas a otros estudiantes de la ciudad de Quito.

Cognitive Strategies for learning foreign languages and their impact on the academic achievement A statistical study conducted on the students of the French language Department at the Faculty of Arts, King Abdulaziz University

The aim of this research is to introduce cognitive strategies of learning foreign languages, especially French as a foreign language. It highlights the direct relationship between the extent to which these strategies are applied and the cumulative achievement of French language students in the sixth, seventh and eighth levels. It also focuses on knowing the attitudes of female students towards the application of these strategies, and the detection of individual differences between the top, intermediate and average students according to the application of these strategies. In this study, a questionnaire is used to measure the extent to which these strategies were applied, and to link the percentage of their application to the academic achievement level of the students. The target is to identify the main reasons for the failure of a large number of students in mastering the French language and getting low grades. Moreover, it measures several factors that reflect the attitudes of the students in the application of cognitive strategies. These are the interaction of the direct learner with the content of the cruccila of the courses, the mental and actual use of the material, the application of the techniques to solve a problem and the implementation of a learning task. These strategies are often concrete and easy to observe. It lies at the heart of the learning process. These strategies stimulate teachers to encourage learners to apply these rules when they summarize their goals, review what has been explained, and seek to rephrase the objectives, meanings and linguistic uses of communicative activity through language exercises; in accordance with the analysis of the results of the questionnaire used in the research.

IMPROVING STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXTS THROUGH COGNITIVE STRATEGY AT GRADE VII-2 OF SMPN 1 INDRA PRAJA TEMBILAHAN

This study aims to determine whether cognitive strategy can improve students' skills in writing descriptive text, and what factors affect the improvement of writing skills. This research is a classroom action research conducted in two cycles. Each cycle consists of four meetings. Each consists of plan, action, observation, and reflection. Participants in this study is as straight as the students of class VII-2 SMPN 1 Indra Praja Tembilahan totaling 22 students. The data of this study were collected through: (1) observation sheet; students, teachers, teaching steps (2) field notes (3) interviews, and (4) writing tests. This study found that the use of cognitive strategy can improve students' skills in writing descriptive text. The findings of this study indicate that there is an increase in the average score of students above the completeness criteria of a minimum of English subjects is 75. The factors that influence the skills of students in writing descriptive text are (a) reading material given to the students, (b) motivation students, and (c) teacher's approach to students. So it can be concluded that the application of cognitive strategy on the teaching of reading descriptive text can give positive results with the increase of students' skills in reading descriptive text.

Improving Students’ Reading Comprehension of Descriptive Texts through Cognitive Strategy at Grade VII-2 of SMPN I Indra Praja Tembilahan

This research aimed to (1) know whether or not cognitive strategy can increase students’ skill in writing descriptive texts, and (2) know what factors can influence the increasing of those writing skills. This research categorized as action research which conducted in two cycles. Each cyles consisted of four times meeting. Each of them composed of plan, action, observation, dan reflection. The participant in this research was all 22 students of VII-2 SMPN I Indra Praja Tembilahan. The data was collected from (1) Observation sheet; students, teacher, lesson procedures/plan, (2) Field note, (3) Interview, and (4) Writing test. It was found in this research that the use of cognitive strategy can increase students’ skill in writing descriptive texts. The finding of this research shown that there was an increasing of students’ mean score above minimum criteria of minimum learning mastery standard (75).The factors that influenced students’ skill in writing descriptive text were (1) reading material given to students,(2) students’ motivation, and (3) teachers’ approach to students. It can be concluded that the application of cognitive strategy in teaching reading descriptive texts gave positive results shown by the increasing of students’ skill in reading descriptive texts.

Increasing Students’ Reading Comprehension through Cognitive Strategies of Senior High School of Sidenreng Rappang Regency

This research was a quasi-experimental research at the objective of finding the increasing students’ reading comprehension achievement through cognitive strategies (rehearsal, organization, and elaboration). It also aimed to find the extent to which these cognitive strategies influence the students’ reading comprehension achievement. The subject of the research was the Senior High School of Sidenreng Rappang Regency consisting of 50 respondents of two classes from 11 schools in Sidenreng Rappang. Each class consisted of 25 respondents; one class was the control and another class the tentative one. The data were collected through the reading comprehension test in pretest and posttest, and the observation checklist during the teaching and learning process. The test consisted of 45 items of the test from three kinds of text (news item, descriptive, and narrative). The observation checklist consisted of four statements for rehearsal strategies, three statements for organization strategies, and one statement for elaboration strategy. The research findings show that the students’ reading comprehension is increased for both groups from pretest to posttest. The experimental group is higher than the control one (60,6 &gt; 50,1) and the t-test is greater than the P-Value (0,05 &gt; 0,007), which means that there is a significant difference after giving treatment to the experimental group. The application of cognitive strategies also positively influences the increasing students’ reading comprehension achievement. Thus, it is concluded that the use of cognitive strategies is useful to increase students’ reading comprehension in teaching and learning words.

INCREASING STUDENTS’ READING COMPREHENSION THROUGH COGNITIVE STRATEGIES OF SENIOR HIGH SCHOOL OF SIDENRENG RAPPANG REGENCY

This research is a quasi-experimental research at the objective of finding the increasing student’s reading comprehension achievement through the cognitive strategies (rehearsal, organization, and elaboration) and to what extent these cognitive strategies influences the student’s reading comprehension achievement. The subject of the research was Senior High School of Sidenreng Rappang regency consisting of 50 respondents into two classes from 11 schools of Sidenreng Rappang; each class consisted of 25 respondents, one class a control and another class as the tentative one. The data were collected through the reading comprehension test in pretest and posttest and the observation checklist during the teaching and learning process. The test consisted 0f 45 items of test from three kinds (news item, descriptive, and narrative text). The observation checklist consisted of four statements for rehearsal strategies, three statements for organization strategies, and one statement for elaboration strategy. The research findings showed that the students’ reading comprehension increased for both groups from pretest to posttest. The experimental group was higher than the control one (60.6 &gt; 50.1) and the t-test was greater than the P-Value (0.05 &gt; 0.007) which means that there was a significant difference after giving treatment to the experimental group. The application of cognitive strategies also influenced positively to the increasing students’ reading comprehension achievement. So, it was concluded that the use of cognitive strategies (rehearsal, organization, and elaboration) is useful to increase students’ reading comprehension in teaching and learning words.