Cognitive Knowledge Research Articles

Processing of Scene-Grammar Inconsistencies in Children with Developmental Language Disorder—Insights from Implicit and Explicit Measures

Background/Objectives: Developmental language disorders (DLD) are often associated with co-occurring neurodevelopmental difficulties, including attentional or social–emotional problems. Another nonverbal domain, i.e., visual cognition and its relationship to DLD, is virtually unexplored. However, learning visuospatial regularities – a scene-grammar - is crucial for navigating our daily environment. These regularities show certain similarities to the structure of language and there is preliminary evidence for a relationship between scene processing and language competence in preschoolers with and without DLD. This study compared implicit and explicit visuospatial knowledge of everyday indoor scenes in older children, aged 6 to 10 years, of both groups. Methods: We measured ‘dwell times’ on semantic and syntactic object – scene inconsistencies via eye-tracking and performance in an object-placement task, and their associations with children’s language, visual, and cognitive skills. Results: Visual attention towards object-scene inconsistencies was highly comparable between groups, but children with DLD scored lower in a visual perception test and higher language skills were associated with higher visuo-cognitive performance in both tasks. In the explicit scene-grammar measurement, this relationship only existed for children with DLD and disappeared when nonverbal cognitive performance was controlled. Conclusions: Our study suggests the existence of mild problems in visuospatial processing co-occurring with DLD, which is partly influenced by age and nonverbal cognitive ability. The acquisition of visual cognition and linguistic knowledge is an interactive, multimodal process where the perception of objects in scenes might affect how the words for these objects are learned and vice versa. A better understanding of this interplay could eventually have impact on the diagnosis and treatment of DLD.

Formation of the readiness of future physical education teachers to organize competitive activities in sports games

This article attempts to reveal the content of the formation of readiness of future physical education teachers to organize competitive activities in sports games. Through the analysis of the literature, it was found that the effectiveness of the activities of future physical education teachers is determined by the coherence of team actions in competitions; the trainer-teacher must have high professionalism (high level of knowledge and skills); the preparation of future physical education teachers to organize competitive activities of students should be carried out at the stage of professional training in higher education institutions; the professional training of future physical education teachers should have a systematic and holistic approach. The analysis of psychological and pedagogical literature and practice helped to develop criteria and indicators of the formation of readiness of future physical education teachers to organize competitive activities in sports games. Cognitive (knowledge about the organization of competitive activities in sports games, students' understanding of the importance of the formation of readiness and personal self-determination); emotional-value (a conscious interest of higher education students to be ready to organize competitive sports activities through the establishment of personal self-determination); voluntary impulse (the readiness of students to take responsibility, to act independently during the organization of competitive sports activities despite doubts (completion of an act); activity (the ability of higher education students to overcome challenges in the process of organizing competitive sports activities, the ability to implement ideas into practical sports activities).

Community Service: The Transformation of Badminton Learning Through Virtual Reality Technology in Elementary Schools

The community service activity aims to introduce 3D Virtual Reality technology as an innovation in badminton learning at SD Negeri 168 Pekanbaru. The activity stages in the implementation of this PkM program consist of several main stages, namely preparation, implementation, evaluation, and evaluation of the implementation and sustainability of the program. The results of this activity confirm that learning using 3D virtual reality technology has a significant positive impact on improving students' knowledge, skills, and attitudes. The technology proved effective not only in improving theoretical understanding but also in developing practical skills and building higher motivation. This community service activity has successfully achieved the main objective, which is to increase students' interest and involvement in badminton through the use of 3D Virtual Reality (VR) technology. The evaluation results showed a significant increase in the aspects of cognitive knowledge, psychomotor skills, and affective attitudes of students after participating in this technology-based learning. Nevertheless, the success of this program is also accompanied by challenges, especially the need for teacher training in the use of VR technology to ensure the sustainability of the program in the future

Theoretical foundations of spiritual and intellectual upbringing and teaching

Modern education, working primarily for the future of the country, is designed to ensure national identity and, therefore, the mission of guiding the school's worldview into the bosom of culture, morality, and spirituality. In this context, values are the determinants that not only integrate society but also influence the challenges of globalization facing humanity. The article is devoted to defining the theoretical foundations of spiritual and intellectual upbringing and teaching. Spiritual development is determined by a person's knowledge of the spiritual world, i.e. education, science, art, religion, morality and the elements that make up the spiritual culture of mankind. Spiritual development determines the further growth of a person, supports mental and physical development, and determines the purpose of life. It has been found that spiritual culture creates a special world of values that shape and satisfy our intellectual and emotional needs: basic human values (the value of life, consciousness, action, suffering, power, free will, strength, predictability, and the meaning of life) and all other interrelated moral values Virtues (justice, wisdom, courage, self-control, love of neighbor, loyalty, devotion, kindness, compassion, fidelity and trust, humility and modesty, kindness towards others); specific moral values (love of neighbor, ability to give spiritual wealth to others, personal value, love of the ideal value of others). The main criteria for the development of spiritual values of students are revealed: motivational (focus on spiritual development, attitude to spiritual values, recognition of the importance of spiritual values as determinants of personal behavior); cognitive (knowledge and understanding of spirituality and values, knowledge of the nature and structure of social and personal spiritual values); activity-practical (ability to be guided by spiritual values when assessing one's own behavior and the behavior of others, ability to actively and consciously participate in creative activity). The spiritual development of a person reflects the essence of life, its meaning and purpose. It integrates the best aspects of a person and shapes his or her personality. Values are the condition and basis of education, which is necessary for the formation of a person and society that values morality, ethics and the common good in professional activities and everyday life.

Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes.

Microlearning has become increasingly popular not only in education sector but also in corporate sector in recent years. However, its definition and didactics conceptualization, integration into instruction design, and effects on learning outcomes remain largely underexplored in terms of synthesized findings. Consequently, challenges persist in clarifying microlearning definition, and didactics, and designing effective microlearning instruction to yield improved learning outcomes. To address these gaps, we analyzed 40 relevant studies following PRISMA guidelines. Based on the findings, we maintain that microlearning is an instructional approach that delivers targeted, action-oriented, bite-sized content to achieve specific objectives within a short period, typically within a few seconds or minutes. The most important findings from the reviewed studies indicate that microlearning has positive impact on learning outcomes. The key learning outcomes identified, categorized according to Bloom's Taxonomy, include cognitive (knowledge acquisition, retention, improvement, recall, transfer, and application as well as critical thinking, problem-solving, professional, feedback and self-regulation skills, core competencies such as digital and pedagogical competence, and performance like test performance), behavioural (presentation skills development, task or work performance, higher completion rates, behavioural patterns, engagement, and collaboration), and affective (positive perceptions and attitudes, increased motivation, satisfaction, and improved self-efficacy). Based on Andragogy in Practice Model, Bloom's Taxonomy, and Sweller's CLT, we proposed a novel microlearning instructional design framework consisting of three integral components-differences consisting of individual, situational, and subject differences; guiding principles including specific-objective, bite-sized content, appropriate timeframe, interactive and engaging content, personalization, and selecting appropriate delivery medium and mode; and learning outcomes (cognitive, behavioural and affective). The proposed framework aims to integrate microlearning into instruction to improve learning outcomes. Educators, instruction designers, and policymakers can use the framework to design microlearning instruction to improve learning outcomes.

Heterogeneous Interoperable Sensors Integrating Cognitive Knowledge for IOT-based Cross-Domain Applications

Heterogeneous Interoperable Sensors Integrating Cognitive Knowledge for IOT-based Cross-Domain Applications

The Challenges to Provide Qualified Healthcare, Role of Human Capital, Job Performance Job Satisfaction and the Impact on the Economic Growth. A Review of Literatures

Healthcares prevention and treatment services quality is provided by qualified human capital that has good employee performance and good empoloyee satisfaction. Human capital is the main source of the economic and it has an important role as an economic asset that produce productivity, that is important for developing economic growth and prosperity of the country. The quality of healthcare prevention and treatment services is the service products that also can be the part of the economic and economic growth, that is produced by qualified human capital as human and management resources as the subject that can be supported by good employee performance & satisfaction and good hospital structures, infrastructures, technology and services. Quality of healthcare is patient oriented highest level of healthservice and treatment to provide safe, informative, efficacious, effective, fast-accurate and reliable healthcare services according to WHO updated clinical guidelines and standards of structures (management, system,policy) & infrastuctures (building etc) that have been adjusted by the time and adapted to the environment & cultures, which meet patient needs & demands with good performance and satisfied provider. Quality of healthcare provides a consistent delightfully and satisfactorily feeling of the patient and healthcares provider. Healthcare quality definitions common to all stakeholders involve offering patient oriented cares that contributes to patient well being satisfaction (known as patient satisfaction) and that is provided by good and satisfied employees performance as human capital resources that supported by good stuctures and infrastructures. Human capital is an economy asset, its is defined as the capacity and the stock of ability of human being to produce an income that important as fundamental source of economic growth. Human Capital refers to people knowledge-training-education, skill-ability-experiences, leadership-organization-motivation. creativity, innovation (organization, marketing, service & technology adoption) and health of individual in workforce. Job performance is an employee aptitude/ability in the accomplishment of a given task that are determined in their job description. that is measured against pre set standards of accuracy, completeness, cost and speed. Job satisfaction measure the personal pshycological effect .Job satisfaction is a pleasurable or positive emotional state resulting from the assessment/evaluative of people job or job experiences, that can be measured as cognitive (knowledge), affective (emotional) and behavioral components.

The Impact of Cognitive Knowledge on Laboratory Skills Development in Chemistry Students: A Correlational Study

The aim of this study is to examine the relationship between students' cognitive abilities and their laboratory skills. The research was conducted using a quantitative approach with a correlational study design. The subjects of the study were 32 students from the Chemistry Education program. The laboratory skills assessed were related to activities in the Basic Chemistry laboratory, as this course integrates both classroom learning and laboratory practice. Cognitive ability data were obtained from quizzes, midterm exams, and final exams, while laboratory skills data were collected from assessments of pre-laboratory activities (assistance and response), laboratory experiment performance, practical reports, and a final exam conducted after all practical units were completed. The data analysis revealed a strong positive correlation between cognitive abilities and laboratory skills, with a correlation coefficient of 0.65.

The role of students’ higher-order thinking skills in the relationship between academic achievements and machine learning using generative AI chatbots

Students’ perspectives on using generative artificial intelligence (AI) chatbots and machine learning are crucial in shaping the design, development, and implementation of their learning projects across various disciplines. Cognitive thinking, a key aspect of AI-related machine learning, aims to replicate human intelligence and behavior. However, the relation between cognitive thinking and knowledge acquisition is often overlooked. This cross-sectional study empirically examines the relationship between academic achievement and students’ attitudes toward machine learning, particularly through the use of generative AI chatbots. It specifically focuses on the role of higher-order thinking skills—such as problem-solving, critical thinking, and creativity—as both mediators and moderators in this relationship. A total of four hundred sixteen undergraduate students (n=416) from diverse academic backgrounds voluntarily took part in a project, in which they designed and developed generative AI chatbots in media and information literacy courses. The findings indicate that creativity mediated the relationship between academic achievements and attitudes toward machine learning, but its moderating impact was not significant. Problem-solving and critical thinking did not show significant mediating effects on attitudes toward machine learning, while they showed significant moderating effects in the connection between academic performance and attitudes toward machine learning. This study contributes by elucidating the interrelationships between students’ higher-order thinking skills, academic performance, and attitudes on the use of AI and machine learning technologies. By highlighting the mediating role of creativity and the moderating effects of problem-solving and critical thinking, this study offers a deeper understanding of how these skills shape students’ perceptions of AI.

Impact of Psychomotor Domain in Enhancing Science Learning in Khyber Pakhtunkhwa, Pakistan: A Review

Learning can be divided into three categories: emotional (attitudes), psychomotor (skills), and cognitive (knowledge). The Taxonomy of Learning Domains, developed in 1956 by a team of academics under the direction of Benjamin Bloom, provides the clearest explanation of this grouping. The learning domains were initially developed and described between 1956 and 1972. Psychomotor goals are specific to reflexes, interpretive motions, and body processes. It's interesting to note that although cognitive and affective taxonomies were described in 1956 and 1964, respectively, the psychomotor domain was not fully developed until the 1970s.

The critical time for critical thinking: intellectual virtues as intrinsic motivations for critical thinking

ABSTRACT This paper addresses the complexity of critical thinking, a multifaceted concept that includes cognitive skills, knowledge, and dispositions. We argue that existing literature has largely overlooked the vital role of dispositions, which are essential for understanding why individuals engage in critical thinking. Therefore, at the heart of our research is the challenge of motivation: how can we best encourage individuals to engage in critical thinking? To answer this question, we begin by conceptualizing critical thinking as a five-steps temporal process, thereby refining and clarifying its definition. Then, drawing on Self-Determination Theory, we argue that intrinsic regulation not only boosts engagement but also cultivates a long-term commitment to critical thinking. This insight establishes a direct link between intrinsic motivation and intellectual virtues, prompting us to propose a pedagogy focused on developing these virtues. Furthermore, we explore the challenges of initiating, sustaining, and completing the critical thinking process. We suggest that a virtue-centered pedagogy offers a holistic solution, promoting enduring intellectual engagement and completion of the critical thinking process. This approach promises to deepen intellectual inquiry and foster more robust analytical skills in educational contexts.

Reflecting on diagnosis: The Metacognitive Diagnostic Reasoning Model ©.

Diagnostic reasoning is a complex cognitive process that requires intuitive, heuristic processing from knowledge and experience, as well as deliberate and reflective thinking. Evidence on interventions to improve diagnostic reasoning is inconsistent, in part because different terms and models are used to guide research. To present a model of the factors of diagnostic reasoning in Advanced Practice Registered Nurses (APRNs), based on a review of the literature supporting the Metacognitive Diagnostic Reasoning (MDR) Model © . A review of the literature through systematic database search, historical articles, texts, and documents was conducted from inception through August 2023 ( N = 41). The MDR model depicts the following concepts: (1) metacognition is viewed as the driving force of diagnostic reasoning; (2) dual cognitive processing and knowledge representations are used; (3) once a diagnosis, treatment plan, and evaluation are complete, APRNs use metacognition for the next patient encounter, using repetition for improvement of the process. The model combines key concepts of diagnostic reasoning, providing a framework for researchers to develop and test, and faculty to teach and evaluate this complex process in learners. The MDR model provides research opportunities to validate its usefulness and effectiveness and a framework to guide educational research, contributing to the body of evidence-based practice in nursing. In addition, it may foster ongoing education and training that could lead to more accurate diagnoses and treatment plans, ultimately improving patient care by reducing diagnostic errors.

Incorporating structured metacognitive training into an undergraduate anatomy classroom.

Metacognition includes the processes that learners use to plan, monitor, and assess their learning and is tied to academic performance and growth-oriented attitudes toward learning. Learning anatomy presents challenges to learners at all levels, and for many, necessitates a change in learning strategies and metacognitive awareness. We sought to examine whether structured metacognitive training situated in an undergraduate anatomy course could improve these skills. At the beginning and end of the course, students completed the Metacognitive Awareness Inventory (MAI) and several short free response questions. Individually matched pre-and post-course MAI scores were compared using paired-sample t-tests. The authors conducted a directed content analysis for the free response questions using the "knowledge of cognition" (KC) and "regulation of cognition" (RC) domains and their associated subcategories. All three KC subcategories showed statistically significant increases from pre- to post-course questionnaires. Effect sizes were small to moderate. Only two of five RC subcategories showed significant differences between pre- and post-course questionnaires: Information Management strategies and Evaluation. Directed content analysis revealed that students displayed an increase in metacognitive knowledge, particularly in the KC domain. Although RC developed for some learners, others also had insightful comments about challenges in this area-particularly regarding planning, motivation, and focus while learning independently. These results show that metacognitive training in an undergraduate anatomy course can improve students' metacognitive awareness. However, more targeted, specific strategies may be useful to develop students' metacognitive regulation.

Human-CoMo: A Combination of Cognitive Knowledge Engineering and Data Modelling for Human-Cyber-Physical Systems in Intelligent Manufacturing

Many cyber-physical systems face the challenge of appropriately integrating domain-specific human expert knowledge into the cyber part to create a shared sphere of knowledge and intelligent interactions between humans and the semi-autonomous technical system. Cognitive engineering contributes methods and insights into higher-order cognition that help to embed human knowledge in an appropriate way. The original research introduces a novel transdisciplinary framework called Human-CoMo, which demonstrates a systematic modelling process, different human perspectives, and the integration of expert knowledge at multiple hierarchical levels. Fundamental principles inspired by human cognition, such as conceptual chunking and knowledge precision, are characterised. Furthermore, it is shown how knowledge hierarchies can be methodically reflected in appropriate data analysis and modelling levels for small and big data applications including artificial intelligence approaches. Combined knowledge- and data-based modelling approaches offer more flexibility to integrate the strengths of humans and technology in a complementary way. The cognitive foundations and their computational reflections are outlined for the technical example process electroplating from the field of materials and surface engineering. The possibilities and limitations of integrating human knowledge through formalisation and implications for future forms of human-machine interaction are discussed.

Does Cognitive Phenomenology Support Dualism?

Abstract Dualism holds that experiences and physical states are distinct in that neither sort of state is identical with or grounded in the other. Cognitive phenomenal realism holds that cognitive experiences are irreducible to sensory experiences. While dualism and cognitive phenomenal realism are logically orthogonal and usually discussed separately, I argue that dualism’s plausibility is sensitive to whether cognitive phenomenal realism is true. In particular, I argue that if cognitive phenomenal realism is true, then it bolsters the case for dualism via a cognitive knowledge argument that has several advantages over the standard sensory knowledge argument.

Forensic Neuropsychological Foundations in Competency to Stand Trial Evaluations.

Neuropsychological assessment can play a vital role in competency to stand trial (CST) evaluations. This article provides an overview of the brain and behavior-based conditions that may impact an individual's ability to participate in their legal proceedings, as well as the relevant legal parameters that guide these types of forensic mental health evaluations. Circumstances that may warrant the involvement of a neuropsychologist in these evaluations are reviewed. For example, neuropsychologists' expertise with validity testing, as well as their specialized knowledge of cognition, is useful from the onset of the evaluation through the end, where involved parties often want to know about restoration interventions and feasibility. Select neuropsychological testing measures and cultural considerations are also addressed. The article concludes with illustrative case examples that demonstrate the real-world application of neuropsychological involvement in this specific forensic context. Given the expanding opportunities for neuropsychologists to assist triers of fact, this work contributes to the necessary and developing education base for neuropsychologists who wish to provide informed, effective, and culturally sensitive CST evaluations or related consultation to the legal system.

Development of a Sustainability Awareness Tool for High School Biology Students

In the context of classroom-based learning, the majority of students tend to acquire cognitive knowledge. It is essential for students to not only acquire cognitive knowledge but also develop awareness of sustainability as a result of teaching and learning activities. The purpose of this study was to develop an instrument to measure sustainability awareness among high school students. Developing an instrument of sustainability awareness for students is important to measure and encourage their understanding and actions in preserving the environment sustainably. The instrument developed consists of three subdimensions: economy, society, and environment. This instrument assesses awareness of the concept of sustainable development and practices, attitudes, and moral values ​​for sustainability at the individual level. This study used the Rasch modeling analysis technique. The instrument is a closed questionnaire containing 21 items using a 4-point Likert scale. The results of the Rasch modeling showed that the overall Cronbach's alpha reliability coefficient was in the "good" category, while the item reliability coefficient was in the "very good" category. However, the student reliability coefficient was in the "weak" category. The results of the instrument validity test showed four invalid items. These items showed ZSTD and Pt Mean Corr values ​​that did not meet the established criteria. However, the existence of invalid instrument items and weak student reliability coefficients did not affect the overall quality of the instrument. Therefore, it can be concluded that the developed instrument is considered appropriate for measuring the sustainability awareness profile of students.

Metacognitive Skills and Academic Performance among Medical Students-An Analytical Cross Sectional Survey

Objective: The study objectives were to identify the metacognitive skills in medical students and to find its association with their academic performance. Study Design: Analytical cross-sectional study. Place and Duration of Study: Army Medical College, Rawalpindi Pakistan, from May to Sep 2022. Methodology: MBBS students from second, third and fourth year who had passed their last professional examination were included by convenience sampling. Sample size was calculated using WHO table and keeping 95% confidence level, d=0.05 and p= 0.20. Self-reported questionnaire Metacognitive Awareness Inventory was used to collect online data from 197 students. Hesitant students and incomplete questionnaires were excluded. Data analyzed through SPSS version 26. Mean and standard deviation for descriptive, independent t-test and one-way ANOVA were applied to find differences of mean among different groups (p<0.05 statistically significant). Results: Among 115 males and 82 females, almost 92(46.70%) were from second year, 33(16.75%) from third year, and 72(36.54%) were from fourth year. Mean score and standard deviation of knowledge and regulation of cognition was 10±4.3 and 20.4±8.6 respectively. No significant difference of metacognition scores for two domains was found among both genders (p value 0.730, 0.509 respectively), four categories of percentage scores (p-value 0.290, 0.724respectively) and all years (p-value 0.077, 0.280 respectively). A significant strong positive linear correlation between knowledge and regulation was found (r=797; p<0.001). Conclusions: Metacognitive skills in medical students were moderately developed in using strategies of both knowledge and regulation of cognition. No association was found between metacognitive skills and their academic performance.

Teaching Pronunciation in EFL Classes: An Investigative Study Among Kurdish EFL Teachers

Although studies have suggested that pronunciation is key to learning oral skills in a second language, not much research has been conducted to investigate teachers’ cognition in this regard. However, pronunciation significantly affects learners’ communicative competence and performance. Learners of English as foreign language (EFL) or English as a second language (ESL) often indicate that pronunciation is crucial while learning L2. Research results have demonstrated that teaching pronunciation in EFL/ESL classes is often overlooked (Baker & Murphy, 2011; Gilbert, 2008). Therefore, this study explores fifty-seven EFL university teachers’ views and cognition (knowledge, beliefs, thoughts, attitudes, and perceptions) towards teaching pronunciation at different universities in Iraqi Kurdistan and its values in L2 teaching and learning. The participants completed an online survey on teaching and learning pronunciation. The findings suggested that the instructors had positive perceptions of teaching pronunciation, but they also stated that pronunciation was challenging to teach and sometimes boring. This paper provides insights into teacher education, cognition, pronunciation skills, and there are several pedagogical implications.

Analysis of Students' Questioning Skills During Discovery Learning: A Descriptive Study Based on The Revised Bloom's Taxonomy Framework

The problem in this study is the lack of questioning skills based on cognitive process dimensions and knowledge dimensions. This research aims to analyze questioning skills through students' written work using the revised Bloom's Taxonomy framework, specifically the cognitive process and knowledge dimensions. The participants were 32 students (15 males and 17 females) from class XI MIPA 3 at a high school in Bandung. This descriptive study employed documentation analysis using Google Forms for individual questions and worksheets for group questions. The results depict students' cognitive processes at the levels of remembering, understanding, applying, analyzing, evaluating, and creating as 18.25%, 47.44%, 9.49%, 18.25%, 2.92%, and 3.65%, respectively. In terms of knowledge dimensions, the percentages for factual, conceptual, procedural, and metacognitive knowledge were 24.82%, 72.99%, 2.19%, and 0%, respectively. It can be concluded that questioning based on cognitive processes is distributed across all levels from remembering to creating, while questions based on knowledge dimensions are predominantly conceptual.